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Your Career ABCs: Demystifying Acronyms and Abbreviations

Your Career ABCs: Demystifying Acronyms and Abbreviations

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Acronyms-

EMIS Educational Management Information System
eTPES Electronic Teacher Principal Evaluation System
HQT Highly Qualified Teacher
HET Highly Effective Teacher
MRM Multivariate Response Model
OAA Ohio Achievement Assessments
OPES Ohio Principal Evaluation System
OTES Ohio Teacher Evaluation System
PARCC Partnership for Assessment of Readiness for College Careers
RTTT Race to the Top
AIR American Institute of Research
SGM Student Growth Measure
TSDL Teacher Data Student Linkage
SLO Student Learning Objective
SOAR Schools On-Line Achievement Reports Project
TIF Teacher Incentive Fund
TOR Teacher of Record
URM Univariate Response Model
VA Vendor Assessment
VAM Value Added Method
IEP Individualized Education Program
EVAAS/SAS Education Value Added Assessment System-Statistical Analysis System
TGRG Third Grade Reading Guarantee

Definitions-

Educational Management Information System The Education Management Information System is a statewide data collection system for Ohio’s primary and secondary education, including demographic information, attendance, course information, financial data, and test results.
Electronic Teacher Principal Evaluation System The Ohio Teacher and Principal Evaluation Systems (eTPES) is an online educator evaluation system for statewide use by Ohio districts and schools.

Evaluators can* collect and store growth and improvement plans, evidence and documented observations to determine educator performance based upon defined rubrics. The electronic system will follow the framework* for educator evaluation as adopted by the State Board of Education.

*http://codes.ohio.gov/orc/3319.111v2 (G)

Highly Qualified Teacher The actual definition and teacher requirements of highly qualified teacher can be found in §9101 of the Elementary and Secondary Education Act (ESEA), otherwise known as NCLB.

Requires all core academic teachers and instructional paraprofessionals especially those whose positions are paid by Title I targeted assistance funds to meet requirements designated by ODE to meet federal standards.

Starting in 2016-2017, intervention specialists of students eligible for the Alternate Assessment for Students with Significant Cognitive Disabilities in Grades 7-12 will need to comply.

Shift to HET with ESSA*

Multivariate Response Model Multivariate Response Model (MRM) is used for tests given in consecutive grades, like the OAA math and reading assessments in grades three through eight.
Ohio Achievement Assessments The Ohio Achievement Assessments for grades 3-8 measure students’ achievement levels in Reading, Math, Social Studies, and Science.

Previously known as OAPs, OATs, and proficiency tests. Replaced by PARCC in Spring 2014-2015.

Ohio Principal Evaluation System ODE suggests the following model-

Two components, each weighted at 50 percent:

1. Principal performance rating, determined from:

    • A professional growth plan
    • Two 30 minute observations
    • Walkthroughs

2. Student academic growth rating

3. Reported via eTPES

http://codes.ohio.gov/orc/3319.02 (D)(1)

Ohio Teacher Evaluation System Standard 50/50 Framework

Two components, each weighted at 50 percent:

  1. Teacher performance rating, from:
    • A professional growth plan*
    • Two 30 minute observations
    • Walkthroughs
  2. Student academic growth rating

New Alternative Framework– optional (effective 9/11/14)

  1. Teacher performance rating weighted at 42.5 percent, determined from:
    • A professional growth plan;*
    • Two 30 minute observations;
    • Walkthroughs;
  2. Student academic growth rating, weighted at 42.5 percent
  3. One alternative component from the list below, using an ODE approved instrument:
  • Student surveys;
  • Teacher self-evaluations;
  • Peer review evaluations; or
  • Student portfolios.

http://codes.ohio.gov/orc/3319.111v2 and http://codes.ohio.gov/orc/3319.112v2

Partnership for Assessment of Readiness for College Careers One of two consortiums which developed online K-12 assessments in English and math. Will also supply assessments for Science grades 5 and 8, Social Studies grades 4 and 6. End-of-course tests to meet Ohio high school graduation requirements. They are ELA 1 and 2, algebra I, geometry (or integrated math 1 and 2), American history and American government and physical science. All will begin administration in Spring 2015.
Race to the Top Under the American Recovery and Reinvestment Act of 2009 (ARRA), provides funding to States to

  • Develop assessments, to measure student achievement against common standards,
  • Provide administrators, educators, parents, and students with data,
  • Support teacher evaluation systems.
Student Growth Measure Measures student growth which Ohio requires within teacher evaluation, principal evaluation and district grade card reports.  Ohio law allows three types: Value Added, Approved Vendor Assessment and Local Measure (s).
Teacher Student Linkage An online process which ‘links’ teachers to the students to whom they have provided instruction.  Also known as Roster Verification (RV)
Student Learning Objective A student learning objective is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students.
Teacher of Record The teacher to which student learning is attributed. However definitions differ based upon procedure, purpose and politics.
Univariate Response Model Univariate Response Model (URM) is used when a test is given in non-consecutive grades, such as OAA science assessments in grades five and eight or any End-of-Course tests.
Vendor Assessment A commercial product used to assess student growth.  Law requires ODE to select and approve vendor assessments. If a local uses the vendor’s product, the data must be used within student growth measures.  
Value Added Method Value-added analysis, which originated in economics, is a statistical method which purports to measure the impact schools and teachers have on students’ academic progress rates from year to year. Various models exist.
Education Value Added Assessment System (SAS) EVAAS and SAS builds on methodology developed by Dr. William L. Sanders, and  provides software, data analytics and management to a wide variety of industries including education, government and insurance.
RANDA “ RANDA acquires, manages and utilizes data providing a variety of education intelligence: Student Data (student identification, student demographics, assessments, student growth, course completion, and college readiness), Educator Data (educator identification, educator demographics, professional development/continuing education, Teacher/Student Data Link (TSDL), value added assessment alignment, and teacher effectiveness), and third-party data (community demographics, school climate, early warning data).”

