Community ForumCommunity Forum

May 23, 2013May 23, 2013

Room 300Room 300

OTESThird Grade Reading GuaranteeRegional Center for Advanced

Academic Studies

Ohio Teacher Ohio Teacher Evaluation Evaluation

SystemSystem

Goals for OTESGoals for OTES

• Fair, credible and evidence-basedFair, credible and evidence-based• Aligned to Ohio Standards for the Aligned to Ohio Standards for the

Teaching ProfessionTeaching Profession• Uses multiple measures of Uses multiple measures of

performance, including student performance, including student academic progress for assessing the academic progress for assessing the knowledge and skills of educatorsknowledge and skills of educators

Goals for OTESGoals for OTES

• Delineates a clear set of goals with Delineates a clear set of goals with action steps and evidence indicatorsaction steps and evidence indicators

• Supports professional growth and Supports professional growth and development over timedevelopment over time

• Designed at the local level as part of Designed at the local level as part of the collective bargaining process the collective bargaining process

Two key evaluation components – Two key evaluation components – HB 153HB 153

1.1. 50% 50% Teacher PerformanceTeacher Performance • 7 Standards – ODE rubric7 Standards – ODE rubric• Professional Growth PlanProfessional Growth Plan• Improvement PlanImprovement Plan• Formal and Informal ObservationsFormal and Informal Observations• WalkthroughsWalkthroughs• Pre and Post Evaluation ConferencesPre and Post Evaluation Conferences

2.2. 50% 50% Student Academic GrowthStudent Academic Growth• Teacher-Value Added: Grades 4-8 Reading and MathTeacher-Value Added: Grades 4-8 Reading and Math• Approved Vendor AssessmentsApproved Vendor Assessments• LEA determined - Student Learning Objective (SLO)LEA determined - Student Learning Objective (SLO)

STUDENT GROWTH STUDENT GROWTH MEASURESMEASURES

A. A. Teacher – Level Value AddedTeacher – Level Value Added (HB 555) (HB 555)• A1 – exclusively math or reading 4A1 – exclusively math or reading 4thth-8-8thth • A2 – 4A2 – 4thth-8-8thth math or reading but math or reading but notnot

exclusively – % Proportionate to exclusively – % Proportionate to scheduleschedule

B.B. ODE Approved ODE Approved Vendor AssessmentVendor Assessment

C.C. LEALEA - No Value Added or Approved - No Value Added or Approved Vendor Assessment – Teacher developed Vendor Assessment – Teacher developed assessment (SLO)assessment (SLO)

OTES POLICYOTES POLICY

I.I. StatuteStatute – State Board of Education – State Board of Education FrameworkFramework

• Teacher rating: Accomplished; Proficient; Teacher rating: Accomplished; Proficient; Developing; IneffectiveDeveloping; Ineffective

• Who qualifies: Spend at least 50% of time Who qualifies: Spend at least 50% of time providing instructionproviding instruction

• Credentialed evaluatorCredentialed evaluator• Calculating Performance:Calculating Performance: 50% teacher 50% teacher

performance; 50% student growth measures performance; 50% student growth measures – – Value AddedValue Added; ; Vendor AssessmentVendor Assessment; ; SLOSLO

OTES POLICYOTES POLICY

• Evaluation Procedures: at least two 30 Evaluation Procedures: at least two 30 minutes observations; at least two minutes observations; at least two walkthroughswalkthroughs

• Students excluded from Student Growth Students excluded from Student Growth DataData

• Timelines: Evaluations completed by May Timelines: Evaluations completed by May 11stst; Written copy to teacher by May 10; Written copy to teacher by May 10thth

• SenioritySeniority NOT basis for decisions to retain NOT basis for decisions to retain• Growth Plans Growth Plans • Testing for Teachers Testing for Teachers

OTES POLICYOTES POLICY

II.II. Statute Statute - - Procedures BargainedProcedures Bargained• Retention and promotion proceduresRetention and promotion procedures• Removal of poorly performing Removal of poorly performing

teachersteachers• Professional development Professional development • Percentages attributed to Student Percentages attributed to Student

Growth MeasuresGrowth Measures

Sandusky City SchoolsSandusky City Schools

1.1. 2012-13 OTES Committee – Create SCS 2012-13 OTES Committee – Create SCS OTES modelOTES model

