-
Pictured Left to Right:Back row: Scott Hoshor, RttT Federal
Liaison, Erik Bower, RttT Budget/AccountabilityManager, Michael
Sawyers, Assistant Superintendent, Jim Butler, USDOE
AssistantDirector of Programs, Stan Heffner, Ohio’s Interim State
Superintendent of Education.Front row: Joan Nichols, RttT
Communications and Outreach Manager, RebeccaZazove, USDOE Education
Program Specialist-Ohio RttT Program Officer, AllisonHenderson,
Westat, Ann Whalen, USDOE Deputy Director for Program Policy
andPerformance Management, Barb Mattei-Smith, Assistant Director of
Education Policy,Governor Kasich’s Office, and Sandy Stewart, RttT
Administrative Assistant III.
A team of leaders from the U.S. Department of Education’s
Implementation andSupport Unit (ISU) travelled to Columbus last
week for an on-site program reviewwith representatives from Gov.
Kasich’s office and Ohio’s Race to the Top team.
The state team is executing Ohio’s nearly $400 million Race to
the Top grant,awarded by the Department in August 2010 to support
the state’scomprehensive education reform plan to enhance and
elevate studentachievement. During the visit, ISU officials –
Deputy Director Ann Whalen,Assistant Director Jim Butler, and Race
to the Top Program Officer RebeccaZazove – assessed Ohio’s progress
toward implementing and achieving thegoals described in their plan
as well as identified areas where the Departmentcan provide support
and technical assistance.
Assistant Director Butler expressed interest in the challenging
work that Ohioand other Race to the Top grantees are doing,
emphasizing that the ISU isworking closely with each State to
ensure that they’re receiving the support theyneed to implement
their plans and to create long-lasting reform that benefitsstudents
and transforms education across their State.
p. 1
Race to the TopNews and Views
A Bi-weekly Bulletin of RttT Volume 1, Number 6, June 9,
2011
Department Officials Visit Ohio to Learn aboutProgress Made In
Implementing Race to the Top Plan
RttT StaffErik Bower,Budget/Accountability Manager(614)
[email protected]
Scott Hoshor, Federal Liaison(614)
[email protected]
Joan Nichols,Communications/Outreach Manager(614)
[email protected]
Patricia Parker,Professional Development Manager(614)
[email protected]
Michael Sawyers, AssistantSuperintendent(614)
[email protected]
Sandy Stewart,Administrative Assistant III(614)
[email protected]
RttT Regional CoordinatorsClairie Huff-Franklin,RttT Urban
Coordinator(614) [email protected]
Laura Keller, RttT Northwest Coordinator(614)
[email protected]
Maggie Niedzwiecki,RttT Northeast Coordinator(614)
[email protected]
Jeff Royalty, RttT Southwest Coordinator(614)
[email protected]
Scott Spears,RttT Central Ohio Coordinator(614)
[email protected]
Ivan Wilson, RttT Southeast Coordinator(614)
[email protected]
Departmentof Education
RttT.educat ion.ohio.gov
continued on p. 2
-
Ohio’s Interim State Superintendent of Education, StanHeffner,
joined members of Ohio’s Race to the Top teamto welcome the ISU
team and spent the day talking aboutthe work that is being done for
the children of Ohio – atboth the state and local level. According
to Heffner, Raceto the Top gives the State a real opportunity to
supportstate-based efforts to increase student achievement,enhance
teaching and learning, shrink the achievementgap, and increase the
number of students graduating highschool, college and career ready.
There was a sharedexcitement among the meeting attendees about
being apart of transforming Ohio’s education system into
aneffective, efficient engine of opportunity, academicachievement,
and economic growth.
The on-site program review is one of several steps in anongoing
review process coordinated by the Departmentand the state teams
implementing Race to the Top plans.The process includes ongoing
conversations between theDepartment and grantees, on-site program
reviews, andgrantee self-evaluations. In addition to on-site
reviews, theprocess includes meetings where U.S. Secretary
ofEducation Arne Duncan, Department leaders, and stateleaders
discuss progress and challenges.
Michael Sawyers, Assistant Superintendent and Directorof Race to
the Top initiatives, stressed the timeliness ofthe opportunity to
share successes, challenges andcontinued opportunities for growth
with the U.S.Department of Education’s ISU team as Ohio’s first
Raceto the Top anniversary approaches. Ohio is at the forefrontof a
national education reform movement that willaccelerate the academic
growth of our students.
