Below is a listing of acronyms, terms and programs commonly referred to in the language of the Ohio Department of Education (ODE). Items are listed in alphabetical order. You can click on the letters below to jump. Click here to download PDF version.
A non-profit program created in 1996 by the nation’s governors and corporate leaders to assist states to improve academic standards, raise graduation requirements, improve assessments and strengthen accountability.
ACT | American College Test
The ACT® test assesses high school students’ general educational development and their ability to complete college-level work. Now determined to be useful as a measure for success in high school programs.
ARRA | American Recovery and Reinvestment Act
Federal funding source for RttT and provided monies to put off the reduction of school staffs.
Areas of committed action found in the LEA Scope of Work and connected to the State Scope of Work. The Assurance/Application areas are: Standards and Assessment, Using Data to Improve Instruction, Great Teachers and Great Leaders, Turning Around Lowest Achieving Schools.
AVID | Advancement Via Individual Determination
The Advancement Via Individual Determination (AVID) program targets students in the academic middle–B, C, and even D students–who have the desire to go to college and the willingness to work hard. AVID places academically average students in advanced classes and provides them with an elective class that prepares them to succeed in rigorous curricula, enter mainstream activities in school, and increase their opportunities to enroll in four-year colleges. AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. The AVID program levels the playing field for minority, rural, low-income, and other students without a college-going tradition in their families.
AYP | Adequate Yearly Progress
The measurement defined by the No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests for all subgroups and within a twelve year window.
BASA | Buckeye Association of School Administrators
The advocacy group for Ohio’s school administrators.
BFK | Battelle for Kids
A non-profit organization committed to creating and implementing strategies that advance the development of human capital, the use of strategic measures, the implementation of effective practices and communication with all stakeholders in schools. BFK believes that the right combination of the right people, measures, practices and messages is the key to transformational change in education that results in all students graduating college- and career-ready.
CCIP | Comprehensive Continuous Improvement Plan
The Comprehensive Continuous Improvement Plan (CCIP) is a unified grants application and verification system that consists of two parts: the Planning Tool and the Funding Application. The Planning Tool contains the goals, strategies, action steps and district goal amounts for all grants in the CCIP. The Funding Application contains the budget, budget details, nonpublic services and other related pages. There are six Funding Applications in the CCIP: Consolidated, Competitive, Student Intervention, Career-Technical and Adult Education, Adult Basic and Literacy Education and Community School.
CCRPI | College and Career Ready Policy Institute
Achieve, the Data Quality Campaign, the EducationCounsel, JFF, and the National Governors Association Center for Best Practices announced an unprecedented partnership to provide guidance, advice, and support to states through the College & Career-Ready Policy Institute. The Institute is supported by the Bill & Melinda Gates Foundation. The Institute is designed to help states put K-12 assessment and accountability systems in place that will ensure that all students graduate from high school ready for college and career success. In addition, the Institute will assist states in developing strategies for building the capacity of districts and schools so that all students successfully reach higher standards. The support to states by the partners will include multi-state gatherings where state teams will participate in cross-state leadership sessions.
CEC | Council for Exceptional Children
The Council for Exceptional Children/Ohio advocates for the rights of individuals with exceptionalities. The CEC/Ohio is committed to an effective and comprehensive educational service delivery system based on best practice and research.
CELT | Center for Educational Leadership and Technology
Connecting education, leadership, and technology, CELT is providing design services to ODE for the development of specifications of the Instructional Improvement System, a teacher dashboard of testing data, curriculum, standards and instructional resources to improve instruction.
College and Career Ready
The goal of having students prepared for success in college or critical careers when they graduate from high school.
Common Core Standards
Building on the foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. Currently, the Common Core Standards impact k-12 English Language Arts, Literacy in History/Social Studies, Science and Technical Subjects and Mathematics.
Comparison of the K-12 Ohio Academic Content Standards and the Common Core Standards assists district in making the transition between sets of standards and arranging assessment and testing in the transition.
Public nonprofit, nonsectarian schools that operate independently of any school district under contract with an authorized sponsoring entity. Formerly referred to as “charter” schools. Each entity is an LEA with an IRN.
CTAG | Closing the Achievement Gap
CTE | Career Technical Education
Of the 566,470 Ohio high school students, 127,085 participated in workforce development education—a curriculum that combines rigorous academics and concentrated study in a specific career field to prepare students for college and careers. Of these students in career-technical classes and programs, more than 78,300 were juniors and seniors—almost 23,000 of whom were enrolled in College Tech Prep programs.
