stan heffner- key note speaker-basa bfk-06292012

Mid-biennial Review – Substitute Senate Bill 316 (as enacted)

Connect for SuccessPresentation by BASA

June 29, 2012

Third Grade Reading Guarantee

• For students entering 3rd grade in the 2013-2014 school year, generally prohibits promotion to fourth grade of student scoring in limited range on third grade reading achievement assessment

• State board to progressively adjust standard upwards until retention requirements apply to students not achieving at least “proficient”

• State board to recommend changes to scoring ranges to legislature by 12/31/2013


• Exceptions to retention requirement– Limited English Proficient (LEP) students enrolled

in U.S. schools for less than 2 full years and have less than 2 years in ESL program

– Students whose IEP’s exempt them from retention– Students whose IEP’s or 504 plans show that they

have received “intensive remediation” for two school years and who have been previously retained in any of K-3 and still have reading deficiency


• Exceptions to retention requirements (cont.)– Students who demonstrate acceptable level of

performance on alternative standardized reading assessment approved by ODE; no judgment

– Students who received intensive remediation for two school years, still are deficient in reading, and were previously retained in any of grades K-3 if student receives intensive reading instruction in grade 4


• Intensive reading instruction defined as “altered instructional day” which includes:– Specialized diagnostic information– Specific research-based reading strategies that

have been successful in improving reading• All retained third graders to receive instruction

in specific field commensurate with achievement level


• Assess reading skills of each student in K-3 by September 30 of each year to identify students reading below grade level with:– State-developed diagnostic assessments in English

language arts or– Comparable diagnostic tool approved by ODE

• Provide parental notice that student has been identified as having substantial reading deficiency


• Parental notice must include:– Description of current services being provided for

student, as well as proposed supplemental services and supports

– Explanation that student may be retained in 3rd grade if student fails to achieve state “cut score”

• District required to develop “reading improvement and monitoring plan” (RIMP) for each student reading below grade level


• Intensive reading instruction to be provided immediately following identification of a reading deficiency must include:– “Intensive, explicit, and systematic instruction”– Research-based reading strategies shown to be

successful for low-performing readers– Instruction targeted at student’s identified reading

deficiencies


• Reading improvement and monitoring plan:– Must identify student’s specific reading deficiencies– Must describe additional instructional services and

support to be provided– Must include opportunities for parental involvement

in those services and support– Must specify process for monitoring student’s receipt

of services and support– Must state that student could be retained in third

grade for failure to pass reading assessment


• RIMP must also provide during school day for a reading curriculum which:– Provides scientifically based, reliable assessment– Includes initial and ongoing analysis of each student’s

reading progress• Each student who has RIMP and enters 3rd grade in

2013-14 or later must be assigned to teacher with passing score on “rigorous test of principles of scientifically based reading instruction or has reading endorsement on teaching license”


• For each student retained in grade three– Intense remediation services until student reading

at grade level• Must address areas of deficiencies• Must provide for at least 90 minutes of reading daily• May include small group instruction, reduced student-

teacher ratios, or extended school day/week/year

– “High quality teacher” as determined by teacher’s student performance data and performance reviews if available


• For each student retained in grade 3 (cont.)– Must offer option to receive services from other

providers– Policy for mid-year promotion to fourth grade if

student demonstrates proficiency in accordance with standards to be adopted by ODE

– Does not require summer services but permits them to be offered in school, community center, or at home


• Required reporting includes:– Results of K-3 diagnostic assessments in reading

and math to ODE; assessments not public records– Annually report on implementation of and

compliance with 3rd grade guarantee– Requires ODE to issue annual report showing by

district and school building:• Number/%age of K-4 students reading below grade level• Types of intervention services provided• Evaluation of those intervention services


• Appropriation of $13 million (not General Fund money) in HB 487 for competitive grants to districts and community schools to support reading intervention

• SSPI and Governor’s Director of 21st Century Education to issue report identifying additional funds that may be available to support assessments and interventions

District/School Performance Ratings

• No changes and no task force!• During admission process, school must provide copy

of most recent building report card• State board to develop separate report card for

career-technical planning districts (CTPD’s)– To be issued for 2012-13 school year by September 1,

2013• Removes joint vocational school districts ranking of

public schools according to academic performance and spending

District and School Spending

• State board must adopt reporting standards for school and district expenditures by December 31, 2012

• Standards must align with U.S. Department of Education expenditure categories

• Begin reporting using new expenditure standards on July 1, 2013

• Separate reporting requirement with annual ranking comparing “classroom instructional purposes” and “non-classroom purposes”

Academic Standards/Model Curricula

• Any updated academic standards and model curricula in English language arts, math, science, & social studies must be submitted to House & Senate education committees at least 45 days prior to state board adoption

• By 6/30/13, state board to adopt model curricula for K-12 that “embed career connections learning strategies into regular classroom instruction

