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. |
| 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:
2. Student academic growth rating 3. Reported via eTPES |
| Ohio Teacher Evaluation System | Standard 50/50 Framework–
Two components, each weighted at 50 percent:
New Alternative Framework– optional (effective 9/11/14)
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
|
| 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).” |
| 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 |
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. | OhioSchools — Past 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.
Bargaining OSCES
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Once a Union is Formed
Negotiating a Contract
Once the company recognizes the union (via card check) or the union wins an NLRB election, the company and union must negotiate a contract which spells out terms of employment for those workers eligible for the contract. Usually, the union bargaining team is com-posed of leaders from the organizing commit-tee and union representatives familiar with contracts and bargaining.
Negotiating a contract is referred to as collective bargaining. When relations between unions and management are decent, contracts can usually be agreed to in a relatively short period of time – a few days, a few weeks or at most, a few months. Negotiations that drag on longer than a few months usually do so because a company does not want a contract. Unfortunately, 32 percent of workers in the U.S. who vote for a union for the first time never get a contract.
Enforcing the Contract
A union contract sets forth the terms of employment and a grievance mechanism for dealing with disagreements. A shop steward is the person who assists workers in filing grievances and using the grievance process. The union has a legal obligation to assist workers in the process. A shop steward is usually a worker who has special training in understanding the contract.
Renewing the Contract
Because contracts are for specific periods of time, such as one year or three years, the contract will “come up for renewal.” For most union-management relations, this is a fairly straightforward process. In other situations, it can become contentious.
The traditional way for workers to exercise pressure on a company is to go on strike. This is almost always a last resort for because it is so hard on their families.
Your Right to Organize
The right to have a union, support a union, and engage in union activity is protected by State and Federal law. It is illegal for management to harass, intimidate, punish, or fire anyone for exercising your legally protected right to organize.
From Ohio Revised Code, Section 4117.03 – Rights of public employees:
- Public employees have the right to:
- Form, join, assist, or participate in, or refrain from forming, joining, assisting, or participating in, except as otherwise provided in Chapter 4117. of the Revised Code, any employee organization of their own choosing;
- Engage in other concerted activities for the purpose of collective bargaining or other mutual aid and protection;
From Ohio Revised Code, Section 4117.11 – Unfair Labor Practice:
- It is an unfair labor practice for a public employer, its agents, or representatives to:
- Interfere with, restrain, or coerce employees in the exercise of the rights guaranteed in Chapter 4117. of the Revised Code or an employee organization in the selection of its representative for the purposes of collective bargaining or the adjustment of grievances;
- Initiate, create, dominate, or interfere with the formation or administration of any employee organization, or contribute financial or other support to it; except that a public employer may permit employees to confer with it during working hours without loss of time or pay, permit the exclusive representative to use the facilities of the public employer for membership or other meetings, or permit the exclusive representative to use the internal mail system or other internal communications system;
- Discriminate in regard to hire or tenure of employment or any term or condition of employment on the basis of the exercise of rights guaranteed by Chapter 4117. of the Revised Code. Nothing precludes any employer from making and enforcing an agreement pursuant to division (C) of section 4117.09 of the Revised Code.
- Discharge or otherwise discriminate against an employee because he has filed charges or given testimony under Chapter 4117 of the Revised Code
Tools to Assist Local Presidents
A variety of tools are available to local association presidents to help them carry out leadership functions and to familiarize them with OEA operations and services. The following tools are available from the specified OEA departments listed below. Regular communications to presidents are available in the President’s section of the OEA website. Presidents can obtain any information listed by writing the appropriate department at the Ohio Education Association, 225 E. Broad St., Box 2550, Columbus, OH 43216.
OEA Executive Offices
Member mailing lists/labels
Presidents may request mailing lists or labels of OEA members in their own local association to be used for official OEA business. Presidents may also request a mailing list for their local association’s use to promote communication with their legislative representatives. In no case shall these mailings be used in such a way as to give or imply OEA endorsement of a candidate.
Delegate mailing lists/labels
A local association president may receive, upon written request, a list of names and addresses of OEA delegates or a set of mailing labels if that local association is supporting a candidate for OEA office or wishes to inform delegates of the local’s position on an OEA Constitution or Bylaws amendment. Such lists or labels shall be provided in accordance with OEA policy.
Board of Directors minutes
Any affiliate local president, upon request to be made annually, shall receive a copy of the OEA Board of Directors minutes.
Employee compensation benefits
Available to all local association presidents upon request.