CWD | Center for Workforce Development
The Center for Workforce Development (CWD) focuses on diversity through research, evaluations, and programmatic initiatives in higher education and the workforce. CWD meets the challenges of the emerging workforce: recruitment, retention, and advancement of women and underrepresented minorities.
D3A2 | Data Driven Decisions for Academic Achievement
Provides Ohio teachers with systematic access to valuable performance data and aligned educational content. Its aim is to help teachers identify and address their students’ specific learning needs. D3A2 professional development materials are provided to help teachers become familiar with using data as part of instructional decision making.
DAS | Ohio Differentiated Accountability System
A thorough system of interventions that increase with intensity depending upon the depth and length of a school’s lack of improvement. The enabling statute authorizes the State Superintendent to take dramatic actions with these schools.
ECHS | Early College High School
Early college high schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma and the first two years of college.
Effective/Highly Effective Teachers
The goal of having an effective teacher in every classroom is being developed as part of Assurance/Application area C- Great Teachers and Great Leaders. Teacher evaluation process models are being developed and piloted for use in Ohio classrooms. Designations for teachers could include: ineffective, satisfactory, effective, highly effective, and distinguished.
ELL | English Language Learner
EMIS | Education Management Information System
Automated data collection system for Ohio LEAs.
EOC Exams | End of Course Exams
Exams taken at the end of high school courses that become a metric for graduation.
ESC | Education Service Center
Separate system of entrepreneurial centers that sell educational and operational services to LEAs. Acts as employer of record for Regional Specialists.
ESL | English as a Second Language
English for those whose primary home language is not English. See: LEP
ESEA | Elementary and Secondary Education Act
USDOE enabling legislation. The act is an extensive statute that funds primary and secondary education, while explicitly forbidding the establishment of a national curriculum. It also emphasizes equal access to education and establishes high standards and accountability.In addition, the bill aims to shorten the achievement gaps between students by providing each child with fair and equal opportunities to achieve an exceptional education. As mandated in the act, the funds are authorized for professional development, instructional materials, for resources to support educational programs, and for parental involvement promotion.
ExEL | Executive Leadership Program for Educators (Harvard)
ExEL is a collaborative effort of Harvard’s Business School, Graduate School of Education, and Kennedy School of Government involving faculty members working together with district and state superintendents and their teams to build on the knowledge and skills of participating teams in four essential areas: teaching and learning; systems development and organizational coherence; leadership and team building; and state and local networks.
Test for the identification of gifted students.
FAQ | Frequently Asked Question
Questions that are asked with some frequency and place into our newsletters for all to benefit from consistent responses.
FY | Fiscal Year
Financial year, typically August 1 to July 30, unlike a calendar year or an academic year, which for the purposes of schooling would make more sense.
Gaining Early Awareness & Readiness for Undergraduate Programs:
GEAR UP is a federally funded national program that encourages more young people to have high expectations, stay in school, take challenging courses and go to college.
GED | General Educational Development
GLI | Grade Level Indicators
GR | Student will Complete Graduation Requirements
Graduation Rate Gaps
The differences in graduation rates between and among subgroups in Ohio student populations. A goal of RttT is to reduce the gap by 50% and increase the state-wide graduation rate by .5% per year for four years.
GRADS | Graduation Reality and Dual-Role Skills
HB1 | House Bill 1
School funding bill based on EBM or evidence-based model. Prescribes, among other items, new assessements.
HQT | Highly Qualified Teachers
The federal No Child Left Behind (NCLB) Act took effect in 2002 and requires that all teachers be highly qualified in the core academic content area(s) they teach. NCLB places major emphasis upon teacher quality as a factor in improving achievement for all students.This emphasis grows out of the research showing that teachers’ mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. There are three parts to meeting the HQT requirement: 1) Teachers must have at least a bachelor’s degree; 2) Teachers must have a certificate/license that is appropriate to the grade and subject they are teaching; AND 3) Teachers must be able to demonstrate their subject area expertise in the core academic subjects they teach.
HSTW | High Schools That Work
Research-based, national school improvement model focused on 10 key practices linked to student achievement and the integration of strong academic and career-technical skills. HSTW revolves around 10 data-driven, research-based and result-oriented practices: 1) high expectations; 2) challenging career-technical studies; 3) rigorous academic studies; 4) challenging programs of study; 5) work-based learning; 6) teachers working together; 7) students actively engaged; 8) guidance; 9) extra help; and 10) keeping score.
IEP | Individualized Education Plan
Written individualized education program for students with disabilities requiring parent/guardian involvement in planning, execution, and evaluation of the plan.
