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Differentiated Accountability

Differentiated Accountability. Ohio’s alternative plan to meet the requirements of NCLB. ESEA Waiver. Kicked up the expectations and pace of implementation of the OIP for all districts designated as High, Medium or Low support;

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Differentiated Accountability

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  1. Differentiated Accountability Ohio’s alternative plan to meet the requirements of NCLB

  2. ESEA Waiver Kicked up the expectations and pace of implementation of the OIP for all districts designated as High, Medium or Low support; Intensifies the monitoring process and requires monthly reporting in some cases by districts and in others by both the districts and the SSTs Identifies buildings with large gaps between subgroups and all students and prescribes intensive interventions and support by the State Support Team

  3. http://www.youtube.com/watch?v=X_SXL-LFvw4

  4. OIP Implementation Criteria & Rubric Aka OIPIR

  5. Section A: Effective Teams • A1. Educators work in collaboration • A2. Educators works in leadership teams and have regularly scheduled meetings to support their work • A3. Team meetings are purposeful • A4. Teams have a communications structure and approach

  6. Section B: District/Building/Community School Leadership Team • B5. The DLT/BLT/CSLT identifies and prioritizes needs using reliable, valid and timely quantitative and qualitative data generated from completion of the Decision Framework (DF)/Building Decision Framework (BDF) • B6. The DLT/BLT/CSLT develops a focused plan with limited goals, strategies, and action steps.

  7. Section B: District/Building/Community School Leadership Team • B7. The DLT/BLT/CSLT implements the plan and ensures instruction and the learning process for students and adults is standards-based, evidence-based, accessible and high quality • B8. The DLT/BLT/CSLT has adult implementation indicators (Cause Data) that are monitored to provide statistically verifiable and reproducible data that show progress toward goal and strategy accomplishment.

  8. Section B: District/Building/Community School Leadership Team • B9. The DLT/BLT/CSLT has student performance indicators that are monitored… • B10. The DLT/BLT/CSLT evaluates the impact of the focused plan. • B11. The DLT/BLT/CSLT engages the community in continuous improvement. • B12. The DLT/BLT/CSLT manages resources effectively and efficiently to ensure plan implementation.

  9. Section C: Teacher-Based Teams • C13. Step 1: Collect and chart assessment data aligned to standards. • C14. Step 2: Analyze student work specific to the data • C15.Step 3: Establish shared expectations for implementing specific effective changes. • C16. Step 4. Implement changes consistently • C17. Step 5. Collect, chart and analyze post-data

  10. Section D: Formative Assessment • D1. Formative assessments are developed and are utilized for data driven decisions

  11. Section E: Instruction • E1. Use of differentiated instruction

  12. Section F: Standards • F1. Common Core preparation and implementation • F2. Model Curriculum

  13. Section G: Team Membership • G1. Inclusion of Special Education/Early Childhood Staff on Teacher Based Teams and Building Level Teams

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