Parental Inclusions Advised for Transforming Standards

7/28/2019 Parental Inclusions Advised for Transforming Standards

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PARENTAL INCLUSIONS ADVISED FOR TRANSFORMING STANDARDS

By Lonnie Tucker, CHE, CSW &

Ms. Donna Wells, BSW, PCWS

A dramatic transformation in what students are learning and doing in the Common CoreEducational Standards began last year, and will come into full effect at the elementary level for

the 2013-2014 school year. As curriculum changes take place, changes in student assessment,instructional practices, and technology integration as this school year continues.

2013 begin the phasing in the new Ohios New Learning Standards and the Next Generation?ONLS. The Data is off the charts for advance student achievement requirements, includingimmediate indications to refined needs for reevaluations, monitoring adjustments and re-toolingand partnership responsibility approaches to the standard for improvements to needy studentlearning. The data has already in strongly stated the need for all students abilities to score evenhigher on tests, including learned consistencies for preparation and readiness from high school-to-college-to-career-to-career placement. Further the standards identify the kinds of scaffoldingsupport and partnerships needed for assistance, tutoring, evaluating and mentoring approaches to

the quiet steps to remedial learners needs; methods of intervention; professional instructioncultural development needs; and partnership supports to those students who are deficient inconcepts and cognitive skills as learning strategies to change the ways students express learningapplications.

Here are some questions you may want to answer or ask yourself about the new standards:

What are the Implications for implementation of the Ohios New Learning Standards and

the Next Generation?

What about English learners and the Ohios New Learning Standards and the Next

Generation?

What expectations should we have for ELLs, and when?

What's your take on the role of scaffolding?

What are implications for PD for content for higher teachers professional development? -

in ;Professional Cultural Development (parents, educators, and invested stakeholders)students Cognitive, phonemic, comprehension, and Quantitative Reasoning; VerbalReasoning (words), & Verbal Reasoning.

What parents and advocates need to do to ensure the children are ready for these

changes?

The following are from our attempt to answers these and other questions of concerns using the

states own Data, Surveys and Methods for presenting the right approaches to access and answerbeyond what is being offered as information and contribution to this document. More directinformation can be found on the link to the Common Core Standards athttp://www.corestandards.org/.

With this shared information and the data from 38 other state school districts we are attemptingto nail or drill down on what is happen locally and nationally as possible solutions , bestpractices, parental partnerships, system dynamics, professional & cultural development andimpacts for consistency to steps and flows to learning, that has been proven, tested, documented,and used systemically as processes to learning, engagement and inclusion.

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Question and possible Explanations

Governors School funding short falls

Q: What part of funding will help supplement progressive well-known districts with

pocket of poverty in them?

Q: What is the state going to do to ensure schools and teachers have the resources

they need to help students meet the new standards expectations?

Q: What is the state doing to hold parents accountable?

Q: How do we know that raising the standards bar was the right thing to do?

Q: What are High School graduation requirements?

Q: What are Common Core State Standards?

Q: What are education standards?

Q: What are Common Core State Standards and How will it be used for Classroom

Instruction?

Q: Who created the Common Core State Standards?

Q: Why is it important that we have Common Core State Standards?

Q: Why do schools need Core Standards?

Q: Why and How are Schools raising Core Standards?

Q: What is the Next Generation of Common Core States Standards?

Q: Who created the Next Generation of Common Core States Standards?

Q: Why do we have a statewide test?

Q: Does the scores impact the ability of students getting a High School Diploma?

Q : Who develops and review the questions?

Q: Who serves on the review committees?

Q: What changed on this years Writing Test Standards?

Q: How are Writing Tests scored?

Q: What are the qualifications of the individuals who score the Writing Test?

Q: Does students score impact their grades or promotion to the next grade?

Q: Why Testing is good for Bothe Schools and Students?

Q: How will teaching to the test genuinely prepare our young people for the future?

Q: Should parents be worried if their child dropped in performance on this years

Ohios New Learning Standards and the Next Generation?

Q: What can parent and guardians do to help children be prepared for next year?

Q: Are the new rigorous of the ONLS setting students up for fail?

Q: What happens to students who are held back?

Q: How many 3rd graders will be held back under the New ONLS standards?

Q: How can one test on one day determine if a 3rd grader is retained?

Q: What will happen to retained students and how will schools handle the increase?

Q: What does the research say about Language and Slower Students?

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Q What should Teachers expect about the New ONLS Standards?

Q: What does the drops in students test scores means for teacher performance

evaluation?

Q: What professional development is available to teachers so they are successful in

teaching Next Generation of The ONLS Standards?

Q: What are End Of Course (EOC) Assessments and how are they administered.

Q: School Improvement: ACCOUNTABILITY SCHOOL GRADING

Grade Simulations under New Accountability System

Q: What are the Funding Formulas Transitions/pre pupil amounts?

Q: What is Educational Choice (EdChoice)?

Q: SCHOOLS GRADING:

What schools in Butler County are Now Graded Schools?

Q: What are the districts annual requirements for School Improvement under theNo Child Left Behind Act (P.L. 107-110)? (The OLD AYP Grading for Schools)

(OLD) What happens if a school meets AYP after getting into School Improvement

status?

(OLD) How does a school get out of School Improvement status?

OLD) What happens if School Improvement status and/or AYP results differ across

subjects, e.g., reading vs. math?

Q What are the School Improvement Plan requirements?

(Under the New OLNS standards will this be considered in the new schools Grading)?

Q: What process must districts use if the school principal or a majority of parents

disagree with the proposed School Improvement designation?

Q: What are the states annual requirements for School Improvement (DI) under

the No Child Left Behind Act (P.L. 107-110) and State House Bill 3 and the federal

No Child Left Behind Act?

Q: What process must the State follow in identifying districts for improvement or

corrective action?

Q: What technical assistance is available to help districts/schools improve?

Q: What additional financial assistance is available to support districts/schools

identified for improvement?

The OHIO NEW LEARNING STANDARDS (ONLS) and the Next Generation?Why do we grade schools?

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Q. Isnt it unfair to label a school as failing?

Q. Will the Data that include students that are very far behind or students with

disabilities or English language learners unfairly penalize schools?

Q. When did the State began grading schools?

Q. How many A and B schools have there been?

Q. How many D and F schools have there been?

Q. What support does the state give to D and F schools?

Q. What rewards does the state give to A schools or schools that improve their

school grade?

Q. Why do we no longer use Adequate Yearly Progress (AYP)?

Q. How can Parents and Guardians help schools, if it earns a grade of D or an F?

Q. Why does students school grade go down?

Q. How can the School Your Child Attend get a Better Grade?

Q. Why is the State changing how schools are graded now? Wasnt it working fine

before?

Q. What if your child attends a school that has received an F grade?

Q. What if your child attended a school that received a D three years in a row?

Q. Does including the special populations of English Language Learners (ELL) and

Students with Disabilities (SWD) impact your childs school grade?

Q: Why does the Department of Education release high school grades in the fall

instead of the summer?

Q: What are Parents and Guardians requiring from the teachers and educator

leadership?

Ohios Gov. Kasich School funding is less for Learning Mandates

The governors plan also includes funds for a special grant, designed to encourage schools to trynew approaches to increasing achievement and decreasing cost. Gov. John Kasich todayunveiled his school funding reform plan, Achievement Everywhere, which aims to distributefunds fairly to districts and give principals more autonomy.

The plan will be part of the governors overall 2014-15 budget proposal, which is expected to bereleased next week. Thursdays proposal includes $1.2 billion in new money for schools duringthe next two years. Kasich told reporters on a conference call Thursday afternoon that theadditional money is possible because the state has cut costs in other areas and brought in newjobs, which increases the states overall revenue. The plan hopes to be fully funded from thestart, rather than phased in over time

Ohios school funding formula, which is based onproperty taxes, was repeatedly ruledunconstitutional by the state Supreme Court. Former Gov. Ted Strickland proposed a plan toaddress this, as well, but it was not fully funded when passed.