IHLs | Institutions of Higher Learning
Colleges, Universities, Community Colleges, public and private, both for-profit and not-for-profit.
IIS | Instructional Improvement System
Computer-based system available to teachers that provides student information on demographics, attendance, achievement data over time, value-added data analysis and current components of the IMS. The teacher will have the ability to create individualized curricula for each student, provide supportive learning materials, resources, web content, and other tools directly tied to the areas in which the students need the most help.
ILEs | Innovative Learning Environments
Part of the work of RttT is to encourage the design of 21st Century learning environments based on the fundamental belief that the most fruitful area in which to search for new approaches to learning within the education system calls for close attention to the nature of learning itself. This is accomplished through analyzing and synthesizing current international research findings on learning, teaching and learning environments; identifying and analyzing examples of innovative learning environments from all over the world; and engaging with the community of policy reformers, innovators and learning scientists to discuss how to make better use of these findings to make Ohio schools learning driven.
iLRC | Interactive Local Report Card
School and District performance reports, issued annually, detailing students’ performance on standardized statewide tests, rates of improvement on those tests, student attendance and graduation rates.
IMM | Implementation Management and Monitoring
An automated tool to describe how progress will be measured, the schedule of major activities and progress on meeting the measures as part of OIP and federal grant reporting requirements.
IMS | Instructional Management System
Ohio’s Instructional Management System (IMS) is the vehicle for communicating State Board adopted model curricula. It includes OAT items, OGT items, Academic Content Standards, lesson and unit plans, assessments, research, resources, tools, standards-based education, programmatic improvement, OAT toolkit and Ohio Science Matrix.
An instructional improvement strategy that is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. More inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.
International Center for Leadership in Education
The International Center’s work is based on the premise that students are living in a world that is changing dramatically and the education system needs to adapt to those changes in order to prepare students for the world in which they will live and work. Helping to nurture the shared vision and other crucial elements of school improvement is one portion of the International Center’s work. Showcasing the results is an equally important part of the resources brought to districts from the Center.
IRN# | LEA Identifier Number
Unique numeric identifiers of various types of school-related entities within Ohio.
JFTK | Just for the Kids
JVSD | Joint Vocational School Districts
KidsOhio.org’s mission is to improve the education of Ohio’s nearly three million children, especially those from disadvantaged backgrounds. With a statewide reach and a special focus on Columbus and Central Ohio, KidsOhio.org: Analyzes data so that education policy decisions are based on a careful analysis of facts; Identifies best education improvement practices from other localities and helps to replicate them in Columbus and statewide; and Advocates for effective public schools that meet the unique education needs of each child.
KRAL | Kindergarten Readiness Assessment – Literacy
A brief assessment tool that helps teachers identify early reading skills. The KRA-L is required of all children entering kindergarten in public schools for the first time.Developers intended the KRA-L to be a quick screening instrument that assesses oral language, rhyming, letter identification and alliteration – elements identified through research as being essential for reading.
LEA | Local Education Agency
A synonym for ”school district“– an entity recognized by the state as providing educational services to students and meeting certain requirements. Could be public, private, for-profit, non-profit, community, and carries an IRN number.
LEP | Limited English Proficient
An individual who is aged three through 21; who was not born in the United States or whose native language is a language other than English; who is a Native American or Alaska Native, or a native resident of the outlying areas; and who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and whose difficulty is speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the ability to meet the State’s proficient level of achievement on State ? and the ability to successfully achieve in classrooms. See also: ESL
MOU | Memorandum of Understanding
Agreement to participate in and fulfill the assurances of the Scope of Work committed to in the LEA’s Race to the Top Application and signed by the Superintendent, School Board President, and Union Leader.
The notion that several different measures of teacher performance, including student growth measures, should be included in any teacher evaluation model developed by ODE.
NAEP | National Assessment of Educational Progress
The largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. NAEP results serve as a common metric for all states and selected urban districts.
OAA | Ohio Achievement Assessment
Required tests that measure students on what they know and are able to do in mathematics, reading, science, social studies and writing, with administration to students spread out from third to eighth grade (replace Ohio’s proficiency tests)
OAC | Ohio Appalachian Collaborative
Battelle for Kids and a collaborative of 21 Appalachian Ohio school districts have joined forces to create and implement a comprehensive model to transform rural education and student outcomes. The Collaborative’s mission is to accelerate college/career readiness for every student. Uniting research-based and results-proven strategies for dramatically improving human capital development and accelerating student outcomes, the model addresses six components for transformational change: Increasing College/Career-Readiness, Enhancing Teacher Quality, Using Data to Inform Practice, Developing Leaders, Engaging the Community and Recognizing Excellence.
