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How Do I Get Ready for 2013-2014?. Final Building Leadership Series Presented by Stark County ESC and SST 9 . Welcome to OHIO’s Big Picture!. District Initiatives. How Do I Get Ready for 2013-2014?. Final Building Leadership Series Presented by Stark County ESC and SST 9 .

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how do i get ready for 2013 2014

How Do I Get Ready for 2013-2014?

Final Building Leadership Series

Presented by Stark County ESC and SST 9

how do i get ready for 2013 20141

How Do I Get Ready for 2013-2014?

Final Building Leadership Series

Presented by Stark County ESC and SST 9

student learning objectives


What’s NEW???

June 4, 2013


Instructional Videos

Student Growth Measures (19 min.)

Student Learning Objectives (33 min.)

(under “Additional Information”)


HB 555

General Questions


Vendor Assessments and Data

Student Growth Measures

for Principals




Baseline and Trend Data

Interval of Instruction

Standards and Content


Growth Targets and Rationale

General Information

Business Rules for SGMs


Approved Vendor Assessments


Approved Assessment Requirements

Approved Assessments

Additional Information

business rules

Teacher of Record

Student Enrollment and Attendance

Data Availability Scenarios

contact information
Contact Information

Student Growth Measures



Ellen Moir, NTC Executive Director, Reflections, Winter 2009, “The Vital Role of the Principal in Teacher Induction, New Teacher Center.

“I believe we are coming to embrace a much more powerful role for the “principal teacher” than ever before, and this is nowhere more evident than in the lives of beginning teachers. We are finding the principal can trump even the most potent and well-designed, carefully implemented induction or mentoring efforts. The positive impact of a strong principal, who has created a caring and ambitious learning community, will serve to retain new teachers and advance their development.”

  • The Principal supports the Resident Educator and mentor by creating a positive climate for mentoring and providing protected time and resources for mentoring and other residency activities.
  • Summer and Fall Steps
  • Identify/assign Coordinator-Resident Educator role in the Ohio Educational Directory System (OEDS)
  • Work with program coordinators to select and assign certified mentors
    • Use the mentor selection tool
    • View the certified mentor list
  • Ensure new mentors attend state training
six ways to support resident educators

Administrators Can Prepare for and Support the Ohio Resident Educator Program by:

  • Becoming acquainted with the philosophy and implementation of the program through documents found on the Resident Educator website i.e. Resident Educator Standards, Mentor Standards, and Research Base for the Resident Educator Program, Orientation for Resident Educators, and Moving Beyond, Moving Toward document.
  • Participating in the completion of the Resident Educator Program Planning Tool
  • Considering the Mentor Selection Tool when identifying potential mentors
  • Participating in professional development to strengthen skills and knowledge of the Resident Educator Program
  • Reflecting on current school culture, beliefs, and practices as they relate to Resident Educators
  • Working to create a school culture where Resident Educators can thrive
restructure your resident educator program in your district and building

Develop a plan with your administrators, including lead mentors and program coordinators.

  • Who should be facilitators?
  • How do we compensate them?
  • How do we handle the videotaping?
  • Do we use a mentor as well during Year 3 or 4?
  • How do we plan for Year 4 leadership training?
  • How do we handle all of the different years of our REs?
  • Do we have a database of the resident educators since the program began?
  • Who should be mentors?
  • Who needs training?
  • How can principals be more supportive of the OREP?
how can principals be supportive of the orep
How Can Principals Be Supportive of the OREP?
  • EVERYONE should know the roles and responsibilities of the mentor and the process of residency for the RE. Use an early staff meeting to share.
  • Do not bad-mouth the program. It is research-based! IF YOU SPEAK BADLY OF IT, THEN YOU HAVE “DISSED” YOUR MENTORS AND RESIDENT EDUCATORS.
  • Put the names of the mentors and new teachers in a prominent place in your office so you are reminded every day to pay attention to them! Resident educators and mentors need more attention!
  • Select only those who should be mentors and pair them as closely as possible. Get the bad apples out of the barrel as quickly as possible!
  • Talk to your mentor and resident educator together often! This does not breech confidentiality. These teachers teach the students in your building. YOU ARE RESPONSIBLE FOR THEIR WORK AND GROWTH!
  • Attend workshops on the Ohio Resident Educator Program.


