Race to the Top Presentation

Ohio is committed to delivering accelerated,
measurable results in order to transform the
current educational system.
Goal 1: Increasing high school graduation rate by 0.5%
per year state wide.
Goal 2: Reducing the graduation rate gaps between
underrepresented and majority students.
Goal 3: Reducing the performance gaps by 50% on national
and statewide assessments between underrepresented and
majority students.
Goal 4: Reducing the gap between Ohio and the bestperforming states in the nation by 50% on reading and
mathematics proficiency as measured by national
Goal 1: Achieve Ohio’s goals where they fit into our
Goal 2: Assure our staff is prepared for the transition to
the revised state standards for the 2014-2015 school
Goal 3: Enhance our district’s use of technology and
data for analysis of our students’ performance on
Goal 4: Achieve these goals while maintaining an
excellent working relationship between the IVTA and the
District representation.
Assurance Area B: Becka Hicks
House Bill 1
Need for greater coherence, focus, and
rigor in order for students to be college
and career ready
Educators indicated a need for
improvement to the standards we
currently work under
Stakeholder Needs—June 2009
Improvement needed or critical in all areas!
Transition to revised and Core
Standards over the next four
years so that they are fully
implemented in the 2014-2015
school year, as required by ODE
May 27 Waiver Day sessions
Transition includes:
 teacher training on changes in content
 examination of current materials to see
what lessons can be used and in what
areas units will need to be built
 utilize resources being provided by the
state at no charge to RttT districts, such
as Standards Crosswalk documents
and Model Curricula
 Fill the gaps between our current
resources and the revised/Core
Transition for 2014-2015 CORE Standards
What does this mean for the students and the curriculum each year?
3rd grade
3rd Grade
4th grade
3rd Grade
4th Grade
5th grade
1st grade
2nd grade
3rd Grade
4th Grade
5th Grade
6th grade
3rd grade
4th Grade
5th Grade
6th Grade
7th grade
4th grade
5th Grade
6th Grade
7th Grade
8th grade
5th grade
6th Grade
7th Grade
8th Grade
9th grade
6th grade
7th Grade
8th Grade
7th grade
8th Grade
10th grade
10th Grade
11th grade
1. Ensure that staff is aware of the format that new
assessments will have as of 2014-2015. This
information will be shared as final decisions are
made by the Ohio Department of Education. Work
will formally begin on the new assessment system in
May of this year. ODE is looking for educators to
volunteer to participate in this work.
2. Staff training to prepare for:
* expansion of the Kindergarten Readiness Test.
* use of formative assessment, authentic
assessment, performance assessment,
computerized assessment
* providing feedback to students so they can improve
their performance
K-8 Assessment Changes:
Combine reading and writing into English
Language Arts test
Establish 3 performance levels instead of 5
currently being used
High School Changes:
Use of nationally standardized test
Series of end-of-course exams
Senior project
Test Administration Changes:
Ohio is involved with the PARCC and SMARTER
consortia in order to use technology to administer
new assessments
Both include:
Interim and summative components
End-of-course vs. End-of-year test
Rapid reporting system to inform instruction
Teacher involvement in developing and scoring
Item types such as multiple choice, extended
response, technology-enhanced, and
performance tasks
*ODE will make the final decision as to which consortium
to use
Assurance Area C:
Ryan Burrier
have a fully functional Instructional Improvement
System (IIS) in ALL classrooms.
continue to improve and implement formative
assessment programs currently in use.
continue to commit to partnering with institutions of
higher education to evaluate and implement innovative
education models.
• An
IIS means tools that provide teachers, principals,
and administrators with meaningful support for a cycle
of continuous instructional improvement, including
activities such as:
-Instructional planning
-Gathering information
-Interim assessments
-Analyzing information with the support of rapid-time
-Using the information to inform decisions on
appropriate NEXT STEPS
 This truly captures DATA DRIVEN DECISION
•Formative Assessment
is part of the instructional process.