OBR | Ohio Board of Regents
The OBR mission is to lead, advocate, and coordinate the process of on-going transformation of higher education. The OBR is the regulatory body sanctioned by ORC for higher education in the State of Ohio.
ODE | Ohio Department of Education
The entity that provides oversight for all pre K-12 education in the state of Ohio.
OFP | Office of Federal Programs
The Office of Federal Programs provides leadership and technical assistance to help school districts make the best use of their personnel, fiscal, materials and training resources derived through federal programs.
OGF | Ohio Grantmakers Forum
An association of foundations, corporate contributions programs and other grantmaking organizations. Its mission is to provide leadership for organized philanthropy in Ohio and to enhance the ability of members to fulfill their charitable goals.
OGT | Ohio Graduation Test
Assessments aligned to Ohio’s Academic Content Standards in reading, mathematics, science, social studies and writing that students in high school must take to demonstrate proficiency before graduation from high school.
OIP | Ohio Improvement Process
The Ohio Improvement Process (OIP) involves four stages across which processes, structures, tools, and people are connected – all with the intent of helping districts (1) use data to identify areas of greatest need; (2) develop a plan to address those areas of need that is built around a limited number of focused goals and strategies to significantly improve instructional practice and student performance; (3) implement the plan with integrity; and (4) monitor and evaluate the effectiveness of the improvement process in changing instructional practice and impacting student performance.
OLAC | Ohio Leadership Advisory Council
Ohio Department of Education (ODE) and the Buckeye Association of School Administrators (BASA) combined to redefine leadership for Ohio districts and schools. In partnership with all major professional associations in the state, including OESCA as well as practitioners, higher education representatives, and others, the 50+ member Ohio Leadership Advisory Council (OLAC) was formed. OLAC’s foundational principle – that the purpose of leadership is the improvement of instructional practice and performance, regardless of role – led to the development of Ohio’s Leadership Development Framework, a delineation of essential leadership practices for superintendents, district leadership teams (DLTs), and building leadership teams (BLTs).
OPAPP | Ohio Performance Assessment Pilot Program
Pilot of the use of performance assessments in classrooms. Currently, the first cohort of this program consists of high school teachers who teach English, mathematics and science in grades 11 and 12. These teachers have been involved in the pilot since it began in 2008. Starting in fall 2011, an additional cohort will be added to include high school teachers who teach English, mathematics, science, social studies and career-technical pathways in grades nine, 10, 11 and 12. In spring 2012, a final cohort will be added to include elementary school teachers who teach English, mathematics, science and social studies in grades three through five.
OPES | Ohio Principal Evaluation System
Using standards and research linking school leadership to student achievement and best practice, Ohio developed a state model for the evaluation of principals: the Ohio Principal Evaluation System (OPES). The OPES, tightly aligned with and built upon the Ohio Standards for Principals and ISLLC, features the use of multiple sources of data including use of the Vanderbilt Assessment of Leadership in Education (Val Ed) assessment and student performance data.
OSBA | Ohio School Boards Association
The Ohio School Boards Association is a private, not-for-profit statewide organization of public school boards.
Ohio Schools of Promise
Program that identifies and analyzes the practices of schools that are realizing high achievement for all students despite having large populations of traditionally underachieving groups of students.
OTES | Ohio Teacher Evaluation System
A model system of teacher evaluation mandated by HB1. It is anticipated that as districts design or revise their Teacher Evaluation System in response to Application Area D, OTES will used as a model. Minimally the model evaluation systems must be: Fair, credible and evidence-based; Aligned with Ohio’s Standards for Teachers and Principals; Delineate a clear set of goals with action steps and evidence indicators; Use multiple measures for assessing the knowledge and skills of educators that include student academic progress; and, Support professional growth and development over time to enhance performance.
PARCC | Partnership for Assessment of Readiness for College and Careers
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 25 states, including Ohio, working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.
The difference in performance on measures that are important indicators of educational quality. Performance differences between and among all identifiable subgroups that relate to such things as college and career readiness, college-going rates, academic performance, graduation rates, drop-out rates, etc., are of interest in reducing gaps between groups of students.
PLA | Persistently Low Achieving
Schools identified for improvement, corrective action, or restructuring that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of their students so as to enable the schools to make adequate yearly progress and exit improvement status. In the Tier I and Tier II schools an LEA chooses to serve, the LEA must implement one of four school intervention models: turnaround model, restart model, school closure, or transformation model.
PLC | Professional Learning Community
Every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community: What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? The answer to the third produces the culture shift sought in Race to the Top.