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Kasichs plan would create a base funding level for all but the wealthiest districts, based on aper-student property tax base. Kasich said he wanted to empower principals and make sure thatmoney was spent in the classroom whenever possible; this could mean districts would get moremoney to educate students with special education needs, English language learners and childrenwhose families live in poverty.

The proposal also includes plans for a grant program, the Straight A Fund, designed to

encourage districts to try new approaches to increase student achievement and lessen costs. Theproposal also mentions that some mandates could be waived at the district level, but does notclarify which mandates that would be.

The Plain Dealer reports that while specific funding details wont be available until next week,no districts would lose money during the next two years under this proposal. Check out thisarticle for a closer lookat how state money would be distributed to districts under this proposal.

The Columbus Dispatch outlines a portion of the governors plan not mentioned in the factsheetan expansion of the states voucher program aimed at students entering kindergarten. Inthe conference call, Kasich said this moved the voucher program from focusing on failing

schools to focusing on helping families with low income.

What part of funding will help supplement progressive well-known districts with pocket of

poverty in them?

Kasichs school-funding plan attempts to reduce the wide gaps in spending among poor andwealthy school districts while calling for a sweeping expansion of the states tax-funded voucherprogram for low-income students. The $15.1 billion, two-year education plan would increasestate aid to schools by 6 percent in the coming school year, and 3.2 percent the next.Administration officials stressed that under the plan no school district would receive less stateaid than it did this year. That means a number of districts will remain on what is known as a

guarantee meaning they get more money than the formula otherwise says they should get.it is believed that this is a huge expense that cant be sustained, as the plan is to try to weanpublic schools off that type of Dependency Guarantees.

The state education administration stated they realize that funding is really not about operatingschools. Its about educating our boys and girls, where the overall goals are to push resources forsuccess everywhere rewarding good ideas, providing flexibility for schools and creating ahigh-performance culture. Tax dollars are going to be driven from back-office administrativeservices to the classroom. Gov. Kasich has outlined his long-promised plan to schoolsuperintendents and charter-school operations.

The governors proposal would create a $300 million Straight A Fund to provide districts withone-time grants to support initiatives aimed at improving teaching and learning and driving morefunding to the classroom. It also will provide schools with $90 million to pay for tutoring andintervention services they are required to provide youngsters reading below grade-level under thenewly enacted 3rd-grade reading guarantee.

Gov. Kasich wants to address the ongoing disparity problem among Ohio schools, where 20mills of property tax can raise from $900 to more than $14,000 per pupil, depending on theproperty wealth of the district. The state requires every district to levy a minimum 20 mills oflocal property taxes. For that 20 mills, formula will use state money to bring all districts to a

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level of funding equivalent to $250,000 of property value for each pupil.

Gov. Kasich is calling for separate equity funding for poorer districts that resembles parity aid,which had been part of school-funding formulas for much of the first decade of the 2000s.

Districts would be ranked from poorest to wealthiest based on property and income, with thepoorest districts getting 15 mills worth of additional funding, an amount that steadily reduces to5 mills for districts at the 80th percentile. This gives us a fairly equal base to build on meetingthe needs of our individual students according to policy office of education officials, that alsostates that a lot of effort is to set a base that reduces that disparity, so that ensures all of ourstudents have an opportunity for success.

A new voucher program would provide private-school tuition starting next fall to any enteringkindergartener with a household income less than 200 percent of the federal poverty level about $46,000 a year for a family of four. Vouchers would be worth up to $4,250 a year andcould be used at the parents choice of participating private schools, which could not charge

tuition on top of the voucher amount.

The following year, vouchers would be expanded to students in kindergarten and first grade, and,presumably through high school. Gov. Kasichs plan provides $8.5 million for vouchers the firstyear, and $17 million. Currently, nearly half of the 1.8 million students in Ohios primary andsecondary schools come from families that would meet the income level to get a voucher.Separate figure on how many incoming kindergarteners would be eligible is not available.Some 15,702 students currently receive vouchers under Ohios EdChoice scholarship program,which is available to any student who otherwise would attend a low-performing public school.

Gov. Kasich is calling to lift many state mandates to give schools more flexibility and allow

them to focus on preparing students for college to career, where districts could base their schoolcalendar on minimum hours, not days, and they would no longer be required to pay $6.50 perchild to their Educational Service Center for services, but pay only for services they chose, ifany. Student health and school safety requirements would not be altered

Q: What is the state going to do to ensure schools and teachers have the resources they

need to help students meet the new standards expectations?

State Lawmakers has added $1 billion to the state budget for schools next year to ensure thatstudents and teachers have the resources needed to master the new higher standards. And theNext Generation of Common Core States Standards will give honest feedback on where all

students stand in those standards expectations. The data from the standards will help the state,schools, and teachers better determine how and where we should focus our resources so that allstudents get the help they need to succeed and achieve.

Q: What is the state doing to hold parents accountable?

Obviously, parents and guardians must play a critical role in the success of their children,probably more than any other factors. Schools are striving to give parents the resources theyneed for their student achievements and academic successes.

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Teacher and other educators are trying to find ways to incorporate more connection with theparents outside of the normal parent student teacher conferences. Educators believes that theirrole is to direct resources and efforts toward what matters most inside the school, for qualityteaching and high standards expected for all kids.

Q: How do we know that raising the standards bar was the right thing to do?

Educators know from experience from the first implemented the old Common Core StatesStandards, were not met with high regards, many thought it was about the need to address socialcultures, heighten the social classes expectations and focus only on students that were at adisadvantage, including mainstream student who were believed behind when competing againstthose student from other states or other countries..

For the first time in 10 years, Schools has raised the bar for passing scores. As a result, scoresdropped this year, and so did many schools grades. That does not mean Schools children knowless than before, or that teachers are doing a bad job. Anytime something is new added, anadjustment period is needed as standards are raised. Students will struggle to meet the newstandards expectations.

Educators are confident, for the short term that teachers and schools will sharpen their focus anddevelop successful strategies to get more student to achieve at the higher bar of expectations.School grades and learning steps will provide a clear picture of where local school districts andthe state need to focus improvement and other sensible approaches for all students to receive aneducation that are focused on the life skills, comprehension, cultural & global socialunderstandings and knowledge based achievements skills needed in todays economic demands.

Through this careful process of raising standards and measuring student progress the evidence isclear as to what is being done is working, but its also a sign that improvements must be longterm, which requires everyone as stakeholders to commit to the task why the bar for were raising

the standards was the right thing to do for all students successes and careers next step to collegepreparation and readiness.

Q: What are High School graduation requirements?

This standard varies from state to state (home rules) Many state are considering moving up theage to prevent early drop-outs to age 18 0r 19- rather than 16.However most now all requires a state test mandated requirement

Q: What are Common Core State Standards?

The Common Core State Standards for English Language Arts & Mathematics (the STEMStandards) are the culmination of an extended, broad-based effort to create the Next Generationof K12 standards to help ensure that all students are college and career ready in literacy no laterthan the end of high school.

The Standards also draw on the most important international models as well as research andinput from numerous sources, including state departments of education, scholars, assessmentdevelopers, professional organizations, educators from kindergarten through college, andparents, students, and other members of the public.

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Q: What are education standards?

Standards are defined by what students should know in certain subjects from kindergartenthrough grade 12. Education standards provide teachers, students and parents clear goals forstudent learning and expectations. By having standards, it ensures teachers know what they needto teach through instruction, directions or guided processes to help every student be successful.