Last year, the Department of Education awarded $4 billionin
grants to support bold plans to reform education in 11
states and the District of Columbia. The Departmentcreated the
ISU team to support Race to the Top states asthey do the tough work
of reforming their schools. Lastweek’s visit to Columbus focused on
Ohio’s progress inbuilding statewide capacity for their education
reform planand the state’s efforts to improve teacher and
principaleffectiveness based on performance.
Two of Ohio’s Race to the Top Regional Coordinatorsalso attended
the meeting to discuss the progress inimplementing deep
transformational requirements.Maggie Niedzwiecki, the Northeast
RegionalCoordinator, represents the largest number ofparticipating
public and community schools in Ohio. ScottSpears, the Central
Regional Coordinator, was joined byrepresentatives from the
Worthington City Schools, whoshared how the federal grant has
created momentumtoward change and solidified the district’s
purpose.
Over the next few months, teams from the ISU willconduct an
on-site program review with each of the 12Race to the Top grantees:
Delaware, the District ofColumbia, Florida, Georgia, Hawaii,
Maryland,Massachusetts, New York, North Carolina, Ohio,
RhodeIsland, and Tennessee. In the fall, the Department will usethe
information gathered during the program reviewprocess to create
state-by-state reports and a nationalperformance review that will
be posted on theDepartment’s website.
A copy of Ohio’s Final Year One On-Site Review with theU.S.
Department of Education – June 3, 2011 – is onRttT’s new webpage:
http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODELanding.aspx?page=830(see
page 10).
p. 2
continued from p. 1
Ohio Innovative Learning EnvironmentsBlending International
Perspectives of Innovative Learning and Leadership Practice
Teachers – Register Get $220 to Attend a Conference!
WHO: International expert keynotes and practical classroom
breakout sessions.
WHAT: Blending international perspectives of innovative learning
and leadership practice.
WHEN: August 1-5, 2011, 8 a.m. - 4 p.m.
WHERE: Hilliard Bradley High School, 2800 Walker Road, Hilliard,
OH 43026
CONTACT: For more information about the conference, registration
and teacher stipends, please visitwww.ileohio.org or contact Cari
Cordray in the ESC Center for Achievement & LeadershipServices
at 614-542-4117.
-
A Sample of Ohio’s Transformation Efforts
p. 3
Northeast Ohio
Quotes after a year of RttT
“1 DOWN, 3 to GROW”–Pymatuning Valley
“WOW”–Springfield Local
“It has been exciting to discover how much we do aseducational
professionals”
–Clearview Local
“It’s been quite a ride!”–Canfield Local
“Where do we begin!”–Romig Road Community School
“Where we go one, we go all”–Amherst EVSD
Another favorite quote came from an LEA that continuesto
implement new approaches to learning and strive tounderstand the
complexity of teaching today’s child.Cleveland Heights-University
Heights said “Breathe inBreathe out …move on….” Jimmy Buffet. Words
ofwisdom! Our job is complex, many of you stated thatthere are
challenges ahead. Continued support from theODE, maximizing
budgeted dollars, time constraints, andimplementation is all the
worries we carry when trying to“TRANSFORM” what our Race to the Top
Scope of Workask us to do. Breathing is essential, so take a
deepbreath and step outside the box. Look at your data, seewhere
you need to improve and research what the bestpractices to improve
in that area of need are. Next yearwe are committed to as an ODE to
help you makeconnections with other RttT school’s that are similar
inneed. The first step is to understand where you are andthen look
to see where you need to grow!
Are you EXCELLENT with DISTINCTION?Congratulations! Race to the
Top recognizes the workthat has gone into receiving this honor.
BUT, asManchester Local comments, “Race to the Top has beena lot of
work, but the pay-off is to keep our district“Excellent with
Distinction”! Manchester has identifiedtheir need to increase the
growth for ALL students. Theyunderstand that they have “mastered”
their pedagogy forsome students, but have analyzed their data and
realizethat there are populations of students that can achieve ata
higher level. Good question for all of you out there that
wonder what you should spend your money on? Do all ofyour
students make a year’s worth of growth every year?Check out your
high achievers? Chances are they don’t!Teaching high achievers is
not easy. Teachers need PDon how to differentiate for this
sub-group of students.