2012 - 2013

requests for equipment 2012 2013
Requests for Equipment2012 - 2013

353 educators from affiliated districts made 661 requests for SAMM equipment.

pieces of equipment used 2012 2013
Pieces of Equipment Used2012 - 2013

2407 pieces of equipment were used by students in affiliated districts.

number of students 2012 2013
Number of Students2012 - 2013

22,642 students in affiliated districts used SAMM equipment during the academic year.

days of use 2012 2013
Days of Use2012 - 2013

SAMM equipment was used by students in classrooms 20,878 days.

samm organisms 2012 2013
SAMM Organisms2012 -2013

SAMM supplied organisms to the classrooms of 183 teachers.

samm organisms 2012 20131
SAMM Organisms2012 - 2013
  • 32 milkweed bug orders
  • 72 aquarium setups
  • 32 terrarium setups
  • 69 composting worm setups
  • 28 mealworm setups
samm organisms 2012 20132
SAMM Organisms2012 - 2013
  • 48 Madagascar hissing cockroach setups
  • 26 isopod setups
  • 3 turtle setups
  • 10 snail setups
  • 53 plants
  • 35 sets of microorganisms
  • 8 sets of mycelium – oyster mushrooms
samm s summer
SAMM’s Summer
  • June 5-6: Sustainability Workshop for Middle School Teachers
  • June 11-12: Rocks, Minerals, and Soil Training for Grade 6 Teachers
  • June 20-21: Math/Science District Initiative
  • July 9-10: StarLab Training
  • The bill exempts from the third-grade reading guarantee limited English proficient students who have been enrolled in United States schools for less than three years (instead of two years as under current law) and who have had less than three years (instead of two years as under current law) of instruction in an English as a second language program.
teaching experience
Teaching Experience
  • The bill replaces the three-year teaching requirement with a provision that generally requires that a teacher have at least one year of teaching experience. Nevertheless, a teacher with less than one year of experience may provide reading guarantee services, if that teacher meets any of the other requirements (under current law and the bill) to provide such services, and if that teacher is assigned a teacher mentor who has at least one year of experience and who meets the qualifications to provide reading guarantee services.
teacher of record
Teacher of Record
  • A teacher other than a student's "teacher of record" may provide reading guarantee services, so long as that other teacher meets the reading guarantee qualifications and the teacher of record and the school principal agree to the assignment. This must be documented in the student's reading improvement and monitoring plan. (The bill defines a "teacher of record" as the classroom teacher to whom a student is assigned.)
scientifically research based reading instruction test criterion
Scientifically research-based reading instruction test criterion
  • A teacher may provide reading guarantee services if the teacher has earned a passing score on a rigorous test of principles of scientifically research-based reading instruction. The bill retains this criterion but removes a current requirement that this test be selected through a competitive bidding process and, instead, requires the test to be approved by the State Board.
reading endorsement criterion
Reading Endorsement Criterion
  • Current law permits a teacher to provide reading guarantee services if the teacher holds a reading endorsement and has attained a passing score on the corresponding assessment. The bill specifies that the teacher only needs to have passed the State-Board required assessment for that endorsement "as applicable." In other words, the teacher must have a passing score on the assessment if the teacher was required to take an assessment for the reading endorsement. This addresses teachers who received a reading endorsement but were not required at that time to take an assessment as a condition for the endorsement.
speech language pathologist criterion
Speech-language Pathologist Criterion
  • The bill qualifies speech-language pathologists who hold a license from the Board of Speech-language Pathology and Audiology and a professional pupil services license as a school speech-language pathologist from the State Board to provide reading guarantee services.
staffing plans
Staffing Plans
  • The bill makes several changes to the requirement for such plans. First, it relieves the Department of its current duty to approve or disapprove a district's or school's plan by August 15, 2013, causing the plan to be effective upon submission.
staffing plans p 2
Staffing Plans p.2
  • Second, it calls the plan a "staffing plan" and changes entirely the required content of the plan. Under the bill, each staffing plan must include criteria that a district or community school will use to assign students with reading improvement monitoring plans to a teacher, credentials or training held by teachers currently teaching at the school, and how the district or school will meet the requirements of the reading guarantee.
staffing plans p 3
Staffing Plans p.3
  • The bill allows a school district or community school to request an extension of a staffing plan beyond the 2013-2014 school year. Such requests must be submitted not later than April 30 of the prior school year. The Department may grant extensions that are valid through the 2015-2016 school year.
staffing plan p 5
Staffing Plan p.5
  • The district or school must post the staffing plan on its web site for every year it submits a staffing plan. The district or school must also submit a detailed report of the progress the district or school has made in meeting the staffing requirements under the reading guarantee to the Department. This report must be submitted not later than March 1 each year a school submits a staffing plan.
staffing plan p 6
Staffing Plan p.6
  • The bill requires the Department annually to review all staffing plans and report to the State Board the progress districts and schools are making in meeting the staffing requirements under the reading guarantee by June 30 of each year until June 30, 2015.
diagnostic assessment study
Diagnostic Assessment Study
  • The bill requires the Department of Education to conduct a study of diagnostic assessments for reading and writing for grades kindergarten through three that may be considered for approval by the State Board of Education for use under law.
  • The Department must submit a report of the study to the State Board, Governor, and the General Assembly not later than March 31, 2014.
more to come
More to Come
  • August 1, 2013: August Administrative Inservice at R.G. Drage
    • 7:15 (Breakfast) 8:00 Program Begins
    • Kylene Beers and Robert Probst: Literacy Experts
  • August 2, 2013: Legal Update at R.G. Drage
  • August 6, 2013: Education/Technology Conference at R. G. Drage