Schools have adopted standards in eight subject areas:

Language Arts (which includes reading and writing)ScienceMathematicsSocial StudiesVisual and Performing ArtsPhysical EducationHealthForeign Language

Only Reading, Writing, Science, and Math are assessed on the statewide assessment test

Q: What are Common Core State Standards and How will it be used for Classroom

Instruction?

Common Core State Standards are a state-led effort to establish clear world-class educationalstandards for English language arts and mathematics that states can voluntarily adopt. More than38 states have adopted Common Core State Standards in these two subjects. In 2013 Schoolsadopted Common Core State Next Generations of ONLS Standards.

Common Core standards are designed to ensure that students graduating from high school areprepared to go to college or enter the workforce and that parents, teachers, and students have a

clear understanding of what is expected of them. Beginning 2014-15 school year, all schools ingrades kindergarten through grade 12 will be using the new Common Core State Standards.

Both the Common Core State Standards and the Next Generation of Common Core StatesStandards New Standards Prepare Students for College and Career During the 2013 2014;

Students will experience unprecedented changes in the content they learn. Ohios New LearningStandards (ONLS) will make their grand debut for all students in grades K-12 when studentsreturn to school in August. Grades K-12 will have new standards in English language arts andmathematics, and grades K-8 will have new Standards in science and social studies; Grades 9-12science and social studies standards will be implemented in 2014-2015.

Ohios New Learning Standards (ONLS) are a combination of nationally developed CommonCore State Standards in language arts and mathematics, and state-developed standards in scienceand social studies. Ohio is one of 45 states to adopt the Common Core State Standards. Studentscurrently in grades K-2 began learning new content standards this year.

Standards are statements that describe what a student should be able to know and/or do in eachsubject at each grade level. The following example is a new math standard for a fourth grader:

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Multiply a whole number of up to four digits by a one-digit whole number, and multiply

two, two -digit numbers, using strategies based on place value and the properties ofoperations.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area

models. The new standards were developed to ensure that U.S. students can not onlycompete with their counterparts on a global level, but to prepare them for college tocareers preparedness.

Recent studies showed that only 1 in 4 high school graduates were prepared for entry-

level college courses in English composition, algebra, social science, and biology;additionally, 1 in 4 high school graduates were not prepared for college coursework inany of the four areas.

Employers today report that students entering the workforce lack the communication,

collaboration, and problem solving skills necessary for professional success. The newstandards go beyond the traditional content to include standards for listening andspeaking skills that will help prepare students for life outside of the classroom.

Rigorous, fewer, clearer, and higher are words often used to describe the new standards

Students will generally have less material to learn, but will go beyond surface levelknowledge into a greater depth of understanding.

Students will no longer be able to demonstrate learning by just knowing and recalling

facts, but will be required to apply concepts and skills to new situations and to solve realworld problems.

New English language arts standards will challenge students with higher levels of text

complexity, which means students will learn to closely and carefully read materialmultiple times in order to make meaning from the text. Lexile levels (the readability ofa text) used in high school classrooms today are far below the levels of college texts,technical manuals, and even military exams. Increasing text complexity and equippingstudents with the skills to comprehend what they read will help prepare students for anypath they decide to take after high school

Literacy standards in reading, writing, listening, and speaking will pervade each core

content area of language arts, math, science, and social studies.

Additionally, students will experience a shift in emphasis from fiction to nonfiction in

reading and writing. Mathematics includes Standards for Mathematical Practices as wellas Standards for Mathematical Content. The Standards for Mathematical Practices are themath habits of mind in which students must be proficient to gain and demonstrateconceptual understanding of the content

Key topics are emphasized at each grade level with a coherent progression across grade

levels. A renewed focus on math fluency becomes apparent in grade level fluency

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expectations for students. Science and social studies standards provide a focus on project/problem based learning and 21st Century skills.

These skills include life and career skills such as leadership and responsibility,

technology skills, and learning and innovation skills like critical thinking, creativity, andproblem solving.

Common instructional shifts of all content areas include the need for a deep

understanding of content in order for students to apply learning across all disciplines.Students will also be required to generate responses based on textual evidence todemonstrate understanding and explain reasoning.

Finally, students will be able to use technology appropriately and ethically in academic

and real world settings.Full implementation of the new standards in 2013-2014 will help prepare students and teachersfor new accountability assessments in 2014-2015. Ohios Next Generation Assessments inEnglish language arts, mathematics, science, and social studies will require students to engage inperformance based assessments where they will be required to apply their content knowledgeand skills to solve problems. These assessments will be a combination of the traditional paper/pencil tests and online tests.The Next Generation Assessments will replace the current Ohio Achievement Assessments(OAA) in grades 3-8, and end of course assessments in the core content areas will replace theOhio Graduation Test (OGT) in high school.More information about Ohios New Learning Standards and the Next Generation Assessmentsmay be accessed by visiting the Ohio Department of Education at: www.ode.state.oh.usOhios New Learning Standards (ONLS) have been described as being fewer, higher, and

clearer than our old standards. For example, under Schools old Common Core StatesStandards, students in kindergarten needed to count from 1 to 36. Under the Next Generation ofCommon Core States Standards, kindergarten students must be able to count to 20 out loud, inwriting, and using objects (baseballs, blocks, etc.). Under the Common Core State Standards,students in kindergarten need to count up to 100, starting at any number. And they need to beable to count backwards starting at 10.

Q: Who created the Common Core State Standards?

The Common Core State Standard Initiative involved governors and state educationcommissioners from 48 states, two territories, and the District of Columbia. Common Core

standards have been designed by a diverse group of teachers, experts, parents, and schooladministrators.

Teachers have been a critical voice in the development of the standards.The National Education Association (NEA),American Federation of Teachers (AFT),National Council of Teachers of Mathematics (NCTM), andNational Council of Teachers of English (NCTE),

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And other organizations have been instrumental in bringing together teachers to provide specific,constructive feedback on the standards. Schools has been changed to measure how our studentshave progressed on the newer standards

The Next Generation of Common Core States Standards; Building a case for evidence,education evaluations and professional Competency 2014-15, Schools will use different tests tomeasure how our students have progressed on the ONLS Standards.

Schools are now part of a group of states called the Partnership for Assessments of Readiness inCollege and Careers (PARCC). These groups of states are developing common tests to measurethe common set of standards.

Q: Why is it important that we have Common Core State Standards?

Common Core State Standards are benchmarked to international standards to guarantee thatSchool students are prepared to be competitive with students from other countries. In todayseconomy School students will have to compete in a global marketplace against students fromother countries. Most of the top jobs in America today did not even exist a decade ago. Thesenew standards will ensure that we maintain Americas competitive edge, so that all students are

well prepared with the skills and knowledge necessary to compete with not only their peers hereat home, but with students from around the world.

Basically, Schools are taking a step toward Common Core State Standards now; Students willbe even better prepared when 2014-15 arrives and most of the country moves to the newCommon Core State Standards.

Q: Why do schools need Core Standards?

Standards are needed for teachers and other educators to know what material they need toteaching each year. A standard ensures that all students, regardless of where they go to school,

are prepared and ready for career goals success after high school. Standards help guide teachersin the classroom. Standards helps teachers build their lesson plans around a set of corecurriculum concepts for build life learning skills all students need for connecting andcommunicating with todays careers oriented cultural societies, globally and socially. .

Q: How and Why are Schools raising Core Standards?

Schools are raising standards in two ways: the testing of the Next Generation of Common CoreStates Standards that began in 2011, and the raising of the passing scores on the reading andmathematics. Its been 10 years since first set the passing scores in reading and mathematics.Think of how the world has changed since then, smart phones, hand held video books, digital

tablets and GPS devices didnt exist. Standards are raised to meet the learning demands for shift,knowledge, awareness and readiness in global and cultural changes needed for an inclusiveconnected world.

