NORDONIA HILLS CITY SCHOOLS

Director of Curriculum, Instruction, and Professional Development Report

Periodically, an update will be created covering aspects of instructional education. Please feel free to share your thoughts on how the newsletter can be improved to meet your particular needs.

February 13, 2013

RACE TO THE TOP UPDATE

PARCC More Sample Test Items and High School Assessments PARCC is working diligently to create the test, as more items become available they will be release, but PARCC is not planning to release additional items this year. Field testing will occur in the spring of 2013 and late 2013 school year. Recently, the Partnership for Assessment of Readiness for College and Careers (PARCC) Governing Board, of which Ohio is a member, voted to approve the College and Career Ready policy and performance-level descriptors for mathematics and English language arts. You may recall that the drafts of these policies were released this summer for public review and comment. PARCC received more than 1,300 comments, which resulted in revisions to the drafts presented to the Governing Board. These policies provide clarity in taking the next steps in transitioning to the next generation of assessments and how to interpret student performance on end-of-course exams. You can nd the approved policies here. The model content frameworks should be the focus, more so than the test items. The model content frameworks better represent what will be addressed on the test. The sample items are serving as examples of what to expect. Practice test resources will be released closer to the implementation of the test in 2014-2015. State- developed performance assessments, being developed through Rat, are for instructional purposes and will be available during the 2013-2014 school years. Our OPAP staff is working with PARCC as they design their performance assessments. OGT will be replaced by the PARCC end of course and end of year exams in 2014-2015 as a part of the graduation requirements. In 2013-2014, if funding is available, a nationally standardized assessment for college and career readiness such as a PLAN or PSAT will be administered in the fall of 10th grade FOR INFORMATION PURPOSES ONLY. This years 9th graders are the last class to take the OGT. This years 7th graders will be the rst class to take the full set of high school PARCC exams. In the 2013-2014 school year, assessment training will be provided. For technology questions, LEAs should refer to the PARCC technology guidance document. For the 2013-2014 school year, the OAA and OGT will be comprised of test items aligned to both the existing standards and the new learning standards. The items will be drawn from the existing item bank for this transition year. The questions have NOT be modied or edited in any way just chosen as those from the CURRENT bank that are aligned to both sets of standards. 2013-2014 Assessments: Items drawn from the item bank for this transition year will demonstrate no new content will be of higher rigor to mirror the rigor of the PARCC exams. The questions have not been modied or edited in any way just chosen as those from the current bank that are much more rigorous in nature. Beginning with the 2014-2015 school year, the OGT will be replaced by a series of end-of-course/year exams in core high school subjects, including English I, II and III; Algebra I; Geometry; Algebra II; Biology; Physical Science; American History; and American Government. Student performance on these required tests is expected to be part of the students course grade and a factor in Ohios revised accountability system. A transition plan is being nalized for full implementation of the new requirements for Ohios students and schools. More Important PARCC info on Page 10 1

Race to the Top Communications/Upcoming Events

Visit ohioedconference.wordpress.com to view session summaries, presenter directory, download presentations, and view photos and videos of the event. Conference Recap and Updates Follow the Ohio Department of Education on social media. View updates of the Ohio Annual Statewide Education Conference and recap the entire event! Twitter: @OHEducation hashtag: #ohedconf Facebook: Ohio Teachers Homeroo Blog: ohioedconference.wordpress.com Storify: storify.com/OhioEdDept/ohio-statewide-education-conference-2012