Full name: Quaglia Institute for Student Aspiration (QISA). QISA is an independent, nonprofit organization dedicated to promoting and putting into practice the conditions that foster student aspirations in schools and learning communities around the world. The institute provides My Voice surveys in participating schools that provide a conduit of information to teachers on student response to climate and instruction. All six of the Demonstration Sites in Ohio will be taking the My Voice Survey as part of the Pearson Foundation’s Million Voice grant project.
RttT | Race to the Top
The goals for Ohio include the following: Increase high school graduation rates by .5% per year; Reduce graduation rate gaps by 50%; Reduce performance gaps by 50%; Reduce the gap between Ohio and the best-performing states in the nation by 50%; More than double the increase in college enrollment for 18 and 19 year olds.
Resident Educator Program
A four-year Resident Educator program of support and mentoring for new teachers will provide Ohio educators just entering the profession with quality mentoring and guidance essential for a long and flourishing career. Successful completion of the residency program will be required to qualify for a five-year professional educator license.
SAT | Scholastic Aptitude Test
College entrance exam. The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is a standardized test for college admissions in the United States.
SB5 | Senate Bill 5
State funding bill that proposes major changes in school funding and reform initiatives.
SIG | School Improvement Grant
Federal grant to improve the performance of Persistently Low-Achieving Schools. See: PLA
SMARTER Balanced Consortium
The SMARTER Balanced Assessment Consortium (SBAC) is one of two multistate consortia (PARCC) awarded funding from the U.S. Department of Education to develop an assessment system based on the new Common Core State Standards (CCSS). To achieve the goal that all students leave high school ready for college and career, SBAC is committed to ensuring that assessment and instruction embody the CCSS and that all students, regardless of disability, language, or subgroup status, have the opportunity to learn this valued content and show what they know and can do.
SOAR (program name)
Battelle for Kids’ school improvement collaborative for value-added school improvement activities.
SOW | Scope of Work
The document developed by each participating Local Education Agency (LEA) in Race to the Top (RttT), with commitments in each application area to support both the LEA’s improvement and contribution to state goals for RttT for each of the four years of the grant.
SST | State Support Team
Ohio’s state support system includes State Support Teams who use a connected set of tools to improve instructional practice and student performance on a continuing basis.
SDT | State Diagnostic Team
The State Diagnostic Team (SDT) visits districts formally identified as High Support. Members of the SDT include staff from the Ohio Department of Education (ODE) centers and offices. The SDT review process is designed to help districts and schools improve students’ performance. Current practices are analyzed against effective research-based practices. Areas of strength and areas needing improvement are identified.
SAFE | Security Application For Enterprise
The Ohio Department of Education (ODE) launched the Security Application For Enterprise (SAFE) Web portal in May, 2003. SAFE is a Web Portal and a “single sign on” software security solution for ODE customers.
STARS | System to Achieve Results for Students
STARS is for event registration.
STEM | Science Technology Engineering and Mathematics
A policy initiative to improve the numbers of students experiencing success in the critical areas of science, technology, engineering and mathematics, improve and retain STEM teachers, and improve U.S. competitiveness for the future.
T-CAP | Teachers Connecting Achievement and Progress
A program of Battelle for Kids that presents a carefully constructed program of data collection, reporting, professional development, research and communication of results—all designed to improve teaching effectiveness and student performance.
TIF | Teacher Incentive Fund
ARRA funded program with the purpose to develop and implement performance-based teacher and principal compensation systems in high-need schools, defined to mean a school with more than 30 percent of its enrollment from low-income families. Funded performance-based compensation systems must consider gains in student achievement as well as multiple classroom evaluations and provide incentives for educators to take on additional responsibilities.
Designation of a persistently low-performing school that requires certain dramatic actions, including the replacement of the principal, if the principal had been there prior to the implementation of turn around strategies.
USDOE | United States Department of Education
Value Added Assessment
Measuring “value-added” means monitoring individual student growth in academic skills from year to year. The gains are aggregated for individual schools and districts (and, sometimes, by teacher) with the intent of determining which school or district (or teacher) is or is not producing gains in student achievement.. Value-added models attempt to estimate the influence of schools or classrooms on the academic growth rates of a group of students with statistical confidence. For example, if the school estimate is positive, it is interpreted that the performance of the school is greater than average or typical and therefore “value is added.”
VALN | Value-Added Learning Network
A teacher observation methodology in which the observer is focused on specific professional practice indicators, should be brief, and should result in specific evidence of the observed professional practice indicator followed by the provision of the opportunity for teacher feedback on that which was observed.