Northwest Ohio
Liberty Center Local Schools’ Summer Retreat
Liberty Center Local Schools held a summer retreat onJune 6 - 7,
2011 to begin planning for their Race to theTop work the next three
years. Their superintendent,Jack Loudin, said “This is our kick-off
to change ourthinking about teaching and learning at Liberty
CenterLocal Schools. We have tried to build internal capacity
forimproving teaching and learning, and build professionallearning
communities by developing our own people”.Tim Bowers, an English
teacher and associationpresident, Jerry Oberhaus, a science teacher
andmember of the State Standards Board, and JamieHollinger, a new
administrator fresh from the classroomare among the 33 staff
members who have beenprovided release time to work on developing
the schoolimprovement plan in their district.
The agenda for their retreat focused on several topics
anddiscussion was facilitated by Dr. Michele Winship from theOhio
Education Association. Topics discussed included:Alignment of Race
to the Top with the Ohio ImprovementProcess, Characteristics of
Effective Evaluation Systems,the Ohio Teacher Evaluation System
Model (OTES),Student Performance Data, Evidence of Practice
andProfessionalism, Supporting Teacher Learning andGrowth,
Observation Models, The Finland Phenomenon:Inside the World’s Most
Surprising School System and2011-2012 School Year and Beyond.
Our six RttT Regional Coordinators wanted to share a sample of
Ohio’s LEA transformation efforts to implement21st century reforms
across the state.
RttT NortheastRegional CoordinatorMaggie Niedzwiecki
RttT NorthwestRegional Coordinator
Laura Keller
continued on p. 4
-
p. 4
Urban Ohio
TheToledo Plan
Toledo Schools is using their RttT funds to improve theirhighly
noted and award-winning “Toledo Plan” which hasbeen emulated in
some form or another throughout thestate because of its proven
effectiveness. It is a teacherpeer review program that is called
PAR (Peer Assistanceand Review) in many other districts that have
followedthe successful model of Toledo.
Toledo’s model establishes specific standards forclassroom
performance and transforms teacher attitudesabout the importance of
competence and excellence.This pacesetting program provides a
formula forProfessional Development of beginning teachers and
anevaluation system that detects and screens out thosewho lack
appropriate aptitude for the classroom.Additionally, experienced
teachers who become deficientin performance are given intensive
peer assistance tobring their work to acceptable standards.
This intensive system of evaluation and mentoring isaimed at
those most in need of professional help-beginning teachers and
those experienced teachers introuble. For these individuals,
intern-intervention deliversprofessional help from peers who have
proven to beexcellent teachers.
The Toledo Plan peer review is an effective way to bringnew
teachers into the profession. Excellent teacherscarefully chosen by
a joint union-management governingboard make the selection and
guide the program."Consulting teachers" work three years and then
return tothe classroom. They have sole authority to
recommendevaluations and future employment. The internship is
fortwo semesters.
Veteran teachers in trouble may choose to be assigned
aconsultant. This is the intervention component. It is aservice
offered by union and management.
Another key aspect of the program is the transformationin
relationships that occur between union andmanagement. Both work
collaboratively to solve theevaluation problem.
For more information, please contact Dal Lawrence of theToledo
Federation of Teachers at [email protected].
Southeastern Ohio
Power Education Project
The Power Educator Project (PEP) is a research-basedprocess for
implementing standards-based assessmentand instruction to improve
student learning and teachereffectiveness. Utilizing the findings
of leading experts ineducational research such as Robert Marzano,
MargaretSearle, Rick Stiggins, Larry Ainsworth and DouglasReeves to
mention only a few.
The PEP guides teams of teachers and school leaders ina five (5)
module process:
Module One includes teams identifying Power Clusters(learning
targets based on Ohio’s academic ContentStandards) according to the
criteria recommended byDouglas Reeves and Larry Ainsworth.
Module Two consists of “loading” the Power Clusters
intoAssessment Maps as described by Margaret Searle andothers.
Module Three is where the PEP teams bring theirAssessment Maps
to life by designing common quarterlyassessments (summative
assessments that are used informative ways). This module ensures
that soundassessment protocols and the common data from themwill
drive instruction. The Ohio Valley Educational ServiceCenter has
developed an electronic tool to help teamsdesign common assessments
that are aligned to theacademic content standards and instruction
outlined intheir Assessment Maps.
Module Four has teams analyzing their real-time commonassessment
data. Teams can then make data-baseddecisions about student
learning and instructionaleffectiveness, and differentiate
instruction accordingly.