When incorporated into classroom practice, it provides the
information needed to adjust teaching and learning while they
are happening.
•One distinction is to think of formative assessment as
"practice." Teachers do not hold students accountable in
"grade book fashion" for skills and concepts they have just
been introduced to or are learning. Teachers must allow for
•Formative assessment helps teachers determine next steps
during the learning process as the instruction approaches the
summative assessment of student learning.
•The IIS helps gather the formative assessment information in
rapid-reporting time.
• Data Coordinator
• Data Facilitators at each
These two “roles” will
work in unison with each
other at both the building
and district level.
Through Professional
• We must invest and train
our staff in how to use the
IIS and Formative
Assessment Tools.
• This will take place over the
4-year period with the goal
of having all staff trained by
the 2013-2014 school year.
Partnering with other schools in developing and
implementing formative assessments.
• Work collaboratively with the state and/or other RttT
districts to develop or strengthen what others have
• Partnering with institutions of higher education to
evaluate and help implement education models.
Complete Professional Development in the
following areas:
- Formative Assessment Pilot Programs
- Content-Specific Formative Assessments
- New “Revised” Standards
majority of our RttT Funds are
allocated to Assurance Area C: Using
Data to Improve Instruction.
In fact, over $200,000 of the
$266,000 Indian Valley received is
going towards this Assurance Area.
Assurance Area D:
Paul Beucler and Ira Wentworth
district project teams to work on the
design of teacher and principal evaluations
systems that include:
• Annual evaluations.
• The use of student growth measures as one of
multiple factors.
• The use of other state and federal criteria.
The State’s guidelines are under development,
but the following tentative guidelines were
presented at an ODE meeting on December 16.
1. The performance assessment system adopted by a
school should align to the Standards for Ohio Educators.
2. The assessment should encourage and support
the teacher’s mastery of the Ohio Standards.
3. The assessment should provide a clear statement
of expectations for professional performance.
4. The evaluation process should be systematic and
ongoing in order to promote professional growth and student
- Multiple assessments of teachers’ performance
should be conducted over time by trained
evaluators that may include peers.
- The district should systematically communicate
with teachers about the performance
5. The assessment system should take into account
experience, skill, longevity and responsibility.
6. The assessment system should use a variety of
measures to collect evidence.
Formal and informal observations
Multiple measures of student progress
Teacher self-assessment
7. The assessment system should have three or four
clearly defined levels of performance.
8. The results of the assessments should have specific
and limited uses
* By teachers to identify areas for professional
* By administrators for coaching and promoting
teacher collaboration.
Our design is to meet these requirements and create a
assessment tool that is designed to help the teacher
become a better professional by educating the teachers
on best practices and training them to improve their skill
Ohio's Principal Evaluation System
- Similarities with other Ohio
- Ohio Improvement Process
- Resident Educator Program
- Obtaining Master Teacher
- Teacher Evaluation System
Three Components to the
Principal Evaluation Model
- Goal Setting
- Formative
- Summative Component
Goal Setting
- No more than 2 or 3 written in
to the tool at the start of
the evaluation cycle
- At least 1 related to student
- Aligned to district CIP
- Ongoing feedback throughout
the evaluation cycle
- Walk through, observation,
examining artifacts
- Includes a scoring rubric
- Differentiates at least 3 levels of
- Ineffective
- Effective
- Highly Effective
Janis Hunter
Race to the Top Districts
Originally, 538 Ohio
districts submitted
Memorandums of
50 districts have
dropped out of the
process. Most of the
“dropouts” are charter
488 Schools remain.
New Philadelphia
City Schools
Tuscarawas Valley
Local Schools
Indian Valley Local
Spending $266,414 in RttT funds over a fouryear period.
Implementing programs that will outlive the
duration of RttT funding.
Beginning the work of the data facilitators.
Providing necessary professional
development in the Assurance areas.
Keeping the staff, Board of Education and
public continually updated.
Questions And Answers!