February 2017 Ohio Schools
- IN THIS ISSUE
- Sylvania EA’s story of community collaboration
- Coverage of the OEA 2017 Advocacy and Organizing Institute, and a look at opposition to Betsy DeVos
- OEA President Becky Higgins’ message; Ohio’s national education rankings; Legislative update, Association news, and more.
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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Your Career ABCs: Demystifying Acronyms and Abbreviations
Click here for a printable PDF.
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
Oh Yes, We’re Social — Join the Conversation!
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
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 College Credit Plus
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Ohio Learning Standards
Ohio’s students are instructed on learning standards that were adopted through the legislative process. Students are also assessed according to these standards. To find out more about the Ohio’s Learning Standards, please visit our coalition partnership page with The Ohio Standard at: http://www.theohstandard.org/ Questions and resources regarding the Common Core Standards, Ohio Learning Standards, and developmentally appropriate standards can be found on this site.
Content areas and grade level bands which have identified and articulated standards can be found on the Ohio Department of Education page: http://education.ohio.gov/Topics/Ohios-Learning-Standards
Ohio’s Learning Standards are currently in a revision process. OEA has identified members to serve on the Ohio Learning Standards Advisory Committees for Social Studies, Science, and Financial Literacy. It is important that throughout the revision process, educators and OEA members who work most closely with the content and with students learning the content are acknowledged for their expertise in both teaching and learning.
To provide your feedback on Ohio’s Learning Standards, please select your area of interest on the Ohio Department of Education Standard Revision Overview page at http://education.ohio.gov/Topics/Ohios-Learning-Standards/Standard-Revision-Overview
Parent-Teacher Conferences
Remember that the sole purpose of a conference is to allow the parent and teacher to understand more fully the student’s performance in school and ways to enhance that performance. Communicate this purpose to parents. Keeping this in mind keeps the focus of discussion efficient and productive and discourages extraneous issues.
A note to parents suggesting issues to think about before the conference can be helpful in making the conference productive and setting the scene for mutual information sharing and problem solving. List some possible questions the parents may want to ask such as:
- What are my child’s areas of strength and weaknesses?
- Is my child involved in any special instruction?
- What mathematics or reading group is my child in?
- What method is used to evaluate or grade school work?
- What is teacher’s policy on homework?
- Are there any special problems relating to discipline or socialization?
- What can I do at home to help my child improve in a difficult subject?
- How well does my child communicate?
- Is my child motivated?
- What are the learning objectives for each subject during the current report card period?
- What specific suggestions for improvement does the teacher have for my child?
Encourage the parents to discuss the planned conference with the child, asking of there is anything the child would like the parent to see or discuss. Point out that it is a good idea for parents to confer with the child after the meeting, relating to the student any appropriate information learned in the conference and reinforcing the idea that the teacher and parents are working together in the child’s best interests.
In preparation for the conference, gather any information pertinent to the student’s performance: grades, sample work, standardized test scores, attendance reports, and other pertinent data. It is also wise to have on hand information about rules and procedures that parents have received prior to the conference. Be prepared to discuss each child in terms of:
- Ability to do school work,
- Grade levels in reading and math,
- Special interests and abilities,
- Relationships with other children,
- Level of self-esteem, and
- Behavior in and out of class.
As the conference begins, greet the parents in a warm, friendly manner so they will be comfortable in asking questions and sharing in the discussion. As you talk with the parents, keep in mind these four principles:
- Speak in an everyday language. Avoid the use of education jargon that tends to confuse the message and to distance the parents from the purpose of your conference.
- When describing student behaviors, describe the circumstances and conditions surrounding the behavior. This allows the parents to understand their child’s behavior in the context of the situation when it occurs.
- Throughout the conference, invite questions and comments from the parents, responding with positive comments about their contributions. Communicate your understanding of any difficulties they are experiencing with the child, yet maintain a focus of student performance.
- Avoid emotionally charged words that alarm parents and prevent them from objectively exploring their child’s progress. Labels such as “hyperactive” or immature” are detrimental to parent-teacher communication, as are polarizing words such as “humanism” and “permissive.”
As you begin to conclude the conference, summarize important topics of discussion, checking with parents for mutual understanding of important issues and plans of action. As the parents prepare to leave, encourage them to get in touch with you later if they wish. Convey your appreciation for their interest and involvement in their child’s schooling.
Write a brief anecdotal record on the conference for future reference.
Some additional tips for successful meetings with parents or guardians:
- Don’t wait to make contact until it’s time to schedule a conference. Send parents/guardians a memo or newsletter when the school year starts or even prior to the start of school.
- Start an anecdotal record for students with serious behavioral or learning problems.
- Schedule adequate time. Remember to allow yourself enough time to write notes after one meeting and before the next conference begins.
- Try scheduling your conferences at unconventional times and places to accommodate the differing needs of today’s families.
- Consider creating a fact sheet about your classroom to give to parents at the conference. Make clear to parents your expectations and important due dates as well as your policies on late homework, absences and makeup work.
- Make parents or guardians feel welcome. Post a sign outside the room with your name, the room number and your conference appointment schedule clearly marked. Try to arrange conference-style seating, rather than sitting behind your desk.