Module Five provides the embedded venue for teacherteams to
focus on refining lesson design, sharing bestpractices, classroom
successes and instructionaleffectiveness, but also sustains teacher
excellence andimproved student achievement by continually
analyzingstudent work together to inform, differentiate and
guideinstruction.
The Assessment Maker/Analyzer developed by the OhioValley
Educational Service Center is a unique, simple-to-use electronic
tool designed to help teams of teachersand leaders design common
formative/summativeassessments based on the content of their
instructionthat is aligned to the academic content standards.
Thealternative to this strategy is for teachers to accessavailable
assessments which may or may not be alignedto the standards or
their instruction. The Assessment
continued on p. 5
RttT UrbanRegional CoordinatorClairie Huff-Franklin
continued from p. 3
-
p. 5
Maker/Analyzer is an integral component of the PowerEducator
Project. It allows each team to design commonassessments, enter
student data from the commonassessments and retrieve reports that
will enable them toprovide immediate feedback to students and
teachersbased on real-time data. The Assessment Maker/Analyzeris
used to inform instruction while learning is taking place.
The Assessment Maker/Analyzer is not limited in use tothe
development of common quarterly assessments. Itcan be used to
create short cycle assessments tomeasure student progress, or to
create end-of-courseexams. The Assessment Maker/Analyzer could also
beused to create assessments for “test-out” options or creditflex
opportunities for students. It provides for assessmentflexibility
and immediate data retrieval for team analysis.
Southwest Ohio
Washington Court House City SD –Regional Standards Rollout
May 13, 2011 was a momentous day for WashingtonCourt House
teachers and for teams of teachers fromsurrounding districts. What
began for the RttTTransformation Team as a means of rolling out
theCommon Core State Standards (CCSS) and the RevisedState
Standards to Washington Court House CitySchools’ teachers on a
Waiver Day, became a regionalevent with 400 participants from
eleven districts, threeESCs, Region 14 SST, and ODE.
Planning began in the fall of 2010 when an ODEconsultant
suggested that ODE might participate in therollout if multiple
districts were involved. Washington CourtHouse Superintendent Keith
Brown joined forces with TonyLong, Superintendent of Southern Ohio
ESC in order toimpact more districts. Soon thereafter, ODE Director
ofCurriculum and Instruction, Denny Thompson, became amember of the
planning team. Under Denny’s patientguidance and indefatigable
support through many hours ofpreparation, the plans for May 13
began to take shape.
Denny held a preliminary session for building and
districtleaders on April 15 at Southern State Community Collegeto
ensure the administrators’ understanding of what wouldtake place on
May 13 in Washington Court House for their
teachers. Under Denny’s leadership and through acollaborative
effort of district curriculum directors andregional consultants,
the final plans were put into place.The goal of the day was to
create awareness of theCCSS and revised State Standards and to
updateparticipants on the resources available through ODE.
The event took place on the Washington HighSchool/Washington
Middle School campus, with secondaryparticipants in one cafeteria
and elementary participants inthe other. Denny Thompson presented
an overview to theelementary participants in a general session
which wasbroadcast through IVDL to the secondary
participants.Consultants from ODE in Math, English Language
Arts,and Social Studies addressed all elementary participantsfor
the remainder of the morning session, whereas theirsecondary
counterparts split into content area breakoutsessions immediately
after the opening session. Scienceconsultants for both elementary
and secondary sessionswere provided by the Align, Assess, Achieve
consultingfirm. State consultants focused their presentations
onchanges in the revised curriculum and provided anawareness of the
resources available during the transition,such as crosswalks and
model curricula.
Regional consultants from Southern Ohio, Butler,Clermont, and
Brown County ESCs and a Region 14 SSTsupported teachers throughout
the day, while WashingtonCourt House District Lead Content Experts
served ashosts for the State and Regional consultants
andparticipants. Lunch was catered onsite, after whichdistricts
could choose to move immediately to a breakoutroom for district
planning or first listen to a presentationon a standards transition
process created by Stan Lafertyof Clermont County ESC.