http://randasolutions.com/about/

Local Measures Provided for student growth measure purposes. Currently SLOs and shared attribution have been provided via ODE and eTPES.
Shared Attribution Teachers ‘share’ student assessment results for purposes of evaluation.  
AIR Replaces PARCC for Online State Assessments in 2015
EOC End of Course Exams
ESSA Every Student Succeeds Act (law)
OSA Online State Assessments
OIP Ohio Improvement Plan
CCIP Cycle of Continuous Improvement Plan
CHPT Consistently High Performing Teacher
IPDP Individual Professional Development Plan
CTC Career Technical Courses (sometimes CTC is used for Career Technical College)
LPDC Licensed Professional Development

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December 2016 Ohio Schools

  • IN THIS ISSUE
    • stories of Ohio educators working together to improve student health and achievement, celebrate diversity, and build professional connections
    • Know Your Charter report finds local taxpayers have subsidized charter schools at a cost of more than $1 billion since 2012
    • OEA members provide valuable input on federal Every Student Succeeds Act
    • Educators focus on ways to support GLBT youth at OEA GLBT Issues Conference

Moved recently? Contact the OEA Member Hotline to update the address on file at 1-844-OEA-Info (1-844-632-4636) or email, membership@ohea.org. Representatives are available Monday-Friday, from 8:30 a.m. to 6 p.m. | OhioSchoolsPast Issues

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Gradual Gratitude – Emerging from Post-Election Trauma

By Julie Rine, Minerva Local Education Association

My doctor called last week, and never before have I been so happy to receive official notification that I have strep throat. After the shocking and brutal election results, I frankly thought I might just feel that sick for the next four years.

The idea of a man with Trump’s lack of government experience and brash and offensive manner of speaking becoming our next President seemed inconceivable to me, and when it became clear that it was going to happen, it impacted me physically. I couldn’t sleep. I couldn’t eat. I couldn’t think. I hurt, all over. I couldn’t put two words together and the idea of ever being able to write about it seemed impossible.

I did, however, teach. It was certainly not my best teaching performance, but I went to school the next day, and even though I was exhausted and numb, I taught. It would have been easier to stay in bed that day, and for many more after, but I did not want to send the message to my students that when life doesn’t go your way, you bail. I couldn’t address the election with them that first day; it was too soon, too raw. And I was still trying to figure out why my reaction was so strong. I’ve been on the losing end of many elections, but never before had I been this emotional about the loss. It felt a lot like the days immediately after my husband’s death, and that didn’t make sense to me.

I eventually realized that what I am feeling is indeed grief. I am mourning the loss of the idealistic image I had of our country, of what it could have been, what it should have been, and I am reeling from the injustice of it all. In the days following my husband’s death, I was surrounded by people who loved me and supported me wholeheartedly, making the loss not necessarily less painful, but somehow more bearable. Now, I feel as if half the people I know are happy about the very event that has devastated me, and it is a very isolating feeling.

There are stages of grief and I am still fluctuating through most of them, spending a lot of time in anger. The future may be uncertain, but one thing has not changed: If anyone tries to hurt any of my students, the wrath of Rine will rain down, because do you know which students I care about? All of them. The black ones. The Mexican ones. The gay ones. The disabled ones. The Christian ones and the not Christian ones. The young women and the young men. The Hillary supporters and the Trump supporters. Each and every one of them has the same right to a quality education in a safe and welcoming environment in one of America’s great public schools. My friend and former student blogged so eloquently about anger the day after the election, reminding us that Elizabeth Gilbert said anger is okay, that “Anger, we can work with. At least anger (unlike boredom and fear) has fire in it. At least anger is alive with a kind of passion.” I may have been down for a few days, but I am not out, and this teacher and many others like me will stand up for our students in the face of any threat, perceived, promised, or Presidential.

As I am slowing emerging from my post-election funk, I am finding that there is still a richness and beauty to this world. Taking a break from incessantly watching the news since the election has left me more time to read, and I’ve discovered that there are still wonderful books out there, some that allow me a pure and simple escape from reality, and some that force me to confront issues that need confronting. There are still organizations that fight for the rights of the weak or disenfranchised, and I can give my time and money to those groups who need it now more than ever. There is fresh snow on the ground, which not only brings beauty but the hope of a few snow days this winter, the universe’s way of saying to teachers, you deserve a break today. There are peppermint brownie cake pops in the Starbucks pastry case, and what better indulgence is there now that I’m getting my appetite back? There is still laughter in this life; on a museum trip last weekend, I asked my four-year old nephew what he thought a computer from 1980 was, and he responded, “I don’t know, but I bet it’s from the ancient ruins.”

I find the greatest comfort, however, in knowing that there are still more people in this country who backed the candidate who believed in inclusion and diversity and equality than those who backed the candidate who spewed hate and won the election. We may be struggling now, but I believe we will find each other, support each other, and stand next to each other as we keep fighting for the democratic principles we so strongly believe in. We will not give up. We will not leave the work to anyone else. We will not stop protecting and loving America’s children. We will not stop fighting for a strong public school system. Hillary Clinton may now have an unwanted but well-deserved rest, but our work is just beginning.

I am grateful that I feel, gradually, my fight coming back to me. The world felt cloaked in darkness in the days immediately following the election, but the light is beginning to peek through. Grief fades. Light returns. Love persists. The fight continues.

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