Standards Based Instruction and Assessment
Assessment / Alternate Assessment
Ohio's Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) was administered for the first time in spring 2013. The AASCD marks a change in Ohio's alternate assessment, which previously consisted of a portfolio-based collection of evidence. The AASCD is aligned to Ohio's Learning Standards–Extended (OLS-E) and designed to allow students to demonstrate their knowledge and skills in an appropriately rigorous assessment.
The AASCD will be administered by grade band (3-5, 6-8, OGT). All students will be assessed in English language arts and mathematics. Students in grades 5 and 8 will also be assessed in science. Students taking the OGT-AASCD will also be assessed in science and social studies.
Professional development for anyone administering Ohio's Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) is available through your local State Support Team's (SST's). Please use the map provided to locate your region to inquire about dates of upcoming AASCD professional development.
Ohio's Learning Standards
Explore the more rigorous standards, geared to college and career readiness, will drive learning in Ohio classrooms by 2014-2015.
Ohio's Learning Standards - Extended (OLS - E)
Navigate the standards that help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge.
Student Growth Measures including Student Learning Objectives (SLO's)
House Bill 362 passed the Ohio legislature on June 3 bringing changes to the Ohio Teacher Evaluation System for the 2014-2015 school year and beyond. Today half of each teacher's evaluation comes from how much their students learn over the course of the year. Student growth measures are a method for determining how much academic progress students are making by measuring growth between two points in time.
Student Growth Measures
Student growth measures are a method for determining how much academic progress students are making by measuring growth between two points in time.
For subjects where traditional assessments are not an option (i.e., art or music) districts or schools should establish a process to create different strategies to measure student progress.
Formative Instructional Practices
Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. These practices help students answer those questions, in order to become a true partner in the teaching and learning process. There are four core components of FIP. Research shows that integrating these components into daily practice can increase student learning and teacher effectiveness.