Third Grade Guarantee and Ohio Teacher Evaluation System. January 28, 2013

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1 Third Grade Guarantee and Ohio Teacher Evaluation System January 28, 2013

2 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 (A)(1)

3 Standards Must Reflect: College and Career Readiness Content and Skills Coherence, Focus, Rigor Aligned Model Curriculum

4 College and Career Ready allow each student to be prepared for postsecondary instruction and the workplace for success in the twenty-first century ORC (A)

5 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

6 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

7 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 (B)

8 Two Development Tracks Common Core English/Language Arts Mathematics Ohio Revised Standards Science Social Studies

9 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

10 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

11 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 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

12 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

13 Next Generation Assessments Ohio is developing a new system of assessments, aligned to the New Learning Standards, that will be implemented during the 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 school year

14 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 school year Ohio schools will continue under the current assessment system aligned to the Academic Content Standards during the transition period and the school years

15 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 5 th to 4 th ] Grade 5 English/Language Arts, Mathematics, and Science Grade 6 English/Language Arts, Mathematics, and Social Studies [moved from 8 th to 6 th ] Grade 7 English/Language Arts and Mathematics Grade 8 English/Language Arts, Mathematics, and Science

16 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 school year

17 NEW ASSESSMENT: Replace the Ohio Graduation Test (OGT) with a nationally standardized assessment that measures Career and College Readiness given to all 10 th grade students To be implemented during the school year, or before if ODE has the financial resources

18 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 9 th grade for the first time in the fall of 2012

19 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 school year, until the state end of course examinations are adopted for the school year Beginning school year, American Government course will become a full year course as a result of additional academic content added to the standards

20 Transition to New Learning Standards and Assessments 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

21 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)

22 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 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

23 Content Area Focus English/Language Arts and Math Common Core: Blended Standards Transition to New Standards 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 or sooner Use Curriculum Committees to work in these core areas

24 Science Standards New Standards Grades 3 and 6; Blended Standards Grades 4, 5, 7, New Standards Grades 3, 4 and 6, 7; Blended Standards Grades 5 and 8 (OAA) New Standards All Grades Grades K-2 prepare for and support new Grade 3 science curriculum Grades 9-12 are transitioning to new standards

25 GRADES 3-8 SCIENCE TRANSITION PLAN

26 Social Studies Standards Change in Scope and Sequence for Grades 4 through 9 and additional content in Grades Grades 4 through 12 work on realignment of the curriculum New Standards Full implementation for grades 4 through 12 in preparation for new assessments Effects of SB 165 American History and American Government Full implementation of new Standards and Assessments

27 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:

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

29 For the school year, provide a credentialed teacher for 3 rd grade students who have been retained or who are on reading improvement and monitoring plans (this is a transition year) Beginning with the 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:

30 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 school year, a credential from a program on the ODE approved list of scientifically research-based reading instruction programs For the school year, a passing score on a rigorous test of principles of scientifically research-based reading instruction developed by ODE

31 Districts will need to develop a policy for students to move on to the 4 th 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 3 rd grade shall receive grade level appropriate instruction in that subject area (i.e., math, science, social studies)

32 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

33 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

34 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

35 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

36 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

37 Resources Ohio Department of Education: Search: Ohio s New Learning Standards Third Grade Guarantee OTES Common Core: PARCC:

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on