OEA Business Services
- OEA Budget and Financial Highlights, including the Audited Financial Statement
- Treasurer’s Handbook (automatically mailed to all treasurers in August)
- Status of local association dues obligations to OEA and NEA, including copies of billing statements
- Membership enrollment forms
- Copy of the local association’s constitution and bylaws sent to OEA
- InfOEA—a one-stop contact center—provides assistance to members with questions they may have. Typically, questions come from a local treasurer or a member with administrative responsibilities and may include inquiries about dues, billing issues and managing membership situations. All members are welcome to contact 1 844 OEA info (1 844 632 4636) or membership@ohea.org.
OEA Membership Specialists are available to assist or connect members to the appropriate staff person.
OEA General Counsel
- State Employment Relations Board decisions
- Manual for the conduct of local association elections and the ratification of collective bargaining agreements
OEA Program
OEA Program provides a wide range of services to Association members, including assistance in bargaining, grievance processing and arbitration, publications, professional development information, legal services, member representation, leadership development, training of local leaders, financial and educational research, internal and external communications, legal services, political action, education reform and innovation, crisis assistance, building strong locals and organizing new units.
Legal Services
- OEA-NEA Legal Services Program
- OEA-NEA Liability Protection Program
- OEA-NEA Attorney Referral Program
- Association Liability Program
- Extended liability protection for health care practitioners
- OEA-NEA Fidelity Bond
Education Policy Research and Member Advocacy
- Information about the teaching profession—preparation, licensure, entry-year, National Board Certification, Ohio’s Educator Standards Board and LPDCs
- Ohio’s Learning Standards and Third Grade Reading Guarantee
- Teacher and principal evaluation
- Information about Ohio’s definition of, and requirements for becoming highly qualified teachers and paraprofessionals
- Information about achievement gaps, tools for school improvement and the Ohio High School Transformation Initiative
- Information about IDEA and assistance with special education issues
- Information about ESSA, school improvement, professional development and other professional issues can be found on OEA’s website, ohea.org.
- Salary and fringe benefit provisions for teachers
- School district financial analyses
- Comparative data for school districts
- Standard rules for contract interpretation
- Bargainer’s Handbook
- Ohio Public Employee Collective Bargaining Act and the rules promulgated by the State Employment Relations Board
- Arbitration decisions on selected types of contract disputes and information on arbitrators
- Higher education salaries, workload and benefits and institutional financial analyses
- Health insurance and the Affordable Care Act
Government Relations
- OEA Lobby Day information is available at ohea.org/oea-lobby-day.
- The Ohio Legislative Directory
- OEA FUND fund raising materials and OEA-FCPE Constitution and Bylaws, screening, endorsement and campaigning guidelines
- OEA Legislative Watch
Communications and Marketing
- Pamphlets, brochures, booklets and information on NEA Member Benefits programs
OEA Strategic and workforce Planning
Human Resources
- OEA job descriptions
- OEA staff contracts/salaries
OEA Governance Documents
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Forming a union
Step 1: Initial Contacts
Organizers and employees meet to assess the level of interest among coworkers and determine who might want to take a leadership role in the organizing drive.
Step 2: Building An Organizing Committee
Employees who strongly support OEA representation begin meeting to form an Organizing Committee, a core group of employees who will lead the campaign and be responsible for decision-making and communication leading up to recognition of the union. The committee should be at least 10% of the total workforce and be representative of the overall group.
Step 3: Building Support
When ready, the committee will reach out to coworkers through one-on-one conversations to assess interest. If it is determined that enough support exists, the committee will begin collecting authorization and membership cards. This is how the committee proves that there is enough “interest” to hold an election. Though state law requires only that 30% of the total unit signs cards, we will need at least 65% on cards to file for and win an election.
Step 4: Filing For An Election
Once the committee has collected cards from at least 65% of the unit, they will be submitted to the appropriate agency, either the State Employment Relations Board (SERB), or the National Labor Relations Board (NLRB). The agency will work with the union and management to determine and define the appropriate bargaining unit. They will also verify that there are enough signatures to hold an election.
Step 5: The Election
Once SERB or the NLRB has scheduled an election, employees will receive a ballot in the mail. The ballot will have 2 choices: The Association or No Representative. When the votes are received and counted, a simple majority will win.
Step 6: Bargaining
After OEA wins the election, employees will elect a bargaining team of coworkers to negotiate a first union contract. Along with an experienced negotiator from OEA, the bargaining team is responsible for bringing your priorities to the bargaining table. Once an agreement with management has been reached, all employees will vote on ratification of the contract.
Bargaining Nondiscrimination
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