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Marietta BOE to use report card scores to form strategic plan

By Kristen Hainkel 2 min read
Eagle Scout and Marietta student Roman Tatalovich presents his Eagle Scout project to replace doors on the Wall of Sound’s instrument storage unit during Monday's Marietta Board of Education meeting. The board unanimously approved his request for $2,500 to finish the project.

Marietta City Schools discussed the yearly Ohio School Report Card from the Ohio Department of Education at Monday's meeting.

The district's overall rating was 2.5 out of 5 stars. Superintendent Brad Silvus said this is the first year they received a star rating.

"Last year, they projected what rating we might get but this year we got an actual rating," he said. "Obviously 2.5 is not where we want to be. That is the purpose of our strategic plan is, to help move that along. We have some work yet to do."

One of the factors in the star rating is attendance. Silvus said excessive absences have decreased 10% from the previous school year. To further this progress, Marietta hired an Attendance Officer and Assistant Athletic Director. Silvus said the position will meet with students to determine why they aren't in school and help them improve. The board voted unanimously to hire Ryan McClain in the above position. Silvus said McClain had a unique skill set that would satisfy the job requirements. Silvus said he was working with Rachel Wakefield, interim Director of Accountability at the Ohio Department of Education, and Marietta resident to develop strategies to improve their rating.

"I'm on the report card committee at (Buckeye Association of School Administrators). She was leading us in this discussion about the report cards. Hearing feedback about the report cards. Talking to us about their concerns. There's not a lot that shows K-2 buildings. We've got two."

Director of Curriculum Tim Fleming described the founding principles that should be displayed in each classroom through a case study he discovered.

"These are the four most important things in a classroom: consistent opportunities to work on grade appropriate assignments, strong structure in which students do most of the thinking on lessons, deep engagement with their learning, and then teachers who hold high expectations and believe they can be greater than the standards," he said.

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