See Stan Laferty’s Organizer Diagram on p. 8
During the optional afternoon session, Stan Laferty andhis
partner, Catherine Schulte, from Clermont CountyESC presented
Stan’s “Curriculum Development: AMulti-Stage Process with Timeline
for Implementation”to secondary and elementary participants,
respectively.Stan’s process, which includes an overlay of the
ODEtimeline, has already been adopted by Hamilton,Clermont, Butler,
and Warren Counties.
continued from p. 4
continued on p. 6
RttT SoutheastRegional CoordinatorIvan Wilson
RttT SouthwestRegional Coordinator
Jeff Royalty
-
p. 6
Central Ohio
Gaining Traction: Update on Liberty Union-ThurstonLocal Teacher
Evaluation Effort
Liberty Union-Thurston Local is redesigning teacherevaluation in
the district as a result of their work onRace to the Top’s Great
Teachers and Great LeadersApplication Area. This fall, the LEA
hopes to pilot its newteacher evaluation system which will tie
studentperformance to evaluations. The new system is designedto
help teachers set specific goals and identify wherethey need to
improve the most.
Math teacher and committee member Holly Lavenderreports that the
LEA’s committee, made up of fourteachers and two administrators,
has developed acomprehensive rubric modeled after the
Danielsonframework developed by Charlotte Danielson. Fordomains are
measured: planning and preparation,classroom environment,
instruction, and professional
responsibility. Teachers can be rated as unsatisfactory,basic,
proficient and distinguished according tocomponents within each
domain.
In a newspaper article in the Lancaster Eagle Gazetteon May 19,
2011, quotes Lavender, “Our goal is to giveevery teacher an idea of
what the ideal should look likeand give them something to work
towards, the ideabeing that everyone has some room for
improvement.With the current evaluation system, there really isn’t
away to know how you can do better… but this givesevery teacher, no
matter how long they’ve beenteaching, something they can work on to
improve.”
The Liberty Union-Thurston Local process is big onteacher
involvement. As work is done on developingapproaches to how student
performance can be tied toevaluation, small group meetings by grade
level areproducing answers to the question, “If you had to proveto
someone that your students had grown in knowledgeand skills as a
result of being in your class this year,
continued from p. 5
continued on p. 7
-
p. 7
continued from p. 6
what would you show them?” The committee is lookingfor multiple
measures to answer the question, withouthaving to rely on just one
state test or value added as theonly measures.
The pilot will begin with volunteers this fall. Teacher
andcommittee member Lisa Feyko was quoted in theLancaster Eagle
Gazette article as saying, “It’s reallyexciting for us to be able
to take this apart to see whatmakes an excellent teacher and set up
the system sonew teachers know where they’re headed, and we have
aplan to help them and to kind of mentor them through thatprocess
of becoming a good teacher.”
Congratulations to the staff and leadership of
LibertyUnion-Thurston for moving their process forward.Whilemany
LEAs are wondering how to approach thisimportant work, Liberty
Union-Thurston Local has takenthe bull by the horns through a
high-engagement modeland courageous leadership of the Race to the
TopTransformation Team to redesign their teacher evaluationmodel.
This, folks, is how it is done!
For more information, contact Holly Lavender
[email protected].
Remember, if your LEA is engaged in what you believeto be an
exemplary practice, please share it with yourRttT Regional
Coordinator so that it can be sharedwith others via our bi-weekly
bulletin and web site.Together we can all RACE TO THE TOP!
Attention LEAs that applied for anInnovative Programs Grant
Please be advised that each of the five InnovativePrograms may
have a summer training component whereyou will need to send a team
for training. Please appointthis team and make preparations to
attend if your LEA isselected to be one of grant awardees. Review
yourrespective Innovative Program literature as to the
specificresponsibilities and timeline. Announcement of
InnovativePrograms grant winners will be make in mid to late
June.
If you have further questions or concerns, please contactJay R.
Keefer at 614.644.2605 or by email [email protected]
Year 2 RttT ReaderWeek is here!
Beginning June 8th, 50 ODE employees willconvene Year 2 RttT
Reader Week at theEducational Service Center of Central Ohioto
review 479 participating RttT Year 2 LEAsSOWs and budgets. Their
expertiserepresents all Application Area Leads of theRttT grant,
RttT personnel, and ODEleadership.
LEAs may review theirYear 2 Scope ofWork Review via the
Collaboration Centerbeginning June 15th for LEA SOWs andBudget
Templates submitted by June 3rd.An email will be sent via the RttT
list servenotifying LEAs when theYear 2 Reviewhas been completed.
The ultimate goal ofReader Week is to have all 479 SOWs andbudgets
receive an “Approved” status.