Raising the standards will set the passing scores in reading, mathematics, and science, and(engineering) schools are overdue for a change. Starting the 2014-15 school year, more than 38states including Schools will implement the Common Core State Standards- will bring moreexpectations and demands on students learning. Schools are implementing new, tougherstandards now to help better prepare students and schools for the even higher expectations thatthey will be required to meet in 2015.

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Q: What are the Next Generation of Common Core States Standards?

The Next Generation of Common Core States Standards defines the knowledge, cognitive skillsand comprehension will be paramount for each students mastering in all major subject areas. In2008, every member of the Schools Legislature voted yes to have the Department of Educationdevelop these standards to ensure that students are learning the knowledge and skills needed forcollege to careers preparedness and readiness.

Q: Who created the Next Generation of Common Core States Standards?

School educators, business leaders and parents assisted in creating the Next Generation ofCommon Core States Standards. These educators were teachers in kindergarten through grade 12and college level educators. For each content area stakeholders including business, educatorsfrom all levels and parents, provided input on their development. Thousands of teachers in math,reading English Language Arts and subject area experts participated in a process that lastedapproximately a year and a half. The number of education experts involved in testdevelopment includes:

Framers committee membersExternal professional expertsWriters committee members

Ratings of benchmarks through online review process from state holders including teachers andincluding input from all school district

Raters completed the profile and included:

AdministratorsDistrict staff

Other stakeholder interested personsParentsTeachersExpert review panelistsReviewers from the business communityDepth of knowledge raters

Q: Why do we have a statewide test?

Schools has a statewide testing, the Comprehensive Assessment Test measure student progresstoward a set of clear and high academic standards. The SCHOOLS are measures whether or not a

student is moving closer to meeting those standards. (depends on the childs learning ability)testing overall does not impact students grades or whether or not they are promoted to the nextgrade, except in 3rd grade.

In 2002, Schools required retention for students who could not read successfully at the end of the3rd grade. Students who scored at the lowest level (Level 1 on SCHOOLS reading) are retainedunless the student meets some good cause exemptions or demonstrates in another way that thestudent can read successfully. There are six good cause exemptions identified in law. Many ofthe exemptions recognize special needs of students with disabilities, English language learners orstudents who were previously retained.

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However, there are two exemptions provided because Schools recognized that one test given onone day should not be the sole factor in retaining a child. Students who do not pass can move onto the 4th grade by scoring successfully on an alternative test, or by demonstrating readingsuccess through a teacher-administered portfolio of the students work during the school year orsummer reading camp.

Q: Does the scores impact the ability of students getting a High School Diploma?

Yes. For more than thirty years, Schools has required students to pass an exit exam in order toreceive a high school diploma. There are state and local requirements for school students to passon to the next grade level in both reading and math. Students have opportunities to take theexam during the sophomore, junior and senior years. Students can also meet the testingrequirement by scoring at a certain level on either the ACT or SAT, which are widely acceptedcollege entrance exams.

For the 2011-12 school year, 9th grade students will have to pass an end of course exam inAlgebra I in order to receive a credit. For the 2012-13 school year; 9th grade students will have

to pass the end of course exams in Algebra I, Geometry, and Biology to receive credits towards ahigh school diploma.

Q: Who develops and review the questions?

Every year, the Department of Education uses a professional test development company todevelop new questions. Then, committees of educators and other experts review each and everytest question before the question is ever placed in front of a student as a part of the test.Educators serve on these committees each year. Committees of educators review each andevery test question before the question is ever placed in front of a student as part of the test.The questions go through a two-year development process before they are included on a

students test. They are also thoroughly reviewed for accuracy, alignment to standards, bias,sensitivity, and validity.

There are 5 subject area review committees: reading, mathematics, science, social studies, andwriting. The teachers who serve on these subject area committees review each question andmake sure the questions are accurate, appropriate for the grade level being tested, and aligned tothe state standards for that subject and grade level.

All questions go through a bias committee, comprised of teachers, principals and parents. Thiscommittee reviews questions to make sure no question is biased for or against students basedupon race, gender or geographical location. All questions also go through a sensitivity

committee, comprised of teachers, principals and parents. This committee reviews questions tomake sure no offensive language or situations are presented within the question. Any oneperson on these committees can raise concerns about a test question. Those concerns areseriously considered and addressed before deciding whether to use the test question.

When the question first appears on a students test, it is called a field-test question whichmeans the students are asked to answer the question, but that question is not used/ calculated inthe students overall score. All of these field-test questions then go through a final, technicalvalidity review committee. This committee reviews the statistics of the questions.

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How did the students actually do answering the question? If too many students miss thequestion or too many students get the question correct, the question could be eliminated becauseit may be too easy or too hard. This thorough process for how test questions are developed andreviewed has become a model that other states try to use in the development of their state tests.

Q: Who serves on the review committees?

The review committees are primarily made up of teachers; however, principals, subject-areaexperts, and community leaders are asked to serve each year as well. Committee membership isbalanced, based on where each member lives, their ethnic origin individual and the size of thecounty they represent in order to ensure a diverse and representative group of test questionreviewers.

Q: What changed on this years Writing Test Standards?

Since 1992, Schools writing test was simply an essay. Students were scored on a scale of 1 to 6

and the rubric or scoring system was based upon things like:

Does the student present a main idea?

Does the student use multiple arguments to present his or her main idea?

Does the students essay have a conclusion that restates the main idea?

Students essays were not scored based upon spelling, vocabulary, correct punctuation orgrammar. In other words, a student could have a very high writing score even though the essaymay have been filled with misspelled words and incorrect grammar. This year, spelling,

vocabulary, punctuation and grammar are included in how the students essay is scored.Additionally, scorers look at whether or not the student made logical supporting statements intheir essay, not just that students made multiple supporting statements.

The new method for scoring will ensure Schools students are better prepared for success incollege to careers proportion and readiness.

Q: How are Writing Tests scored?

Two different individuals independently read each and every students essay.

If the two reviewers score the students essay with the same score, that is the score for

the students essay.

If the two reviewers score the students essay within one point of each other, the student

gets an average of the two scores.

- if one reviewer gives the student a 3 and the other reviewer gives the student a 4, the studentwill receive a score of 3.5.

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- If the two reviewers score the students essay differently, but their separate scores are morethan one point different (i.e., one gives the student a 3 and the other gives the student a 5), then athird reviewer is brought in to review the students essay.

- If the third reviewer matches one of the prior reviewers scores, then that is the score thestudent receives. If the third reviewer scores within one point of one of the prior reviewers, theaveraging process is once again used.

There are quality checkpoints all through the process of scoring students essays to ensure thatall the individuals reviewing the scores are accurately and faithfully following the scoringguidelines.

Q: What are the qualifications of individuals who score the Writing Test Standards?

Individuals who score the writing test must have bachelors degrees in a related writing field.For example, they could have bachelors degrees in English, in Creative Writing, in Journalism,etc. Approximately 20 percent of the reviewers have degrees in education. Every reviewer goesthrough a detailed training process on writing test and the scoring guidelines.These scorers must qualify to score student essays and maintain high standards to remain a

scorer in good standing. And there are quality checks throughout the scoring process to ensureeach students score is accurate.

Q: Does students score impact their grades or promotion to the next grade?

Overall Yes: In 2002, Schools required retention for students who could not read successfully bythe end of the 3rd grade. Students who score at the lowest level on reading (known as a Level 1)are to be retained unless the student meets a good cause exemption or demonstrates in anotherway that the student can read successfully. There are six good cause exemptions identified inlaw. Many of the exemptions recognize special needs of students with disabilities, Englishlanguage learners or students who were previously retained.