Educational Technology (eTech) Conference When: February 11-13, 2013 Where: Greater Columbus Convention Center, Columbus, Ohio eTech Ohio hosts the third largest state educational technology conference in the country where more than 6,500 educational innovators gather once a year and share their successes and challenges with one another. The conference is an opportunity for educators to honestly share their experiences what works, and what doesnt for the benet of their peers. The eTech Conference includes daily themes with keynote speakers on Monday and Tuesday along with featured speakers throughout the conference. Visit http://www.etech.ohio.gov/conference for more information on this years eTech Conference. 1st Annual Special Education Conference When: February 26, 2013 Where: The Conference Center at OCLC, Dublin, Ohio Why You Should Attend OAPCS has developed a one-day Special Education Conference designed for both classroom teachers and administrators. Participants will be able to choose from a variety of breakout sessions that will include instructional strategies, classroom bestpractices, procedural protocols, and legal topics. The closing session will be lead by Paul T. ONeill and will focus on national special education policy. Visit http://rtttnews.les.wordpress.com/2012/04/sped.pdf for more information including breakout sessions, agenda and cost. Connecting the Dots (Spring Education Symposium) When: March 22, 2013 Where: Greater Columbus Convention Center, Columbus, Ohio Time: 8:00 a.m. 4:00 p.m. Topics include presentation of Ohios instructional improvement system (IIS), Student Learning Objectives, Formative Instructional Practices, Partnership for Assessment of Readiness for College and Careers (PARCC) and more. Ohio Association or Administrators of State and Federal Education Programs (OAASFEP) Conference When: March 20-22, 2013 Where: Hyatt Regency Downtown, Columbus, Ohio This highly successful learning event will again feature many nationally-known inspirational and outstanding educators as keynote or workshop presenters. The implementation of the Common Core State Standards will be woven into many sessions at this conference. Visit http://www.oaasfep.net/Conferences/conferences.html to view more information on the OAASFEP conference including registration, schedule at a glance, and hotel information. Take full advantage of these FREE resources! Click here to learn more or contact Tyrrea Byrd, Parents for Public Schools, Program Manager at 614-460-9132 or tbyrd@ppsgc.org today!
Registration Visit http://www.cvent.com/d/4cqcpg to register. For registration questions, please contact Ashley Wilson at (614) 744- 2266 x 209 or awilson@oapcs.org.

IIS System Update

Ohio, Massachusetts Select Thinkgate to Provide Online Learning and Data System For Educators Ohios schools will have access to a state-of-the-art system that lets teachers analyze student achievement and select the best learning resources under a contract awarded today. Thinkgate, LLC. has been selected to provide an instructional improvement system (IIS) for schools in Ohio and Massachusetts. Both states education agencies agreed to create powerful online learning platforms as part of their federal Race to the Top grants and teamed up to conduct a competitive procurement. It has never been more important for educators to use modern technology to give students customized learning options based upon real data about their needs, said Michael Sawyers, Acting Superintendent of Public Instruction. Creating a statewide instructional improvement system is truly the beginning of a new era in Ohio education. The IIS will enable teachers to accelerate and personalize the education experience by providing the following features: Online access to curriculum and standards Curriculum customization Easy to use paper, online and clicker test administration options that teachers can use to determine what progress students have made and what help they need Data analysis and reporting capabilities A portfolio of every students work

As part of Ohios system, the Ohio Department of Education will collaborate with the Ohio Board of Regents (OBR) to incorporate iLearnOhio.org, a one-stop home for high quality K-12 content that is aligned with the states new learning standards. iLearnOhio is the product of a collaboration of the Ohio Resource Center, The Ohio State University College of Education and Human Ecology, and OBR. Integrating iLearnOhio.org into the new system will assist schools in selecting: Full-year courses, such as Advanced Placement courses for students who are ahead (state tuition waivers offered) or credit recovery courses for students who must repeat a course. Online college courses for students still working on a high school or home school diploma. Learning objects to assess a students learning level to match him/her to appropriate level resources. Webinars and other extra help for students needing remedial assistance. Reduced costs for fee-based resources thanks to efciency in state bulk purchasing.