Information for LEAs that havenot Uploaded their
RttTDocuments:
Please note: if an LEA’s SOW and/or budgetfor year 2 has not
been submitted via theCollaboration Center (SharePoint),
allsubmissions may need to be readindependently from the review
process. Ifrequired, Year 2 RttT funds will not bereleased until
fully completed. ODE cannotguarantee a timeline when that might
occur.Please contact your RttT RegionalCoordinator for instructions
to upload yourRttT documents should you still require
anyassistance.
Reminder: YEAR 1 PROGRESSMONITORING Requirement:
Please remember that each LEA isrequired to submit their YEAR 1
LEAprogress monitoring document by June30, 2011. Please submit via
the CollaborationCenter (SharePoint) and post the documentto the
“Progress Monitoring” folder. Pleasecontact your RttT Regional
Coordinator formore information, if necessary.
RttT CentralRegionalCoordinatorScott Spears
-
p. 8
FAQs
RttT Annual Conference FAQ’s
1. When is the Race to the Top Annual Conference?
The Annual Conference will be held on November 1,2011, at the
Greater Columbus Convention Center.
2. How much is registration?
The conference is FREE to all registrants, and allinterested
team members should register throughSTARs (using keyword “RttT” or
“Annual”) beginningAugust 1, 2011.
3. Who should attend?
Participating RttT LEA Transformation teammembers, RttT
stakeholders and RttT Partners.
4. What is the agenda for the conference?
The day will start with a welcome and address fromour Key Note
and Featured speakers, and thenparticipants will have the
opportunity to attendapplication area break-out sessions featuring
RttTLEA presenters. These break-out sessions willhighlight
exemplary practitioners from RttT LEAsthroughout Ohio who can
share, first-hand, thesuccesses, challenges and goals of the first
year aswell as plans for the second year.
5. Which LEAs will be asked to present at theconference?
There will be a call for proposals sent out to ALLRttT
Participating LEAs in July, and those teamsinterested in applying
are encouraged to do so.Applications will be available of the RttT
landingpage beginning July 1, 2011, and all submissionswill be
reviewed by Application Area Readers fromODE. Acceptance letters
will be mailed no later thanAugust 31, 2011.
6. Where should I go if I (or members of mytransformation team)
want more information?
As with any and all things Race to the Top, pleasevisit our RttT
landing page
at:http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODELanding.aspx?page=830.
Reminder: Updated Value-Added OnlineCourses Now Available!
Ohio educators now have access to updated onlinelearning
available at no cost to K–12 public schools aspart of Race to the
Top.
The Ohio RttT team is pleased to announce that a seriesof online
learning opportunities is now available tocomplement face-to-face
professional learning beingimplemented across the state. Developed
by Battelle forKids, these enhanced online courses are designed
tohelp build educators’ capacity to use value-addedprogress
measures. The Value-Added Online Courses areorganized by District-
(LEA), Building- and Teacher-LevelLearning Paths to help guide
course selections.
Course access and enrollment instructions were emailedto
superintendents and principals last week to share withtheir
respective office staff and teachers.
Be sure to reference the Value-Added Online Courses byLearning
Path flyer, below, for suggestions on whichcourses to take.
Questions about Online Learning?
Please e-mail [email protected] or call1-866-543-7555
with any questions or if you needadditional assistance.