• SEA Leadership; AdministrationSEA Leadership; Administration• Staff communicationStaff communication• Develop SCS OTES Policy – July 1, 2013Develop SCS OTES Policy – July 1, 20132.2. 2013-14 Implement OTES Pilot2013-14 Implement OTES Pilot• Each administrator/building participatesEach administrator/building participates• Every teacher completes a Growth PlanEvery teacher completes a Growth Plan3.3. 2014-15 Full implementation2014-15 Full implementation

NEXT STEPSNEXT STEPS

1.1. Committee work session May 8Committee work session May 8thth

2.2. Review Policy – Board adopt in JuneReview Policy – Board adopt in June

3.3. Prepare for 2013-14 PilotPrepare for 2013-14 Pilot

4.4. PD for Growth Plan developmentPD for Growth Plan development

5.5. Counselors; Nurses; Intervention Counselors; Nurses; Intervention SpecialistSpecialist

6.6. Non-Certified staffNon-Certified staff

7.7. OPESOPES

Third Grade Third Grade Reading GuaranteeReading Guarantee

What is it?What is it?

• Third Grade Reading Guarantee gives Third Grade Reading Guarantee gives greater emphasis to reading instruction greater emphasis to reading instruction and intervention in the early grades. and intervention in the early grades.

• School districts and community schools School districts and community schools will diagnose reading deficiencies in will diagnose reading deficiencies in students at grades kindergarten students at grades kindergarten through three, create individualized through three, create individualized reading improvement and monitoring reading improvement and monitoring plans and provide intensive reading plans and provide intensive reading interventions.interventions.

Why?Why?

““Third grade has become a flashpoint in Third grade has become a flashpoint in primary education because itprimary education because it’’s the stage s the stage when children are no longer learning to when children are no longer learning to read but are reading to learn, educators read but are reading to learn, educators say. If children havensay. If children haven’’t mastered reading t mastered reading by third grade, they will find it hard to by third grade, they will find it hard to handle increasingly complex lessons in handle increasingly complex lessons in science, social studies and even math.science, social studies and even math.””

Washington Post writer Lindsay LaytonWashington Post writer Lindsay LaytonMarch 10, 2013March 10, 2013

www.washingtonpost.com/local/educationwww.washingtonpost.com/local/education

Why? Part IIWhy? Part II• Ohio's Third Grade Reading Guarantee was

enacted into law to ensure that all students are reading proficiently and on grade level by the end of their third grade year. The law requires schools to:– Assess the reading abilities of all students in

grades K–3 beginning with the 2012–2013 school year by September 30, 2012

– Develop reading improvement and monitoring plans for all students who are reading below grade level

– Provide research-based reading interventions to meet students' specific reading difficulties

Where?Where?

• All Ohio public schools (which may All Ohio public schools (which may include charter/magnet/community include charter/magnet/community schools)schools)

• TGRG does not apply to non-public TGRG does not apply to non-public schoolsschools

• For SCS – we have K-3 students in For SCS – we have K-3 students in all 5 of our elementary buildingsall 5 of our elementary buildings

When?When?

• Each year, by September 30Each year, by September 30th th ,,– Districts must administer a reading Districts must administer a reading

diagnostic assessment to all student in diagnostic assessment to all student in grades K-3grades K-3

Results of AssessmentResults of Assessment• If the assessment shows that the student is If the assessment shows that the student is not on-track not on-track to be to be

reading at grade level by the end of the year, schools must provide reading at grade level by the end of the year, schools must provide parents, in writing:parents, in writing:

– Notice that the school has identified a reading deficiency with their Notice that the school has identified a reading deficiency with their child; child;

– A description of current services provided to the student; A description of current services provided to the student;

– A description of proposed supplemental instruction services; A description of proposed supplemental instruction services;

– Notice that the Ohio Achievement Assessment for third grade Notice that the Ohio Achievement Assessment for third grade reading is not the only measure of reading competency; and reading is not the only measure of reading competency; and

– Notice that unless the student attains the appropriate level of Notice that unless the student attains the appropriate level of reading competency by the end of Grade 3, the student will be reading competency by the end of Grade 3, the student will be retained. retained.

RequirementsRequirements

For each student shown to be For each student shown to be not on-not on-tracktrack, schools must: , schools must:

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

– Develop a reading improvement and Develop a reading improvement and monitoring plan within 60 days of monitoring plan within 60 days of learning of the reading deficiencylearning of the reading deficiency

How?How?