Thinkgate was selected through a competitive bid process and an innovative procurement partnership between the Ohio and Massachusetts education agencies. By pooling purchasing, the states received better prices. Ohios split of the development cost is only $138,367. An additional $1.7 million is being spent to implement the IIS in Ohio which includes connecting the IIS to other resources in Ohio. Under the contract, the Thinkgate IIS will be available to all Race to the Top (RttT) schools funded by ODE using the RttT grant for the 2013-2014 and 2014-2015 school years. All schools could then pay a per-student price that will be based upon how many districts ultimately adopt the system. Estimates indicate that the cost will be between $2.75 and $5 per student. Use of the Thinkgate system is voluntary. The new IIS is still being developed and tested but will be available to RttT school districts beginning next school year. Visit http:// thinkgate.net/ohma/ to view video and learn more. 3

Third Grade Reading Guarantee Updates

Ohios Third Grade Reading Guarantee What it Means for You Recent legislation strengthened the Third Grade Reading Guarantee to give greater emphasis to reading instruction and intervention in the early grades. Through this initiative, school districts and community schools will diagnose reading deciencies in students at grades kindergarten through three, create individualized reading improvement and monitoring plans and provide intensive reading interventions. The new law also includes additional requirements for school districts and community schools. The three-minute motion graphic video gives a general overview of the Third Grade Guarantee and is ideal for parent and community groups. Visit http://www.youtube.com/watch?v=v2GEJJAXWEE to watch the video and share with your community and staff. HB 555 Changes to Third Grade Reading Guarantee HB 555 expands the options teachers can use to demonstrate their ability in providing reading instruction to students reading below grade level. Any teacher with a student retained by the Third Grade Reading Guarantee or on a reading improvement and monitoring plan must have been actively engaged in the reading instruction of students for the previous three years, and meet at least one of the following criteria: For the 2013-2014 school year: Holds a reading endorsement and attained a passing grade on the corresponding assessment for that endorsement; Earned a masters degree program with a major in reading; Was rated above Value-Added, as dened by ODE, for the last two years; or Has demonstrated evidence of a credential earned from an ODEapproved list of research-based reading instruction programs. For the 2014-2015 school year and beyond: Holds a reading endorsement and attained a passing grade on the corresponding assessment for that endorsement; Earned a masters degree program with a major in reading; Was rated above value added, as dened by ODE, for the last two years; or Attained a passing score on a rigorous test of principles of scientically research-based reading instruction selected by a competitive bidding process and approved by the State Board of Education.

FIP Update
New Formative Instructional Practices Tools and Resources
There are new tools available to help educators working on their formative instructional practices. You can view all available resources at http://portal.battelleforkids.org/ohio/Race_to_the_Top/FIPYourSchoolOhio.html. Heres a quick summary: Creating Clear Learning Targets in Math Learning Path These modules are designed to help elementary, middle, and high school math teachers transition to Ohios New Learning Standards. Using these modules, teachers can practice deconstructing the standards, creating and classifying learning targets, and organizing the targets into logical progressions for learning. FIP in Action: Grade 9-10 ELA This new module goes inside Mrs. Vasquezs high school English classroom to show how formative instructional practices are used to create clear learning targets, collect and document evidence of student learning, and engage students as active owners of their learning. Teacher-Based Teams in Action Video This video, created by the Ohio Leadership Advisory Council (OLAC), brings to life the 5-Step Process used by teacher-based teams across the state and makes critical connections to other Ohio initiatives, including advancing the use of formative instructional practices in the classroom. If you havent already, check out these resources designed to help build capacity around formative instructional practices: (each building FIP representative has one of these guides) Facilitating Formative Instructional Practices Guide This guide is designed to help educators facilitate professional learning about formative instructional practices in teacher-based teams. There are facilitation materials that correspond to each of the ve foundational modules, including: team agendas, activities and handouts designed to deepen learning, and detailed answer keys and tips for facilitators. FIP Campus FIP Campus is an online community that allows FIP Facilitators to share successes, challenges, and ideas, and receive additional support from each other and regional FIP Specialists. 4

