Third Grade Guarantee and Ohio Teacher Evaluation System

January 28, 2013

Standards Revision

Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies.

ORC §3301.079(A)(1)

Standards Must Reflect:

•  College and Career Readiness

•  Content and Skills

•  Coherence, Focus, Rigor

•  Aligned Model Curriculum

College and Career Ready

…allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first century…

ORC §3301.079(A)

Required Skill Sets •  Creativity and innovation

•  Critical thinking and problem solving

•  Communication and collaboration

•  Technology literacy

•  Personal management

•  Productivity and accountability

•  Leadership and responsibility

•  Interdisciplinary and project-based learning

Standards Revision �  Coherence - A reflection of the structure of the

discipline being taught

�  Focus- Limiting the number of items included in a curriculum to allow for deeper exploration of the subject matter

�  Rigor- More challenging and demanding when compared to international standards

Model Curriculum

…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor.

ORC §3301.079(B)

Two Development Tracks

Common Core •  English/Language Arts •  Mathematics

Ohio Revised Standards •  Science •  Social Studies

Common Core

�  The Common Core Standards are national standards in English/Language Arts and Mathematics

�  Developed by a consortium formed by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) together with experts in the field from K-12 and higher education

�  Purpose of the Common Core: To establish common expectations in English/Language Arts and Mathematics at a national level that ensures College and Career Readiness for all students

Common Core

Common Core standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

NGA & CCSSO, 2010

Ohio’s New Learning Standards

�  Ohio Department of Education adopted new academic content standards, known as Ohio’s New Learning Standards, in 2010 with full implementation to be in place in all Ohio schools by the 2014-2015 school year

�  These standards replace the Academic Content Standards adopted by the Ohio Department of Education in 2001 through 2003

�  Academic content standards are statements of what students are expected to know and be able to do in each academic content area as they progress through school

Ohio’s New Learning Standards �  English/Language Arts and Mathematics – Common Core

�  Science [Next Generation Science Standards are coming]

�  Social Studies

�  World Languages

�  Fine Arts

�  Physical Education

�  Technology – Current technology standards will be integrated into the model curricula developed for the four core content areas of Ohio’s New Learning Standards

Next Generation Assessments �  Ohio is developing a new system of assessments, aligned to

the New Learning Standards, that will be implemented during the 2014-2015 school year

�  Assessments will measure student achievement, student growth, and student Readiness for College and Career

�  Ohio joined the Partnership for Assessment of Readiness for College and Career (PARCC) national consortium to develop a common set of K-12 assessments for the Common Core Standards – English/Language and Mathematics – that will be implemented during the 2014-2015 school year

�  The PARCC assessments will be given online, with multiple choice, extended response, technology enhanced, and performance task items

�  ODE will develop new assessments in Science and Social Studies that will follow the PARCC model that will also be implemented during the 2014-2015 school year

�  Ohio schools will continue under the current assessment system aligned to the 2001-2003 Academic Content Standards during the transition period – 2012-2013 and the 2013-2014 school years

Next Generation Assessments Achievement Tests for Grades 3 through 8

�  Grade 3 – English/Language Arts and Mathematics �  Grade 4 – English/Language Arts, Mathematics, and

Social Studies [moved from 5th to 4th] �  Grade 5 – English/Language Arts, Mathematics, and

Science �  Grade 6 – English/Language Arts, Mathematics, and

Social Studies [moved from 8th to 6th] �  Grade 7 – English/Language Arts and Mathematics �  Grade 8 – English/Language Arts, Mathematics, and

Science

NEW ASSESSMENTS:

End of Course Exams for ten courses in grades 9 through 12

Student performance on these exams will be part of the student’s grade in the course (speculated to be 20%) and a factor in the Ohio accountability system

�  English I, II, III [PARCC] �  Algebra I, Geometry, and Algebra II [PARCC] �  Biology and Physical Science [ODE] �  American History and American Government [ODE]

To be implemented in the 2014-2015 school year

NEW ASSESSMENT:

Replace the Ohio Graduation Test (OGT) with a nationally standardized assessment that measures Career and College Readiness – given to all 10th grade students

To be implemented during the 2014-2015 school year, or before if ODE has the financial resources

NEW:

Senate Bill 165 – enacted March 2012

�  Incorporate academic content into the social studies standards for grades 4 through 12 that includes the original texts of the Declaration of Independence, the Northwest Ordinance, the Constitution of the United States and its amendments with emphasis on the Bill of Rights, and the Ohio Constitution

�  Effective for students entering the 9th grade for the first time in the fall of 2012

�  Requires local boards of education to adopt interim end of course examinations for American History and American Government not later than July 1, 2013

�  Implement interim end-of-course examinations with the 2013-2014 school year, until the state end of course examinations are adopted for the 2014-2015 school year

�  Beginning 2013-2014 school year, American Government course will become a full year course as a result of additional academic content added to the standards

Transition to New Learning Standards and Assessments

2011-2012 - Focus on WHAT �  What is taught in English, Math, Science, and Social Studies–

what is new, what moves to another grade, what is no longer emphasized or included

�  ODE, regional and local forums/workshops/seminars �  Grade Level Meetings/Grade Cluster Meetings/Content Area

Meetings �  Secondary – Department meetings to discuss content and

alignment �  Elementary – After-school meetings followed by half-day and

full-day work sessions �  Comparison guides and Crosswalks; Vertical Alignment (grade

clusters); sharing materials/resources

2012-2013 – Focus on transition to WHAT and HOW

�  Blending of old and new where needed (tested areas – Reading, Math, Science, Social Studies)

�  How do we teach new standards – more depth, rigor, critical thinking, and problem solving

�  Review Crosswalks (K-12) and Comparisons Guides (K-8) �  Complete Gap Analysis and district curriculum alignment

