- ACS: Academic content standards developed by the state of Ohio; each content area of expertise has these for grades 9-12; they include grade level indicators for student performance (academic mastery)
- Curriculum maps: teachers use these to guide instruction; the indicators are sequenced according to timing/content and assessment; this answers “what are we teaching?”
- Common assessments: These are given at the end of each quarter to help inform our instruction; indicate student level of mastery of content; help make curricular improvements if necessary
- OIP: Ohio Improvement Process; A group called the DLT (District Leadership team) and the BLT (Building Leadership Team) work together to help form a plan of improvement for the district and buildings based on standardized test scores and other data (attendance rate, graduation rate, etc)
- OGT: Ohio Graduation Test; students must pass this test to graduate from high school and it is given in 10th grade; test includes reading, math, writing, science and social studies
- AYP: Annual yearly progress; certain target groups in the building (IEP, SES, etc) must demonstrate progress from year to year or a school will have sanctions
- Credit Recovery: A program where students who are credit deficient will be enrolled in online classes to recover credits to stay on track for graduation.
- Benchmark assessments: Benchmark assessments are taken twice a year - once in March which is a full length for 9th graders and then once in October, which is a half-length for 10th graders. We use this process not only to help students get used to the testing process and format but also to generate data. We use this data to help us predict how students would likely perform on the OGT with time allowed to provide adjustments in instruction and needed intervention.
- CAT process: Regular education students, when not being successful in the classroom, can be referred to the CAT team (Collaborative Assistance Team) for assistance academically and behaviorally. A plan will be developed for these students with teachers, administrators, counselors and the school psychologist to best meet their needs. These plans and corresponding interventions are monitored for effectiveness periodically and changes are made when necessitated.
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