New Teacher Evaluation Update

ODE offers sample Student Learning Objectives (SLOs) online Sample Student Learning Objectives (SLOs) are available on the ODE website by clicking here. There are two types of samples available to help districts that intend to design their own SLOs high-quality exemplars, and draft SLOs that ODE staff have annotated fully to indicate what would make them high-quality SLOs. Value-Added Toolkits Updates Available Soon 2012 updates are currently being made currently to the online (MRM) versions of the District-Level, Building-Level, and Teacher-Level How to Access, Interpret and Use Value-Added Reports (Value-Added toolkits), that will be available for use by early 2013. The purpose of the guides is to provide straightforward, uncomplicated guidance to district leaders on how to interpret and use Value-Added information to improve teaching and learning in their districts. These guides are available on the password-protected section of the Ohio Student Progress Portal at: http://www.BattelleforKids.org/Ohio Ohio Roster Verication Timeframe Announced The Ohio Department of Education has approved the following Ohio Roster Verication Timeframe for the 2012-2013 school year. 20122013 Ohio Roster Verication Timeframe School Set Up: Monday, April 8 Tuesday, April 23 Trainings: April 812; April 1519 Teacher RV Period: Wednesday, April 24 Tuesday, May 14 Principal Review and Approval: Wednesday, May 15 Wednesday, June 5
Currently there are over 20 mini groups that have been working with me as part of developing the student growth measures for fty percent of the new evaluation system. On the next several pages you can review a rst draft of how three main areas including value added, a vendor approved measure by ODE, and/or Student Learning Objective(s) (SLO), may be used for Nordonias student growth measure. Important terms and deni/ons Student growth. For the purpose of use in evaluation systems, student growth is dened as the change in student achievement for an individual student between two or more points in time (excerpted from Measuring Student Growth for Teachers in NonTested Grades and Subjects: A Primer). Tested grades and subjects. The US Department of Education (ED) denes tested grades and subjects as those covered by the states assessment under the ESEA and non-tested grades and subjects as those without such data. Because the denition of student growth requires individual student achievement data from two or more points in time, this denition typically limits the tested grades and subjects to grades 4 10 in the subjects of English language arts and mathematics. In Ohio, this is limited to reading and math, grades 4-8. Value-Added. In Ohio, Value-Added refers to the EVAAS Value-Added methodology. This is distinct from the more generic use of the term value added which can represent a variety of statistical modeling techniques. The Ohio, EVAAS Value-Added measure of student progress at the district and school level has been a component of the Ohio Accountability system for several years. Ohios Race to the Top plan provides for the expansion of Value-Added to the Teacher-level. Additionally, the EVAAS data reporting system has added several helpful features to help educators use this important data. Battelle for Kids (BFK) is providing professional development and other related services across the state. Vendor Assessment. Ohio Revised Code requires the Department to develop a list of student assessments that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized assessments, industry certication examinations, or end-of-course examinations for grade levels and subjects for which the Value-Added measure does not apply (the non-tested grades). ODE released a Request for Qualications (RFQ) whereby interested vendors could demonstrate qualications. The List of approved assessments will be maintained and updated by ODE. Student Learning Objectives (SLOs). SLOs are goals identied by a teacher or group of teachers that identify expected learning outcomes or growth targets for a group of students over a period of time. SLOs are determined by teachers after analyzing data on student academic performance and identifying areas in need of targeted effort for all students and subgroups of students. As a way to measure student growth, SLOs demonstrate a teachers impact on student learning within a given interval of instruction. Further, they enable teachers to use their own knowledge of appropriate student progress to make meaningful decisions about how their students learning is measured. As a collaborative process, SLOs also support teacher teams in their use of best practices. 5

New Teacher Evaluation Update Continued...