-
p. 9
continued from p. 8
VALUE-ADDED ONLINE COURSES BY LE ARNING PATH
Building-Level Learning PathMRM (Mean Gain)
for Math and Reading
MG 1002Introduction to the Building Learning Path
VA 1010Introduction to Value-Added
Progress Metrics
VA 1020Progress and Achievement
MG 1040From Macro to Micro: Examining
Building-Level Value-Added Reports
MG 1060Interpreting School Value-Added Reports
MG 1070Interpreting Value-Added
Summary Reports
MG 1090Interpreting School Diagnostic Reports
MG 1100Interpreting Diagnostic Summary Reports
MG 1110How to Use the School Search
MG 1120How to Use the Student Search
MG 1130Interpreting Individual Student Reports
MG 1140Interpreting Teacher-Level
Value-Added Reports
MG 1150Providing Access to
Value-Added Reports
12 hours*
District-(LEA)Level Learning Path MRM (Mean Gain)
for Math and Reading
MG 1001Introduction to the District (LEA)
Learning Path
VA 1010Introduction to Value-Added
Progress Metrics
VA 1020Progress and Achievement
MG 1030From Macro to Micro: Examining
System-Level Value-Added Reports
MG 1050Interpreting System Value-Added Reports
MG 1070Interpreting Value-Added
Summary Reports
MG 1080Interpreting System Diagnostic Reports
MG 1100Interpreting Diagnostic Summary Reports
MG 1110How to Use the School Search
MG 1150Providing Access to
Value-Added Reports
9 hours*
Teacher-Level Learning PathMRM (Mean Gain)
for Math and Reading
MG 1003Introduction to the Teacher Learning Path
VA 1010Introduction to Value-Added
Progress Metrics
VA 1020Progress and Achievement
MG 1040From Macro to Micro: Examining
Building-Level Value-Added Reports
MG 1060 Interpreting School Value-Added Reports
MG 1090Interpreting School Diagnostic Reports
MG 1120 How to Use the Student Search
MG 1130Interpreting Individual Student Reports
MG 1140Interpreting Teacher-Level
Value-Added Reports
9 hours*
Building- and Teacher-Level Learning Path
URM (Predicted Mean)for Science, Social Studies
and High School
PM106Introducing Value-Added Reports
PM112Logging In, Examining the Home Page, and Navigating
Value-Added Reports
PM115 Interpreting Predicted Mean Approach
School Value-Added Reports
PM117Interpreting School Diagnostic Reports
PM120Interpreting Diagnostic Summary Reports
PM121Interpreting Individual Student Reports
PM123Performing Searches and Creating Custom Reports
PM128 Interpreting Teacher-Level
Value-Added Reports
8 hours*
Organized into four role-based learning paths, the following
online courses will help educators to further understand, interpret
and use EVAAS® value-added analysis to inform practices and
accelerate student progress. The courses are designed for educators
to work independently or with a professional learning team. This
new suite of online courses has been enhanced to make them more
interactive, and now includes video commentary. A virtual learning
team guides participants through the learning paths, raising
important questions and providing feedback every step of the
way.
A suite of updated value-added online courses is now available
at no cost to all Ohio K–12 public schools as part of Race to the
Top.
VA: General value-added courses
MG: Courses featuring value-added reports using the mean gain
approach for math and reading analysis
PM: Courses featuring value-added reports using the predicted
mean approach for science, social studies and high school
analysis
*Approximate amount of time to complete learning path
To enroll, visit the Ohio Student Progress Portal at
www.BattelleforKids.org/Ohio. Log in and click on the “My Learn”
link. Then, select the course and/or learning path you wish to
begin.
© 2011, Battelle for Kids
A suite
ULAVY LB
no cost
D ON
e of updated value-added online courses is now available at
EDDA-EUTAING PNRAEL
t to all Ohio K–12 public schools as part of Race to the T
SE
ed online courses is now available at
RUOE CINLNHT
c schools as part of Ra
S
ow available at
E
opace to the TTop.
Organized into four role-based learning paths, the following
online courses will help educators to further understand,
interpreAAS® value-added analysis to inform practices and
accelerate student progress. The courses are designed for educators
to workEV
independently or with a professional learning team. This new
suite of online courses has been enhanced to make them more
interaand now includes video commentaryand providing feedback every
step of the way
e-based learning paths, the following online courses will help
educators to further understand, interpreanalysis to inform
practices and accelerate student progress. The courses are designed
for educators to worka professional learning team. This new suite
of online courses has been enhanced to make them more intera
. A virtual learning team guides participants through the
learning paths, raising important questionso commentary.k every
step of the way
owing online courses will help educators to further understand,
interpred accelerate student progress. The courses are designed for
educators to workhis new suite of online courses has been enhanced
to make them more interag team guides participants through the
learning paths, raising important questions
ducators to further understand, interpreThe courses are designed
for educators to workhas been enhanced to make them more interaugh
the learning paths, raising important questions
t and useinterpreducators to work
ctive,m more interamportant questions
:VA General valu
MG: Courses feaapproach for math and reading analysis
PM: Courses feaapproach for science, social studies and high
school analysis
*Approximate amount of time to complete learning path
ue-added courses
aturing value-added reports using the mean gain ath and reading
analysis
aturing value-added reports using the predicted mean ience,
social studies and high school analysis
mount of time to complete learning path
the mean gain
the predicted mean ool analysis
path
oToLog in and cl
o enroll, visit the Ohio Studick on the “My Learn” link
© 2011, Battelle for Kids
pp
dent Progress Portal at wwk. Then, select the course a
p g
.BattelleforKids.org/Ohiwwand/or learning path you w
p
o.wish to begin.
-
p. 10
RttT has a new webpage
