Everything about Ohio State Board Of Education totally explained
The Ohio State Board of Education, which has eleven elected members and eight appointed members, oversees primary and secondary education in the State of
Ohio and the
Ohio Department of Education.
The state is divided into eleven districts by combining three contiguous
Ohio State Senate districts, each of which elects one representative. The
governor of Ohio appoints the remaining eight members. All serve four year terms. The elected members' terms are staggered so that half of the board is elected in each even-numbered year. Vacancies in the elected membership are filled by appointment by the governor. The chairman of the
Ohio House of Representatives Education Committee and his or her counterpart in the
Ohio State Senate are
ex officio members. The board employs a Superintendent of Public Instruction, who runs the Ohio Department of Education.
The State Board of Education doesn't have jurisdiction over the state's public colleges and universities, which are overseen by their individual boards of trustees and the
Ohio Board of Regents.
Closing Achievement Gaps in the State of Ohio
Of the 10,000
Ohio students not meeting academic standards, a disproportionate number of them are from low income neighborhoods, African American students, Hispanic students, ESL students, and students with disabilities. Failing to meet academic standards means these children leave school unprepared for the work force or further education.
These
achievement gaps between these students listed above and those who are meeting standards are not ability gaps. Some schools in Ohio have much higher rates of the students above passing standards—this shows that all students can be taught to the academic standards. It is Ohio's mission to close these gaps with the following recommendations.
Strategies
- Focus on high achievement for all students
- Prepare and support educators
- Adapt structures to the needs of students
- Enhanced Cultural Competence
- Comprehensive Support for Students
- Outreach to Students’ Families
- Extended Learning Opportunities
- Classrooms that Support Learning
- Supportive Schools
- Strong District Support
- Access to Qualified Staff
- Adequate Resources and Funding
Before teachers can take any step forward in their classroom to work towards closing the achievement gap in their classroom they need to know where the gaps are occurring at with their particular students; it’s important for students to be at the same level in order to move on to succeed in school. The National Education Association suggests three things to keep in mind when approaching strategies to close the gaps: (a) which strategies are already in place; (b) what resources are needed to implement new strategies; and (c) what new actions are needed. (External Link
) Teachers can become aware of where the achievement gaps occur by conducting regular assessments, standardized tests scores, grade point average, dropout rates, and college-enrollment and completion rates.
Anti-bullying policy OK'd after removing references to sexual orientation
On Tuesday,
July 10,
2007, the Ohio State Board of Education adopted an anti-bullying policy, however they decided to remove reference to
"taunts based on ethnicity, gender, religion (and) sexual orientation."
One of the reasons it was removed was because board members said it was repetitive and unnecessary, however it was also discussed that it should be removed because the reference to
sexual orientation could make some school officials uneasy.
Ohio Diagnostic Assessments
Goal of Assessments
To serve as tools to assess the strengths and weaknesses of students in order to inform instructional decisions. These tools are designed to help Ohio administrators, teachers, and students to reach 2 goals:
Increase student learning of the Academic Content Standards
Inform and strengthen classroom instruction
Resource: http://www.ode.state.oh.us/proficiency/diagnostic_achievement/Diagnostics_PDFs/Diagnostic_Guidelines_9-05.pdf
Components
Short Screening Measure- 6-8 item assessment- can be used to determine whether students are on track to meet end-of-year requirements
Screening Measure- Analyzes fundamental concepts and skills. Can identify students who may be at risk or need intervention to stay on grade level.
Diagnostic Measure- In-depth assessment of students' strengths and weaknesses in meeting the standards.
Observation Measure- Provides curriculum-embedded assessment strategies to document student progress. Involves collecting work samples as a means for monitoring a student's progress and needs.
Administration requirements
Kindergarten- must be administered to all transfer students. No annual requirement to use the kindergarten diagnostic assessments with all kindergarten students.
Grades 1 and 2- ALL students must be administered a diagnostic in reading, writing, and mathematics annually (at least)
Grade 3- Only schools in "school improvement" status must administer a grade 3 writing diagnostic to all 3rd grade students.
"On Track" Standards
Kindergarten:
name the letters of the alphabet
can provide most of the common sounds of letters
can write some of the consonant letters
usually can provide rhyming words
can provide the number of syllables in a word
can blend sounds into words
firm knowledge of print concepts
can typically answer literal questions about a story or retell most events in a story that's read to them
First Grade:
can identify the beginning and ending sounds in words
can typically add, delete or change letters in words to make new words
have a grade-level sight-word vocabulary
can write the letters of most of the consonants and vowels that correspond to the sounds that they hear in words
can identify most grade-level words with similar or opposite meanings
can demonstrate their comprehension of a text read to them by answering most of the questions about the ideas in the text
can retell most of the main events in a story that they've read
can orally read grade-appropriate text, using fluid and automatic decoding skills with some sense of expression
often apply the rules of syntax and punctuation
Second Grade:
can identify ending and medial sounds in words
can blend sounds into words
can segment many words into sounds
can identify the meanings of words that contain affixes as well as the antonyms and synonyms of grade-level words
can typically demonstrate their comprehension of texts they've read by answering most questions about the ideas in the texts or orally retelling the main events in a story
can read orally in phrases with a high degree of accuracy and with some expression
often apply the rules of syntax and punctuation as they read.Further Information
Get more info on 'Ohio State Board Of Education'.
|
External Link Exchanges
Do you know how hard it is to get a link from a large encyclopaedia? Well we're different and will prove it. To get a link from us just add the following HTML to your site on a relevant page:
<a href="http://ohio_state_board_of_education.totallyexplained.com">Ohio State Board of Education Totally Explained</a>
Then simply click through this link from your web page. Our crawlers will verify your link, extract the title of your web page and instantly add a link back to it. If you like you can remove the words Totally Explained and embed the link in article text.
As long as your link remains in place, we'll keep our link to you right here. Please play fair - our crawlers are watching. Your site must be closely related to this one's topic. Any kind of spamming, dubious practises or removing the link will result in your link from us being dropped and, potentially, your whole site being banned. |
