Statement from the Ohio Education Association on the House budget
COLUMBUS – April 25, 2017 – “We appreciate the addition of $90 million in education funding in the House budget given the tight revenue situation, and we are glad the House listened to the voices of educators and removed the unnecessary and unworkable teacher ‘externship’ proposal,” said OEA President Becky Higgins. “We look forward to continuing to work with members of the House and Senate to ensure equitable and adequate funding for all students, no matter their zip code or family income.”
“We also encourage the House and Senate to address Ohio’s looming graduation crisis by incorporating the recommendations of the Graduation Requirements Work Group and State Board of Education in the budget.”
The Ohio Education Association (ohea.org) represents 123,000 teachers, faculty members and support professionals in Ohio’s public schools, colleges and universities
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April 2017 Ohio Schools
- IN THIS ISSUE
- Lancaster educators advocate for student success by making sure kids have breakfast at school
- Huron County locals join together to host a booth at the fair to connect with the community, each other, and to support public education
- 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
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
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
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