• Develop a Reading Improvement and Monitoring Develop a Reading Improvement and Monitoring Plan (RIMP)Plan (RIMP)– Must be created within 60 days of diagnostic results Must be created within 60 days of diagnostic results

(not on-track)(not on-track)– Identifies area of weaknessIdentifies area of weakness– Describes proposed supplemental instruction services Describes proposed supplemental instruction services – Opportunities for parent/guardian involvement in Opportunities for parent/guardian involvement in

servicesservices– A process for monitoring the implementation of A process for monitoring the implementation of

servicesservices– An Scientifically-based reading programAn Scientifically-based reading program– A statement that retention will occur at the end of 3A statement that retention will occur at the end of 3rdrd

grade unless reading competency is metgrade unless reading competency is met

Intensive Remediation Intensive Remediation ServicesServices

Once a student is identified as Once a student is identified as not on-not on-tracktrack, the district must immediately , the district must immediately provide intensive reading instruction provide intensive reading instruction services and regular diagnostic services and regular diagnostic assessments to the student until the assessments to the student until the completion of the reading completion of the reading improvement and monitoring plan improvement and monitoring plan

Intervention may Intervention may include…include…

•Small-group instruction; Small-group instruction; •Reduced teacher-student ratios; Reduced teacher-student ratios; •More frequent progress monitoring; More frequent progress monitoring; •Tutoring or mentoring; Tutoring or mentoring; •Transition classes containing third and fourth grade Transition classes containing third and fourth grade students; students; •Summer reading camp; or Summer reading camp; or •Extended school day, week or yearExtended school day, week or year

•Any intervention or remediation services required Any intervention or remediation services required by this law shall include intensive, explicit and by this law shall include intensive, explicit and systematic instructionsystematic instruction

A look at SCSA look at SCS’’s s InterventionsInterventions

• Read WellRead Well• Read NaturallyRead Naturally• Wilson FundationsWilson Fundations• Wilson Reading Wilson Reading

SystemSystem• Accelerated ReaderAccelerated Reader• Harcourt Harcourt

Intervention SeriesIntervention Series• EarobicsEarobics

• Florida Center for Florida Center for Reading Research Reading Research (FCRR)(FCRR)

• After School After School Enrichment Enrichment ServicesServices

• Summer SchoolSummer School• Small group Small group

intervention intervention

(30 minutes daily)(30 minutes daily)

Parental RightsParental Rights

• The law does not provide a parent The law does not provide a parent the right to refuse the requirements the right to refuse the requirements of the Third Grade Reading of the Third Grade Reading Guarantee. This includes student Guarantee. This includes student retention, diagnostic assessments, retention, diagnostic assessments, reading improvement and reading improvement and monitoring plans, and intervention monitoring plans, and intervention services. services.

Channel 13 News VideoChannel 13 News Video

Regional Center Regional Center for for

Advanced Advanced Academic StudiesAcademic Studies

College Ready.College Ready.

Career Ready.Career Ready.

Life Ready.Life Ready.

PurposePurpose

• To provide a world class education To provide a world class education to identified gifted students through to identified gifted students through innovative curriculum and innovative curriculum and instructional models designed to instructional models designed to meet individual student needsmeet individual student needs

Identification for ServiceIdentification for Service

• Students must be identified in Students must be identified in Superior Cognition, Reading or Math Superior Cognition, Reading or Math per Ohio Revised Code/Ohio per Ohio Revised Code/Ohio Administrative CodeAdministrative Code

ServicesServices

• Core subjects: Math, English, Core subjects: Math, English, Science/Technology, and HumanitiesScience/Technology, and Humanities

• Art, Music, Physical Education, Art, Music, Physical Education, Strings (6Strings (6thth), Computer), Computer

• CounselingCounseling• Community Partnership Community Partnership

OpportunitiesOpportunities

TimelineTimeline

• Applications are currently being Applications are currently being accepted accepted

• Applications are due June 7Applications are due June 7thth

• Testing for applicants not yet Testing for applicants not yet identified will occur in Juneidentified will occur in June

• Acceptance letters to be mailed to Acceptance letters to be mailed to families no later than July 19families no later than July 19thth

• Family Orientation is August 20Family Orientation is August 20thth

Contact InformationContact Information

• For additional information, please For additional information, please contact:contact:

Julie McDonald, Chief Academic OfficerJulie McDonald, Chief Academic Officer

419.984.1022419.984.1022

jmcdonald@scs-k12.netjmcdonald@scs-k12.net

• Visit our website: Visit our website: http://www.scs-k12.net/http://www.scs-k12.net/

regionalcenter_home.aspxregionalcenter_home.aspx

Questions?Questions?

ASKDRSANDERS@SCS-ASKDRSANDERS@SCS-K12.NETK12.NET