However, there are two additional exemptions provided because Schools recognized that onetest given on one day should not be the sole factor in retaining a child. Students who do not passcan move on to the 4th grade by scoring successfully on an alternative test, or by demonstratingreading success through a teacher-administered portfolio of the students work during the schoolyear or summer reading camp.

Q: Why Testing is good for Bothe Schools and Students?

State or districts Testing by itself will not improve schools; But monitoring, evaluating andassessing an inclusive process, using well-designed testing to measure student progress toward a

set of clear and high academic standards is a sound educational practice. The new standards willmeasures whether or not a student is meeting those expectations, and cognitive skills required inthe Ohios New Learning Standards and the Next Generation Subjects?

Q: How will teaching to the test genuinely prepare our young people for the future?

Neither the State nor School district ask or want educators to teach to the test. Educators areteaching to the Next Generation of Ohios New Learning Standards, which help, identify thoseservices and interventions that all students need to meet the expectations of the new standards.

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These new standards require students to explore deeper into assignments for learning more aboutimportant concepts and cognitive reasoning, comprehension, in understanding concepts.Students will need to demonstrate real skills and knowledge, not just an ability to pass a test.The new standards require students to think critically, to work cooperatively, and to problemsolve creatively, skills critical for success in their careers for the jobs of tomorrow. Its thestandards, will prepare children and students to be competitors in their local community, in thestate, in the nation and the global economy, as dedicated teachers, ensures the new standards andassessments are achieved.

Q: Should parents be worried if their child dropped in performance on this years OhiosNew Learning Standards and the Next Generation?

The expectations are set for what public school students should learn by grade level in eachsubject. On December 19, 2011, the State Board of Education established new AchievementLevel standards for core subjects as Reading and Mathematics. Spring 2012 is the first timeresults will be reported according to these new standards. Based on more demanding contentstandards and the achievement standards are more rigorous, scores may appear lower on the newscale than on the previous scale for certain grades and subjects.

If a childs score is now in a lower Achievement Level (e.g., if a child has dropped from

Achievement Level 3 to Achievement Level 2), parents or guardians are encourage to discussthose concerns with the teacher or the childs guidance counselor. Parents and guardians areencouraged to use these scores as a point of conversation with the teacher or school to bestdetermine the next steps in helping the child to their highest potential academic goals. Itsimportant to keep lines of communication open with teacher(s). Let them know if you areworried about your childs score and ask what your options are to help your child improve.

Raising standards and measuring students progress toward the standards is the right

thing to do. This is a part of the consistent efforts to prepare all students for success after highschool, to college readiness to careers preparation to career placement, and for life.

Q: What can parent and guardians do to help children be prepared for next year?

Parents and guardians should work with the childs teacher and make sure that the student hasthe support they need to move forward. There are many resources available at the state and locallevel that support parent involvement in education. Access to libraries or community educationcenter will increase parents levels of awareness for being involved and understanding theeducational needs of the child.

Q: Are the new rigorous of the ONLS setting students up for fail?

No. Schools would never pursue a system that would set its children up for failure. Schools

education leaders, including school superintendents, school principals and school boards arecommitted to providing teachers and students with the resources they need to be successful in theclassroom. Struggling students have access to a host of help interventions and support insummer learning camps, (proposed) longer school days, after school tutoring, and individualizededucation planning involving parents, guardians and teachers.

Schools have not established new achievement levels in reading and mathematics for more than10 years. The world has changed a lot since then, and school districts are raising the bar forlearning and comprehensions needed to meet the new expectations.

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School teachers helped write and approve the Next Generation of Common Core StatesStandards, which will help them better understand all students needs including a creative focusfor helping student access resources in ways to better support schools and teachers learningintentions for all students, Learning to read is the most critical skill a child learns in the earlyyears of school, and it can truly affect their lifes trajectory. Statistics show that if a child has notmastered basic reading skills by third grade, they have a one in four chance of eventuallydropping out of high school.

By getting third graders reading proficiently, they will graduate 96 percent of the time. Holdinga student back in order to help the student master reading is painful in the short term, but isclearly the right thing to do for children over the long term. Learn more about grade readingfocus.

Q: What happens to students who are held back?

Schools are making plans to get these students the help and support they need, such as summerreading camps, (proposed) longer school days, and individualized education planning involvingtheir parents and teachers.

Q: How many 3rd graders will be held back under the New ONLS standards?

Keeping in mind that some students will be promoted to 4th grade through a good causeexemption, historically less than 10% of all students enrolled that score at Level 1 will beretained. Those students will need additional help in reaching these new standards, and will berequired to repeat 3rd grade. Learning to read is the most critical skill a child learns in the earlyyears of school

The fact is, students who cant read in the 3rd grade typically dont catch up in later grades.Instead, they fall further behind. Promoting students who dont have the skills to succeed is thewrong thing to do. (there should not be any acceptance for social promotions)

Q: How can one test on one day determine if a 3rd grader is retained?

One test does not determine whether a 3rd grade student is retained. There are six good causeexemptions identified in law. Many of the exemptions recognize special needs of students withdisabilities, English language learners or students who were previously retained. However,there are two exemptions provided because Schools recognized that one test given on one dayshould not be the sole factor in retaining a child.

Students who do not pass can move on to the 4th grade by scoring successfully on an alternativetest, or by demonstrating reading success through a teacher administered portfolio of the

students reading tests during the school year.

Q: What will happen to retained students and how will schools handle the increase?

School districts are already required by law to give intensive reading instruction to students whoare struggling readers in kindergarten through 3rd grade. Schools are constantly working toprovide these students with the help and support they need. Summer reading camps, longerschool days, and individualized education planning involving their parents and teachers are justsome of the ways that teachers meet the needs of struggling readers.

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Children who have not mastered basic reading skills by 3rd grade are four times more likely todrop out of high school than those children who are reading on grade level. However, if you canget a 3rd grader reading proficiently, they will graduate 96 percent of the time. Holding astudent back in order to help them master reading can be painful in the short term, but is clearlythe right thing to do for children over the long haul.

Q: What does the research say about Language and Slower Students?

Yes. Research on retention policies that are based on a students test score and include intensivereading intervention during the retention year, shows positive effects. Schools retention policieshave found that retained students perform better in reading and math. Students who cannot readsuccessfully by the end of 3rd grade are 4 times more likely to drop out of high school thanstudents who can read. Disadvantage students and other cultural languages deficient studentswho cant read successfully by the end of 3rd grade are 8 times more likely to drop out of highschool than students who can read.

From kindergarten through 3rd grade, students are learning how to read. Beginning in 4th grade

the text and assignments that are required for students to read and complete are more difficult.Textbooks become more difficult to understand, reading passages are longer, and questions areharder. Students use reference books, websites, and other written materials to do research forhistory reports, science projects, and other schoolwork. Students who have trouble understandingwhat they read find it very difficult to keep up.

Many students with those disadvantages, language deficient, physically challenged and gifted arethe ones who becomes frustrated when they try to tackle this schoolwork without the necessarysupport skills or identified services or comprehension skills or professional develop culturalinstructional needed to meet those student needs. Schools educator are adopting policy toguarantee students have the fundamental reading and comprehension & cognitive skills

necessary to be successful in 4th grade and beyond, where the rigors of reading in other subjectareas will be increase in levels and steps throughout learning.

Q What should Teachers expect about the New ONLS Standards?

Schools old standards (Common Core States Standards) were described as an inch deep and amile wide. In other words, teachers used to have to cover many skills, but did not have the timeto explain any of them very deeply. Both the Next Generation of Common Core StatesStandards and the Common Core State Standards have been described as being fewer, higher,and clearer than our old standards.