Student Learning Objective Information 1. What is a Student Learning Objective? A Student Learning Objective (SLO) is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students. SLOs demonstrate a teachers impact on student learning within a given interval of instruction based upon baseline data gathered at the beginning of the course. Each SLO includes: ! The student population or sample included in the objective; ! The standards the SLO will align with; ! The assessments that will be used to measure student progress; ! The period of time covered by the SLO; ! The expected student growth; and ! The rationale for the expected student growth. 2. What does a high-quality SLO look like? High-quality SLOs state clearly which students are included in the learning objective, how growth will be measured over what time period, and why that level of growth should be expected of those students. High-quality SLOs include the following: ! The student population or student subgroup included in the objective. Every student should be covered by at least one SLO to ensure that no group of students is overlooked. ! The standards the SLO addresses. SLOs should link to specic national or state standard for the grade or content area. ! The assessment(s) used. The SLO should include assessments both to track student progress and make midcourse corrections (formative), and to indicate if the objective was met (summative). ! The period of time covered by the SLO. The SLO should note the period of instruction used to meet the goal (i.e., quarter, semester or an entire year); this period of instruction should be the length of the course. Depending on the length of the instruction period, teachers also should include timeframes for mid-year assessments of progress so that they can adjust instruction or, in some cases, modify SLOs as needed. ! The expected student growth within that period. The target for student growth should be realistic yet challenging. It also should include how growth will be measured. ! The rationale for the expected student growth. High-quality SLOs include strong justications for why the goal is important and achievable for this group of students. Rationales should draw upon assessment data, student outcomes, and curriculum standards. High-quality SLOs specify measurable goals that are ambitious, yet attainable. SLOs should be broad enough to represent the most important learning or overarching skills, but narrow enough to measure. When possible, SLOs should align with the Common Core State Standards (CCSS). If the CCSS do not apply to a teachers academic area, SLOs should align with the Ohio Academic Content Standards (OACS). If the OACS do not apply to the subject area, teachers should use applicable national standards put forth by educational organizations. 3. What are the benets of using SLOs? The SLO process reinforces best teaching practices and encourages educators to ensure that their students will be college- and career-ready. Teachers using best practices already follow an informal SLO process: They set goals for their students, use data to assess student progress and adjust their instruction based upon that progress. Thus, the SLO process provides teachers with ways to formalize their teaching practice, give input on how student learning will be measured and how they will be evaluated. Unlike some other measures of teacher effectiveness, all school personnel can set SLOs because the ability to create SLOs does not depend upon the availability of standardized assessment scores. The SLO process allows all educators to focus on the specic objectives they want to achieve with their students and measure student growth using measures that are most relevant for their student population and content areas. SLOs enable all educators to demonstrate their impact on student learning and receive recognition for their efforts. 4. What will the SLO process look like? LEAs have some exibility to shape the process to t local contexts, but ODE recommends the following steps: 1. Review baseline data; 2. Create SLOs; 3. Obtain SLO approval, per local process; 4. Monitor progress toward attainment of SLO growth targets; 5. Revise SLOs, if necessary; 6. Review evidence and evaluate progress towards and attainment of SLO growth targets. 6

Student Growth Measures Dra1

Grade/Subject Value Added Vendor Assessment SLOs How many SLOs /What Subject(s) is the SLO Year 1 1-Writing (2) 1-Rdg, 1-Math N/A N/A N/A N/A 3 SLOs Science 4 SLOs in SS SS SLOs to cover Geography, History, Government, and Economics N/A 4 SLOs Social Studies SS SLOs to cover Geography, History, Government, and Economics Grade 6 * Math and Sci. * Math and SS * L. Arts and Sci. * L. Arts and SS Grade 7 Math or L. Arts Grade 8 Math, L. Arts or Science Grade 7 and 8 SS Grade 7 Science 9-12 Social Studies 9-12 Science 9-12 ELA 9-12 Math 30 30 30 10 10 10 10 10 10 3 SLOs in Science or 4 SLOs in Social Studies SS SLOs to cover Geography, History, Government, and Economics N/A N/A 4 SLOs in either Science or SS 4 SLOs in Science 4 SLOs in Social Studies 4 SLOs in Science TBD Feb 15th TBD Feb 15th Year 2 1-Writing 1-Rdg N/A Year 3 N/A N/A N/A Year 1 Year 2 Year 3 Kindergarten Grades 1-3 Grade 4 Grade 5 or 6 Lang.Arts only Grade 5 or 6 Math only Grade 5 Science only Grade 6 Science only Grade 5 or 6 Soc. Stud. Only N/A N/A 25 50 50 50 N/A N/A N/A N/A 25 50 50 50 N/A N/A N/A N/A 25 50 50 50 N/A N/A Year 1 Year 2 Year 3 30 40 50 30 25 N/A N/A N/A N/A N/A 40 25 N/A N/A N/A N/A N/A 50 25 N/A N/A N/A N/A N/A Year 1 Year 2 Year 3 20 20 0 N/A N/A N/A 50 50 10 10 0 N/A N/A N/A 50 50 0 0 0 N/A N/A N/A 50 50