Teacher Evaluations

• Specifically exempts substitute teachers and those spending less than 50% of time providing student instruction

• Excludes students with 60 or more unexcused absences for school year from calculation of student academic growth

• Adds to authorized credentialed evaluators:– Employees of third party entity hired by employer to

conduct evaluations– Peers if covered by peer review agreement

Teacher Evaluations

• Only one annual evaluation of teachers on limited or extended limited contract

• Classroom observations– One for teachers rated as “accomplished” if board

approves by resolution and teacher also completes project showing continued growth and practice at the “accomplished level”

Teacher Evaluations

• Classroom observations (continued)– Two required for almost all other teachers– Three required for teachers on limited or

extended limited contracts under consideration for nonrenewal

• Deadlines– May 1 for completion of teacher evaluation– June 1 for notice of nonrenewal to teachers– June 15 for assumption of acceptance of contract

Teacher Evaluations

• Requirements to prevail over collective bargaining agreements entered into on or after effective date of SB 316

• Local board to adopt, in consultation with teachers employed by board, standards-based evaluation framework by July 1, 2013– Must be based on state framework– State board may periodically update its state

framework; requires SBE resolution

Teacher Testing

• Effective with beginning of 2015-2016 year• Applies to teachers who currently teach a core

subject area and who has received a rating of “ineffective” for 2 of the last 3 school years

• School district shall require affected teacher to take written examinations (selected by ODE) of content knowledge to determine “expertise” in subject area at that grade level– Teacher not responsible for cost of exam

Teacher Testing

• If teacher passes exam, local district shall require teacher at own expense to complete professional development targeted to deficiencies identified in evaluation

• Rating of “ineffective” on next evaluation or failure to complete professional development are grounds for termination of contract

• If teacher passes exam, teacher not required to take exam again for 3 years regardless of evaluation rating

Teacher Testing/Reporting

• No decision to terminate or not to renew teacher’s contract to be made solely on basis of exam results “until and unless” teacher has not attained a passing score for at least 3 consecutive exam administrations

• By 12/31/14, Chancellor must report number and %age of graduates of each teacher preparation program by evaluation performance level

Blended Learning

• Defined as "the delivery of instruction in a combination of time in a supervised physical location away from home and online delivery whereby the student has some element of control over time, place, path, or pace of learning

• State board to revise existing standards to include standards for blended learning programs

Blended Learning

• Standards for blended learning programs– No blended learning program required to have

more than one teacher for each 125 students– Internet- or computer-based community school

not a blended learning school– requirements that promotion from grade to grade

will ensure that students “are capable and prepared for the level of study to which they are certified”

Choice

• Eligible students currently attending nonpublic school that receives state charter would be eligible for Educational Choice Scholarship

• Districts completing an evaluation of student with disability or undertaking development, review, or revision of IEP must send letter or electronic notice to parent and indicate that the student might be eligible for the Autism Scholarship or the Special Needs Scholarship

Choice

• Community school can adopt policy on number of documents required to identify district of residence for student– Could be one or more of 5 possible documents– Will supersede any local district policy

• Requirement for ODE to solicit sponsors for establishment of 16 regional community schools to serve gifted students is removed

Choice

• School districts required to verify monthly resident students at community school

• SSPI decides on district student can attend in the event there is disagreement

• No statement on withholding payments but SSPI to direct any necessary adjustments to deductions and payments after resolving any dispute

Career Technical Education

• Adult education instructors working less than 120 days per year will not receive sick leave

• Joint vocational school districts to be notified of any pending TIF legislation on same basis as any other school district; actually a technical correction

Educational Facilities

• Reduces minimum size of segmented project from 4% to 2% of district’s tax valuation

• Removes conditions of land area size and wealth for Exceptional Needs Program

• Authorizes Ohio School Facilities Commission to offer classroom assistance funding to district participating in an expedited local partnership if district ready to proceed

Miscellaneous

• No change in permission for qualified school administrator to serve as gifted coordinator

• Requires report by 12/31/13 (and annually thereafter) of number of students with disabilities who did receive a comprehensive eye examination (as required)– Data would be for 2012-13 school year

• “Law enforcement emergencies” added to definition of calamity days

Miscellaneous

• Permits school district to admit child not yet required age to kindergarten or first grade in accordance with district’s acceleration policy– District would be required to evaluate child for

early admission upon referral by district’s educator, a preschool educator who knows the child, or pediatrician or psychologist who knows the child, or parent/guardian

– Eliminates current pupil personnel services committee which currently makes those decisions

Miscellaneous

• Makes school district implementation of body mass index (BMI) screening program optional– Would eliminate waiver after effective date

• Eliminates annual July 1 deadline by which fee-for-service agreement with educational service center must be filed

• Permits school districts with more than 16,000 students to enter into an agreement with an ESC without having supervisory deduction

Prelude

Stay tuned for:

• Tom’s Top Ten Things He Learned During the Last Budget Process