Now, teachers will have fewer specific standards to cover in a given year, but they will beexpected to cover them more intensely so students will have a deeper understanding of thecritical material and measures needed for the Next Generation of Common Core States Standardsand Common Core Standards. The SCHOOLS are changing how they are to measure expectedoutcomes on how our students have progressed on the newer standards the Next Generation ofCommon Core States Standards.

In 2015, Schools will use different tests to measure how our students have progressed on theCommon Core State Standards. Schools are part of a consortium of states called the Partnershipfor Assessments of Readiness in College and Careers (PARCC). This consortium of states is

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developing common tests to measure the common set of standards. These PARCC tests willintroduce more dynamics to the common core standards in reading and math in 2015.

Q: What does the drops in students test scores means for Teacher Performance Evaluation

(TPE)?

Beginning in 2013-2014, fifty percent of a teachers evaluation will be based upon the data. Thismeasurement will be based upon a complete look at the progress of all the students the teachertaught over a 3-year period of time. For teachers who teach in tested subjects and grades, thestate and your school district will be able to compare gains from the old and the new. Teacherswill still be able to get credit for making progress with a student even if the students overallachievement scores dropped during the transition to the old and the new. The same progressmeasures will be able to be calculated when Schools transitions to Partnership for Assessment ofReadiness of College and Careers (PARCC) assessments in 2015.

Q: What professional development is available to teachers so they are successful inteaching Next Generation of the ONLS Standards?

As advocates Professional Development & Culture Understanding should be aligned to supportadvanced professional learning to teach and enable student to mastery of 21st Century skills andthe new standards, assessments, curriculum, instruction, professional development and learningenvironments must be aligned to produce a support system that produces 21st Century outcomesfor todays students and training professionals to include the inclusion of ProfessionalDevelopment and engagement of parents and communities for Educators to:

Highlights ways teachers can seize opportunities for integrating 21st Century skills, tools

and teaching strategies into their classroom best practice and help them identify whatactivities they can bring a positive attitude for learning which truly focus on all studentlearning skills.

Bring the balances directly for instruction with project-oriented teaching methods and

proven attainment learning skills of students

Illustrates how a deeper understanding of subject matter can actually enhance problem-

solving, critical thinking, and cognitive skills needed for gaining 21st Century skills in aglobal and cultural world.

Enables 21st Century professional learning with communities and parents on those

expectations for teachers that models the kinds of classroom learning that best promotes21st Century skills for their children & students

Cultivates teachers abilities and cultural understanding to identify students particular

learning styles, intelligences, strengths and weaknesses, which in turn will help teachersand other educators develop student learning abilities to be use on various strategies(such as informative assessments) to teach and reach diverse students, and other students

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who are in need of learning interventions to create environments that supportdifferentiated teaching and learning

Partnership Supports to continuous evaluation and keeping students on track for 21st

Century skills and achieved developments

Encourages knowledge sharing among parents and other stakeholders in the communities

for their expertise, life experiences and as social practitioners, using face-to-face, virtualand blended communications to stay connected

Uses a scalable and sustainable model of professional development that bring inclusion,

collaboration, combined to consolidate efforts in a consensus combined strategy forkeeping the focus of support on all students academic achievements and college tocareers readiness.

Build a trust foundation rooted in values, culture inclusive, and respect that are driven in

stronger academics essential to all learning which provide opportunities and to leadershipand assistance in the areas of curriculum, instructional practices, and assessments.

Collaborating on stronger academic foundation are essential to students' future success bycreating an advisory consortium that contribute to that foundation by:

Aligning policy & curriculum to keep pace as the guides to the Academic Content

Standards

Implementing best teaching practices and supporting them through professional and

cultural development understanding

Using a variety of assessment tools

Todays learners need specialized skills to function in an ever-increasing digital environment.Never has it been more important for students to connect, collaborate, think-critically, create andengage in order to fully participate in their education and beyond.

What are End Of Course (EOC) Assessments and how are they administered.

As an example here is one type of end of course assessment are a select a series of end-of-course examinations in the areas of science, mathematics, English language arts, Americanhistory, and American government.

For each subject area, the state superintendent and chancellor shall select multiple assessmentsthat school districts, public schools, and chartered nonpublic schools may use as end-of-courseexaminations: Physical Science, Biology, Algebra I and II and Geometry (or integratedMathematics 1, 2 and 3), English language arts 1, 2 and 3, American history, and Americangovernment

Example: Algebra 1 EOC Assessment results calculated as 30 percent of their final coursegrade. Students who entered grade 9 in the 2010-11 school year and were enrolled in Algebra 1or an equivalent course must have the Algebra 1 EOC Assessment score calculated as 30 percent

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of their final grade in the course. Districts received a conversion table that may be used toconvert the new scale scores which are the scores that were reported in spring 2011. The scoresshould then be factored into the students course grade in the same manner as in spring 2011.

Student may do a retake to the 30 percent course grade weighting requirement of EOC

assessment to improve his or her course grade.

However, this option is only available in certain school districts for students who are eligible todo so under the grade forgiveness policies of their district. For additional information aboutgrade forgiveness policies, please contact your local school district.

The requirements does changes according to students circumstances and other physical abilitiesCheck with the school district policy; EOC assessment course credit; the EOC assessments-basedExceptions: including the EOC assessments based accommodation listed for students IEP orSection 504 plan.

School Improvement: ACCOUNTABILITY SCHOOL GRADING

Grade Simulations under New Accountability System

In 2014-15, Ohio will adopt more rigorous curriculum and assessments in an effort to ensure allstudents graduate ready for a career and/or college. To reflect these higher expectations, Ohio isgoing to raise its expectations for districts and schools to prepare all students. Ohio will soon usea different tool to measure the status of schools.

Instead of the current rating system (Excellent, Effective, Continuous Improvement, etc.),schools and districts will receive letter grades (A-F). Grades will add clarity for parents andcommunity members. The timing of this change will coincide with our transition to higherstandards and new assessments.

To help schools prepare for the transition to higher standard, the Ohio Department of Educationsimulated this new system using data from the 2010-2011 school year to see how they wouldscore. the results of these simulations are grouped below by individual schools and by LocalEducation Authorities (LEAs).

In each table, schools and LEAs are listed alphabetically by county. It will show their

actual rating received in 2011 and the five simulated grades:

Overall Grade This letter grade would replace the current system of ratings (Excellent

with Distinction, Excellent, Effective, Continuous Improvement, Academic Watch andAcademic Emergency). It is computed from the four component grades such that each of

the components is counted with equal weight.

Percent Indicators Met This component is one measure school (or LEA) performance.

The grade shown is based on a 100 percent scale which measures how well the school orLEA met the 26 state indicators of student performance on tests, attendance andgraduation.

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Performance Index This component measures student performance. It averages student

scores on a 120 point scale using state assessments, and assigns a grade to the LEA basedon a standard 90% = A, 80% = B, scale.

Value-Added This component grades schools based on the level of improvement of its

students on state assessments. It is a measure of the effect of schools on its studentslearning regardless of the level of attainment of those students. Since the measure onlylooks at progress from grades 4 through 8, schools that do not test students in thosegrades do not get a Value-Added Grade.

Gap Closing This component is a new measure that the Ohio Department of Education

has proposed to replace the current use of the federal AYP (Annual Yearly Progress)measure.

Gap closing gives a grade based on how well a school or LEA is doing in narrowing gaps

in achievement among students according to socio-economic, racial, ethnic or disabilitystatus.

These simulated grades do not replace the actual ratings the districts and schools received in2011. Nor are they predictions of how well schools and districts will fare under a new ratingsystem in the future. The tables only provide a comparison of this more rigorous measure ofschool and district performance with the actual results from 2011

Major changes in the state funding of school districts, it left the funding of community schoolsmore or less as it was prior to the passage of the new legislation. Payments to communityschools take the form of deductions from the state foundation payment of the school districts inwhich the community school students reside. Community school students are counted as part ofthe enrollment base of the resident school districts in order to generate state funding for theresident district to be transferred to community schools. The following is an explanation of themethodology by which community school deductions are calculated.