Grade 5 *Math and Sci. *L. Arts and Sci. Grade 5 *Math and SS * L.Arts and SS

50 30

50 30

50 30

N/A 10

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N/A N/A 50 50 50 50

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Health 7-12 PE K-4 PE 5-6 PE 7-8 PE 9-12 Family Consumer Science 9-12 Health 7-12

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50 50 50 50 50 50 50

50 50 50 50 50 50 50

50 50 50 50 50 50 50

2/semester (year 1), 3/semester (year 2), 4/semester (year 3) Grade 2-1SLO-Stand 1A Grade 4-1SLO-Stand 1B Grade 5-1SLO-Stand 2A Grade 6-1SLO-Stand 2B Grade 7-1SLO-Stand 2A Grade 8-1SLO-Stand 2B Grade 9-1SLO-Stand 4B Grade 10-1SLO-Stand 2A/B 2 SLOs in 13-14 4 SLOs in 14-15, 15-16 2 SLOs in 13-14 3 SLOs in 14-15 4 SLOs in 15-16 2 SLOs in each Keyboarding and Personal Finance in 13-14 2 SLOs in each Keyboarding and Video Animation in 14-15, 15-16 2 SLOs in Keyboarding and Personal Finance in 13-14 2 SLOs in each Keyboarding and Accounting in 14-15, 15-16 2 SLOs in Econ 13-14 2 SLOs in Econ and 2 SLOs in CBI in 14-15, 15-16 TBD-Feb 26th TBD-Feb 8th TBD-Feb 21st

Business (Pilato)

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50

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Business (Bolles)

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50

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Business (Smith)

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50

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Foreign Language 9-12 ESL K-12 Technology Art Music Special Education A Special Education B Special Education C

50 50

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50 50

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TBD-Feb 20th TBD-March 1st TBD-Feb 20th TBD-Feb 20th TBD-Feb 20th

Student Growth Measures Draft Timeline 2.5.13 Month

September October 1st- April 10th April 15th May 1st

Activity
*Principals review SLOs with teachers when setting goals and reviewing self - assessment. *Conduct 1st Observations and *2nd Observations + walk throughs *Summative assessments for SLOs completed. *Vendor Approved summative assessments completed *Scoring sheets completed and turned into building principals.

Student Learning Objec1ve (SLO) Template

1. Baseline and Trend Data What information is being used to inform the creation of the SLO and establish the amount of growth that should take place? I administered a pre-test both as a formative assessment of students knowledge coming into the course, and to create tiered targets for my SLO. Based on the pre-test, results indicate the following: 2. Student Population Which students will be included in this SLO? Include course, grade level, and number of students. 3. Interval of Instruction What is the duration of the course that the SLO will cover? Include beginning and end dates. 4. Standards and Content What content will the SLO target? To what related standards is the SLO aligned? This will be pre-populated once assessments are nished. 5. Assessment(s) What assessment(s) will be used to measure student growth for this SLO? This SLO will be measured by student performance rates on a district developed pre-assessment and summative assessment. The pre-assessment consists of. The summative assessment consists of The district pre-assessment and summative assessment will cover all aspects of the learning content mentioned above. The summative assessment will be given . where data will be reviewed and success rates determined. 6. Growth Target(s) Considering all available data and content requirements, what growth target(s) can students be expected to reach? Teachers will take their pre-assessment data and nal summative assessment data and divide the students into three tiers based on the results. Students will fall into one of the following Tiers: For the 2013-2014 School Year Tier One: scoring between 80%-100% on pre-assessment Tier Two: scoring between 59%-79% on pre-assessment Tier Three: scoring below a 59% on pre-assessment For the 2014-2015 School Year Tier One: scoring between 85%-100% on pre-assessment Tier Two: scoring between 64%-84% on pre-assessment Tier Three: scoring below 64% For the 2015-2016 School Year Tier One: scoring between 90%-100% Tier Two: scoring between 69%-89% Tier Three: scoring below 69% The Targets for each school year: 1. Students who fell in Tier One on pre-assessment will score at least in Tier One on the nal summative assessment 2. Students who fell in Tier Two on the pre-assessment will score at least in Tier Two on the nal summative assessment 3. Students who fell in Tier Three on the pre-assessment will score at least in Tier Two on the nal summative assessment Overall Target: 85% of student will meet differentiated targets above Using the scale below, the teacher will fall into one of the following three categories based on the percentage of students meeting the overall target set above (% of students that exceeded/met growth target).