(vertical and horizontal) �  Shift to Curriculum Mapping �  Evaluate resources and instructional materials; share or shift as

necessary; evaluate textbooks (focus on Science and Social Studies)

2013-2014 School Year – Focus on Transition to NEW

�  Transition to full implementation of new standards

�  Continue Curriculum Mapping and develop a fully aligned curriculum (vertical and horizontal)

�  Continue to evaluate instructional materials and resources

2014-2015 School Year – Full Implementation of NEW Standards and Assessments

�  Full implementation of new standards

�  Continue Curriculum Mapping (ongoing)

�  Continue to evaluate instructional materials and resources

Content Area Focus English/Language Arts and Math – Common Core:

�  2012-2013 – Blended Standards

�  2013-2014 – Transition to New Standards

�  2014-2015 – New Standards

�  Transition to blended curriculum (old standards with new – to continue to prepare for OAA in grades 3 through 8) with a phase in to full implementation of new standards in 2014-2015 or sooner

�  Use Curriculum Committees to work in these core areas

Science Standards

�  2012-2013 – New Standards – Grades 3 and 6; Blended Standards – Grades 4, 5, 7, 8

�  2013-2014 – New Standards – Grades 3, 4 and 6, 7; Blended Standards – Grades 5 and 8 (OAA)

�  2014-2015 – New Standards – All Grades Grades K-2 – prepare for and support new Grade 3 science curriculum Grades 9-12 are transitioning to new standards

GRADES 3-8 SCIENCE TRANSITION PLAN

Social Studies Standards

Change in Scope and Sequence for Grades 4 through 9 and additional content in Grades 9-12

�  2012-2013 – Grades 4 through 12 work on realignment of the curriculum

�  2013-2014 – New Standards –Full implementation for grades 4 through 12 in preparation for new assessments – Effects of SB 165 – American History and American Government

�  2014-2015 – Full implementation of new Standards and Assessments

Third Grade Guarantee

�  Recent legislation strengthened the Third Grade Guarantee to give greater emphasis to reading instruction and intervention in the primary grades

�  Through diagnostic testing in grades K-3, school districts will identify a student as On-Track or Not On-Track. Not On-Track means the student is not reading at grade level

�  If a student is identified as Not On-Track, schools must:

�  Provide notice to parents in writing that the students is Not On-Track and that beginning with the 2013-2014 school year, unless the student attains the ODE designated level (390) on the 3rd grade reading Ohio Achievement Assessment, the student will be retained

�  Begin reading intervention immediately using research-based reading strategies targeted at the student’s identified reading deficiencies

�  Develop a reading improvement and monitoring plan within 60 days of learning of the reading deficiency; and

�  For the 2013-2014 school year, provide a “credentialed” teacher for 3rd grade students who have been retained or who are on reading improvement and monitoring plans (this is a transition year)

�  Beginning with the 2014-2015 school year, provide a “credentialed” teacher for students in kindergarten through grade 3 who are retained or on reading improvement and monitoring plans

A “credentialed” teacher must have actively engaged in reading instruction of students for the previous three years and have at least one of the following:

�  A reading endorsement on their teacher’s license and a

passing score on the corresponding assessment for that endorsement; or

�  A master’s degree with a major in reading; or �  A rating of “above value-added” for the last two school

years; or �  For the 2013-2014 school year, a credential from a

program on the ODE approved list of scientifically research-based reading instruction programs

�  For the 2014-2015 school year, a passing score on a rigorous test of principles of scientifically research-based reading instruction developed by ODE

�  Districts will need to develop a policy for students to move on to the 4th grade any time they demonstrate proficiency in reading, even in the middle of the year

�  Students who demonstrate proficiency in a subject area higher than 3rd grade shall receive grade level appropriate instruction in that subject area (i.e., math, science, social studies)

Ohio Teacher Evaluation System (OTES)

�  The Board of Education must adopt a Teacher Evaluation Policy in consultation with teachers by July 1, 2013

�  For the Ottawa Hills Local School District, this new system will be implemented in January 2015

�  Ohio's new system for evaluating teachers is designed as a professional growth model intended to continually assist educators in improving teacher performance

�  Teacher performance is determined by using a Teacher Performance Evaluation Rubric using indicators based on the Ohio Standards for the Teaching Profession

�  The evaluator gathers evidence throughout the evaluation process to determine a Teacher Performance Rating

�  Also incorporated into the teacher evaluation are Student Growth Measures based on teacher Value Added data, approved vendor assessment data, and/or locally determined growth measures

�  The Teacher Performance Rating (weighted 50%) and the Student Growth Measures (weighted 50%) are combined to produce a final summative rating

�  There are four ratings: Accomplished Proficient Developing Ineffective

�  Value added is a growth measure based on Ohio Achievement Assessment scores in Reading and Mathematics for grades 4 through 8

�  Value added scores must be used for teachers where the data is available (Grades 4-8 Reading and Mathematics)

�  Districts may use assessments approved by the Ohio Department of Education to determine a growth measure for teachers of subjects where value added scores are not available

�  Districts may also create Student Learning Objectives (SLOs) that can be used as a measure of student growth for teachers of subjects where Value Added scores are not available

�  It is expected that each teacher will be evaluated annually

�  Evaluators must possess proper certification/licensure, be approved by the local board of education, have completed the OTES training, and have passed the online assessment using the OTES Performance Rubric

�  ODE has created a Principal and Superintendent evaluation system that is also linked to student growth measures and Value Added

Resources Ohio Department of Education: http://education.ohio.gov

Search: Ohio’s New Learning Standards Third Grade Guarantee OTES

Common Core: http://www.corestandards.org

PARCC: www.parcconline.org