The calculation of funding for community schools utilizes a number of funding concepts andformulae that were applied to regular school districts through FY09-10. Although these conceptsare no longer relevant to public school districts, they are still being utilized in determining thefunding of community schools. Therefore the state funds regular school districts based on oneset of parameters while utilizing a different set for community schools.

Q: What are the Funding Formulas Transitions/pre pupil amounts?

The following funding streams comprise the funding calculation of all brick and mortarcommunity schools. Only Formula Aid (item 1 below) and Special Education Weighted Funding(item 2 below) are relevant to internet schools:

1) Formula Aid [Sections 3314.088(A) & (B) and 3314.08(C)(1)]Per-Pupil Amount = $5,653+ Sum of Per-Pupil Amounts of 4 Building Blocks specified in Section 317.012(C)(1) to (4).

Where, $5,653 = Base Formula Amount for this Section, the per-pupil amounts for the 4 buildingblocks are as follows:

$27.05 for Intervention [(Formula ADM/20) x 25 x $21.64]; $11.38 for Professional

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Development [(Formula ADM/17) x 0.045 x $5,732 x 0.75]; $5.73 for Data Based DecisionMaking [Formula ADM x .001 x $5,732] and $6.74 for Data Based Decision Making forProfessional Development. Community School Deduction = Per-Pupil Amount x [CommunitySchool Grades 1 to 12 ADM + (Community School KDG ADM x 0.5)].

2) Special Education Weighted Funding [Sections 3314.088(C) and 3314.08(C)(2)]Respective Per-Pupil Amount = $5,732 x FY09 Special Education Weights x 0.9.Where, $5,732 = Base Formula Amount for this Section, 0.9 = Phase-in-Ratio and

FY09 Special Education Categories and Weights utilized as follows:1. Special education category 1 weight = 0.28922. Special education category 2 weight = 0.36913. Special education category 3 weight = 1.76954. Special education category 4 weight = 2.36465. Special education category 5 weight = 3.11296. Special education category 6 weight = 4.7342

Community School Deduction = Respective Per-Pupil Amount x [(Respective CommunitySchool Special Education Grades 1 to 12 ADM) + (Respective Community School SpecialEducation KDG ADM x 0.5)].

3) Career Tech Education Weighted Amount [Sections 3314.08(D) and 3314.08(C)(3)]Per-Pupil Amount = ($5,732 x Career Tech Weight) + ($5,732 x Associated Services Weight).Where, $5,732 = Base Formula Amount for this Section and the weights are as follows:

1. Career Tech Category 1 Weight = 0.572. Career Tech Category 2 Weight = 0.283. Associated Services Weight = 0.05

Community School Deduction = Per-Pupil Amount x Respective Community School CareerTech FTE.

4) Poverty Based Assistance (PBA) [Sections 3314.088(E) and 3314.08(C)(4) to (8)]PBA funding for community schools is calculated based on provisions of ORC 3317.029 whichinclude a number of funding streams as follows:

Intervention Aid Level 1 Per-Pupil Amount = FY09 Resident District Level 1 Amount /

FY09

District Formula ADM.

Community School Deduction = Level 1 Per-Pupil Amount x Community SchoolPoverty

Student Count. level 2 Per-Pupil Amount = FY09 Resident District Level 2 Amount /

FY09 District Formula ADM.

Community School Deduction = Level 2 Per-Pupil Amount x Community School

Poverty Student Count.

Level 3 Per-Pupil Amount = FY09 Resident District Level 3 Amount / FY09 District 5-year

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Average OWF Count.

Community School Deduction = Level 3 Per-Pupil Amount x Community SchoolPoverty

Student Count.

Increased Classroom Learning Opportunities

Per-Pupil Amount = FY09 Resident District CSR Amount / [(FY09 District Non-SpecialEducation KDG ADM x 0.5) + (FY09 District Non-Special Education Grades 1 to 3 ADM) -(FY09 e-School and EdChoice K-3 ADM)].

Community School Deduction = Per-Pupil Amount x [(Community School Non-SpecialEducation KDG ADM x 0.5) + Community School Non-Special Education Grades 1 to 3 ADM].

Limited English Proficiency

Per-Pupil Amount = Resident District LEP Amount based on FY03 Data / Resident DistrictLEP ADM in FY09. Community School Deduction = Per-Pupil Amount x Community SchoolFY09 LEP ADM.

Professional Development

Per-Pupil Amount = FY09 Resident District Professional Development Amount / FY09 DistrictFormula ADM. Community School Deduction = Per-Pupil Amount x [Community SchoolGrades 1 to 12 ADM + (Community School KDG ADM x 0.5)].

Dropout Prevention

Per-Pupil Amount = FY09 Resident District Dropout Prevention Funding / FY09 DistrictFormula ADM. Community School Deduction = Per-Pupil Amount x [Community SchoolGrade 1 - 12 ADM + (Community School KDG ADM x 0.5)].

Community OutreachPer-Pupil Amount = FY09 Resident District Community Outreach Funding / FY09 DistrictFormula ADM. Community School Deduction = Per-Pupil Amount x [Community SchoolGrade 1 to 12 ADM +(Community School KDG ADM x 0.5)].

All Day Kindergarten

Per-Pupil Amount = $5,732 x 0.5.Where, $5,732 = Base Formula Amount for this Section.Community School Deduction = Per-Pupil Amount x [Community School All Day KDG ADM -(e-School + EdChoice KDG ADM)] provided the district is eligible for all day kindergarten PBAfunding and provides it.

Community School Deduction = 0 if the district is eligible for all day kindergarten PBA fundingbut does not provide it. In these cases the state provides the Per-Pupil Amount due thecommunity school directly.

5) Parity Aid [Sections 3314.08(C)(9) & 3314.08(D)(9)]Per-Pupil Amount = FY09 Resident District Parity Aid / [FY09 Formula ADM - (FY09 e-School ADM + FY09 EdChoice ADM)]. Community School Deduction = Per-Pupil Amount x[Community School Grade 1 to 12 ADM + (Community School KDG ADM x 0.5)].

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6) Gifted Aid [Section 3314.08(F)]Per-Pupil Amount = FY09 Resident District Gifted Funding / FY09 Gifted ADM.Community School Deduction = Per-Pupil Amount x Community School Gifted ADM.

7) Transportation [Section 3314.091]Per-Pupil Amount = FY11 Resident District Transportation for Regular Students / FY11Resident Regular Students Transported including Community School Students Transported.

Community School Deduction = Per-Pupil Amount x Community School Regular StudentsTransported.

8) High Performing Subsidy [Section 267.30.56]Provisions of Am. Sub. H.B. 153 call for the distribution of $17 per student enrolled in FY13 ateach community school rated "Excellent" or "Excellent with Distinction" based on FY12 ReportCard designation. The community school enrollment is comprised of the total ADM attendingthe community school including kindergarten ADM counted as 1 with no JVS adjustment basedon the year-end compilations. This funding does not constitute a deduction from the residentschool district and it is paid by the state to the community school directly.

Q: What is Educational Choice (EdChoice)?

Educational Choice (EdChoice) Scholarship Program created to provide students fromunderperforming public schools the opportunity to attend participating private schools. Theprogram provides up to 60,000 EdChoice scholarships to eligible students. Students currentlyattending a public school in their resident district that is on the list of designated public schoolsare eligible to apply. Public school students attending a school in their resident district who willbe assigned to one of the designated public schools for the upcoming school year are also eligibleto apply.