Most Effective (5) 90%-100%

Above Average (4) 80%-89%

Average (3) 70%-79%

Approaching Average (2) 60%-69%

Least Effective (1) 59% or less

9

**Students absent for 60 days or more, or not enrolled 120 consecutive days will not be included in SLO measurements.

7. Rationale for Growth Target(s) What is your rationale for setting the above target(s) for student growth within the interval of instruction? Students were given the district-created pre-assessment in September. Students who achieve the targets listed above will move on to grade/ subject with mastery of the CCSS or Ohio Learning Standards for grade/subject, and a foundation to achieve success in grade/subject. Tiered targets were developed to help ensure that all students will be able to demonstrate developmentally appropriate growth. Students who scored lower on the pre-assessment will be expected to demonstrate more growth in order to meet grade-level expectations. Students at or above appropriate growth measure will be expected to demonstrate at least one years growth or more, as part of the tiered targets. Answer the following question based on baseline data: What are your students needs and what data supports your determination of student needs? Finally, the school is focusing on aligning to CCSS or the Ohio Learning Standards. Since this SLO focuses only on new content and standards, it aligns with broader school and district goals.

****Very well may be using value added data from this year (2012-2013) for next years evaluation (2013-2014). We will use the most current and available value added data for evaluations****

PARCC INFORMATION CONTINUED....

Q. What PARCC End-of-Course exams will Ohio be using? A. ODE expects to permit districts to select either of the two sequences of End-of-Course exams. These two sequences would be: 1. Traditional sequence of exams Algebra I Geometry Algebra II 2. Integrated sequence of exams Math I Math II Math III Q. What if we are not following either of these sequences? A. Districts will need to identify one of the two sequences of End-of-Course exams to use with their curriculum. Q. What assessments will make up the summative assessments? A. Both the grades 3-8 End-of-Year and the End-of-Course exams will be composed of two components: Performance-Based Assessment ODE anticipates that this assessment will have a testing window that is near the three-fourths point of the school year. This will include both machine and hand-scored questions. End-of-Year the testing window for this component will be as close to the end-of-year as possible and will be machine-scored only. Q. If a student takes a high school course in the middle grades, what exam are students required to take? A. In this situation, the current expectation is that the student would take the appropriate End-of- Course high school exam instead of the middle school grade-level End-of-Year exam. Q. Anything new that we should know about? A. Yes, PARCC has recently updated or posted the following: 1. Model Content Frameworks for Mathematics 2. 3. PARCC Calculator Policy PARCC Mathematics Reference Sheets

PARCC Releases Draft Writing Access Accommodations Policies for public comment The Partnership for Assessment of Readiness for College and Careers (PARCC) has released a draft policy that proposes accommodations for students with disabilities who need assistance expressing themselves in writing or typing on a computerfor public comment. This release is part of a collaborative effort to create an assessment that will help all students prepare for college and career readiness and assess the full range of student performance on skills vital for competitiveness. The draft policy includes recommending two writing access accommodations specically, a scribe and word prediction software on the English language arts (ELA)/literacy summative assessment for students with disabilities who meet the accommodation eligibility criteria. 10

The public review period for feedback runs through Feb. 20.The draft policy can be foundhereon the PARCC website.