- Arrange for special assistance in advance. If, for example, the parents of a student have difficulty with English, you might arrange for someone who speaks their native language to be present at the conference.
- Set a positive tone. Open with a positive statement about the child’s work habits, interests or abilities. Wherever possible during the conference, include good news about the student.
- Be specific. When commenting on positive or negative aspects of a student’s work, use specific examples.
- Take a problem-solving approach. Focus on the child’s strengths throughout the conference and frame any difficulties as “areas of need.” Ask for the parents’ or guardians’ opinions.
- Stress cooperation. Let parents know that you want to work together to help their child succeed.
- End on a positive note. Summarize the actions each of you will take. Offer to meet again. Be sure to thank the parent(s) or guardians for coming in.
- Keep a record of the conference. Keep notes that summarize your conversations. Include specific suggestions for improvement that were discussed during the conference.
Social Media Guidelines for Educators
Dos And Don’ts For Educators
Whether you’re just considering becoming involved with social media or you’ve already established an identity on one or multiple sites, you need to use these channels wisely. OEA has developed the following guidelines on using social media to help protect yourself both personally and professionally.
- DO: Know the privacy settings of every channel you use and keep abreast of any changes to them (see Additional Resources). You have to decide for yourself what level of privacy is right for you, however OEA recommends sharing only with people you know personally. For instance, on Twitter we recommend blocking your tweets so only individuals you approve can see them. Taking just a few minutes to establish strict online settings will go a long way toward keeping what you post restricted. Additionally, try to be “anonymous” whenever possible. Don’t include information that could put your identity at risk.
- DO: Understand that there’s no such thing as a truly “private” post. Once you publish something through social media, you lose a degree of control over your message. Even if you set your privacy settings appropriately, to be shared only with people you know, your posts can still be captured via screenshot, printed, or copied and pasted into an email and shared beyond your intended audience.
- DO: Understand the limits of your First Amendment rights. Free speech rights are fairly limited for educators: their speech is protected only if they speak out as citizens on “matters of public concern” and their speech doesn’t disrupt the school. So matters of personal concern, e.g. social activities, partying, personal gripes, etc., are not protected. Tenured teachers have far greater job security than probationary teachers — they can’t be fired except for “just cause” — but it’s not the First Amendment that protects them.
- DO: Learn The Licensure Code of Professional Conduct for Ohio Educators.
- DO: Find out if your school or district has an Acceptable Use Policy for the Internet and/or social media. Make sure everything you do online is in keeping with these and other pertinent policies, as well as state and federal laws and regulations. You will be held responsible for what you post both by your school and legal entities. If your school doesn’t have an official policy, take this opportunity to help develop one.
- DO: Keep work and play separate. Regardless of your school or district’s policy, never use school property for personal communications. Do not log onto your email on the school’s computer. Do not bring your laptop to school and access the school’s network. Never access your personal email or send texts on your mobile device using the school’s Wi-Fi. Also keep a clear distinction between your personal and professional identities online. Don’t friend students, parents, and people you only know professionally, or otherwise connect with them through your personal account. If you want to use social media professionally, create a separate account for this and maintain appropriate boundaries and language at all times. Alternatively, you could use a social network specifically designed for connecting professionally.
- DO: Monitor your own internet presence, so you’re aware of content posted by others about you or content posted by an imposter posing as you. Create a Google alert to notify you when anything about you has been posted. Monitor comments that are posted to your page and your friends’ photographs. Delete inappropriate language or content. If someone “tags” you in an inappropriate photograph, remove the tag and ask the friend to take the photo down.
- DO: Contact OEA if you have any questions. If you’re about to publish something that makes you even the slightest bit uncomfortable, feel free to discuss it with your Labor Relations Consultant.
- DON’T post profanity, obscenity or anything that depicts you in an unfavorable light, including, but certainly not limited to, any images with you drinking, using drugs, in questionable settings, with disreputable companions, in inappropriate attire, or engaging in illegal activities.
- DON’T vent online. Under no circumstances should you ever tell stories about work that include personally identifiable details, such as full names, job titles, addresses, phone numbers, pay, or other information protected by state and federal privacy laws. Even eliminating any specific information about your situation and/or presenting it as a hypothetical puts you at risk.
- DON’T post anything related to a student, no matter how harmless you think it is. Never counsel a student online.
- DON’T accept an online relationship with anyone who you do not know offline. This is true for everyone, not just educators. Don’t assume Facebook friends of your friends are safe.
- DON’T join groups that may be considered unprofessional or inappropriate, and leave any such group of which you are already a member.
Additional Resources
Facebook Privacy Settings and Tools: https://www.facebook.com/about/basics
Twitter Support: https://support.twitter.com
YouTube Help Center: https://support.google.com/youtube
Pinterest Help Center: https://help.pinterest.com
Help for Flickr: https://help.flickr.com
How to Create Social Media Guidelines for Your School: http://bit.ly/Lx3bJV
Online Database of Social Media Policies: http://bit.ly/KPYOJA
Download these guidelines.