Students currently attending a charter/community school whose home school is an eligible

school on our list are also eligible to apply. In addition, students current attending a charter/community school who would be assigned to one of the designated public schools by theirresident school district for the upcoming school year are also eligible to apply. Students eligibleto enter kindergarten for the upcoming school year who would be assigned to one of thedesignated public schools are also eligible to apply for the scholarship.

Please note that students currently enrolled in and attending a designated public school buildingthat is closing at the end of the school year are eligible to apply. However, students whoseeligibility is based on being assigned to a closing school (e.g., incoming kindergarten students)for the upcoming school year are NOT eligible for the scholarship. No student will be awarded ascholarship based on being assigned to a closing school.

Note: Students currently attending private school and home-schooled students are not eligible toapply for an EdChoice scholarship The on-line applications are submitted by the participatingproviders between February 1, 2013 and April 19, 2013 on behalf of the parent, ONLY AFTERthe student has been accepted for enrollment by the school.http://www.ode.state.oh.us/

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SCHOOLS GRADING:

Q: What schools in Butler County are Now Graded Schools?

County Local Education Authority (LEA)2011 PerformanceRating

OverallGrade

PercentIndicators

MetPerformance

IndexValue-Added

GaClos

Butler Edgewood City Excellent B A B C B

Butler Fairfield City Effective B B B B C

Butler Hamilton City Continuous Improvement D C C F C

Butler Lakota Local Excellent with Distinction B A B A B

Butler Life Skills Center-Middletown Continuous Improvement F F D - D

Butler Madison Local Excellent B B B A B

Butler Middletown City Continuous Improvement C F C A C

Butler Middletown Fitness & Prep Acad Continuous Improvement D F C B F

Butler Monroe Local School District Excellent B A B C B

Butler New Miami Local Excellent C D C A B

Butler Richard Allen Academy III Continuous Improvement D F D C C

Butler Ross Local Excellent with Distinction A A B A A

ButlerSummit Academy SecondarySchool - Middletown Continuous Improvement F F D - -

Butler

Summit Acdy Comm Schl for

Alternative Learners of Middletown Academic Emergency F F F C FButler Talawanda City Excellent with Distinction B A B B B


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Q: What are the districts annual requirements for School Improvement under the No

Child Left Behind Act (P.L. 107-110)? (The OLD AYP Grading for Schools)

(THE OLD GRADING SYSTEM)

Before the beginning of each school year, every district must annually identify any of its districtschools failing to make Adequate Yearly Progress (AYP) for two or more consecutive years.

(ODE provides summary and historical data to make these determinations.) These schools areplaced into School Improvement (SI) status. The Following are the required consequencesand necessary actions based on years of SI status. These requirements apply to all Title I-fundedschools in SI status. Schools that are not Title I-funded do not have to meet requirements foroffering Public School Choice (PSC) and Supplemental Educational Services (SES) and for10 percent set asides for professional development, but must meet all other listed requirements.

School Improvement Year 1 (after AYP not met 2 consecutive years): The district must ensurethat the identified school implements the following:

Offer Public School Choice to all students (giving priority to the lowest achieving

children from low-income families if there are inadequate resources to serve all children);

Districts not having PSC options shall, to the extent practicable, establish a cooperative

agreement with other school districts in the area for a transfer. Citation: No Child LeftBehind, Title I, Part A, Section (b)(10)(D);

Districts may offer Supplemental Educational Services (SES) as an alternative to Public

School Choice for schools in SI Year 1 if either (a) there are no qualified schoolsavailable to which to transfer, or (b) the parents choose to decline the transfer schoolassigned for their child

Develop a school improvement plan to cover a three-year period.

The plan must be developed within three months of being put into SI status;

It should be created using the web-based Planning Tool and must be consistent with the

districts CCIP plan. The Planning Tool identifies the required components of theimprovement plan in conformance with House Bill 3 and No Child Left Behind. Allimprovement plans will be reviewed by a member of the Office of Field Relations.

Citations: HB3 and NCLB, Title I, Part A, Sec. 1116 (c) (7) and the State Accountability

System.

Spend not less than 10% of the buildings Title I funds on professional development;

Promptly notify parents (in a language they can understand) and explain:

What the identification means;

How the school compares in terms of academic achievement to other schools in the

district and the state

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Reasons for the identification and what the school, district and state are doing to address

the problem of low achievement

How the parents can become involved in addressing the academic issues that caused the

school to be identified for school improvement;

An explanation of the parents options to transfer the child.

Center for School Finance, Office of Federal Programs School Improvement/District

School Improvement Year 2 (after AYP not met 3 consecutive years): The district must ensurethat any identified school implements the following:

Offer Public School Choice;

Make Supplemental Educational Services available to students from low-income families

(giving priority to the lowest achieving children from this group if there are inadequateresources).

Continue to implement the school improvement plan;





district and the state;

Reasons for the identification and what the school, the district and the State are doing to

address the problem of low achievement;



Parents options to transfer the child or obtain Supplemental Educational Service.

School Improvement Year 3 (after AYP not met 4 consecutive years): The school is nowconsidered to be in year 1 of Corrective Action. The district must publish and disseminateinformation regarding corrective actions to the public and to parents of each student enrolled inthe corrective action school. The district must ensure that the identified school implements thefollowing:

Offer Public School Choice

Make Supplemental Educational Services available;

Spend not less than 10% of the buildings Title I funds on professional development





Reasons for the identification and what the school and the district are doing to address the

problem of low achievement

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Parents options to transfer the child or obtain Supplemental Educational Services.

Take corrective action by taking at least one of the following measures:

Replace school staff relevant to the failure;

Institute and implement a new research-based and professionally-developed curriculum; Significantly decrease management authority at the school level;

Appoint an outside expert to advise the school in its progress;

Extend the school year or school day for the school;

Restructure the internal organizational structure of the school.


Offer Public School Choice;

Offer Supplemental Educational Services;



Center for School Finance, Office of Federal Programs School Improvement/District

Improvement Questions and Answers Page 3 of 7 Revised - 10/8/2004



district and the State


problem of low achievement



Parents options to transfer the child or obtain Supplemental Educational Services.

Prepare a restructuring plan, to take effect within a year, to do one or more of the following:

Reopen the school as a public charter school;

Replace all or most of the staff (which may include the principal) who are relevant to the

failure to make adequate yearly progress;

Enter into a contract with an entity, such as a private management company, with a

demonstrated record of effectiveness to operate the public school;

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Turn the operation of the school over to the ODE, if permitted by State law and agreeable

to ODE

Any other major restructuring of the schools governance arrangement that makes

fundamental reforms, such as significant changes in the schools staffing and governance,to improve student academic achievement in the schools and that has substantial promiseof enabling the school to make adequate yearly progress.

NOTE: Rural districts of less than 600 students in average daily attendance and all of

whose schools have a School Locale Code of 7 or 8, as determined by the Secretary ofEducation, may request assistance from the Secretary for purposes of implementing thisportion of the law.


Offer Public School Choice

Offer Supplemental Educational Services







problem of low achievement;



Parents options to transfer the child or obtain Supplemental Educational Services

Implement the restructuring plan developed in SI Year 4: (Note that implementing a

restructuring plan does not change the SI status of the school.)

Citation: NCLB, Title I, Part A, Sec. 1116

(OLD) What happens if a school meets AYP after getting into School Improvement status?

If a school meets AYP while it is in SI Year N, the school will remain in SI Year N for one moreyear and will be required to continue or repeat the activities required under SI Year N. Thedesignation for this state is SI Year N Delay. For example, if a school meets AYP while in SIYear 2, it will be in SI Year 2 Delay beginning the following year, during which it mustcontinue/repeat the requirements of SI Year 2. Center for School Finance, Office of FederalPrograms School Imp

Documents

Parental Inclusions Advised for Transforming Standards