To provide guidance for sponsors’ and community schools’ implementation of their Race to the Top (RttT) grant strategies aligning with the Ohio Department of Education’s (ODE) vision of a world-class education system in which all students will graduate with a sense of purpose and be college and career ready.
The five metrics from the State Scope of Work that drives success for Ohio’s Race to the Top by the end of the grant are:
Increase high school graduation rates by .5% for each of the four years of the grant.
Reduce graduation rate gaps by 50% between under-represented and majority students.
Reduce performance gaps by 50% of national and state-wide tests between under-represented and majority students.
Reduce the performance gaps by 50% on reading and mathematics proficiency between Ohio and the best-performing states.
More than double college enrollment for students age 19 and younger.
The Office of Community Schools in coordination with the Office of Race to the Top provides training, technical assistance and oversight to sponsors to support their schools’ implementation of RttT activities consistent with ODE’s and the school’s scopes of work.
Two hundred sixty-two community schools are participating in Ohio’s RttT grant. By agreeing to participate in Ohio’s RttT, the schools commit to implementation of various required aspects of the State Scope of Work, with the addition of other commitments made at the school level as codified in the approved RttT Scope of Work.
The approved Scope of Work (SOW), Progress Monitoring Report, Professional Development Plan and all annual budgets are available on the SharePoint Collaboration Center and accessible through ODE’s Safe Account.
RttT schools are required to meet their Scope of Work by completing certain activities. These include, but are not limited to:
Establishing a district/building or community school leadership team in accordance with Ohio’s Scope of Work. This leadership team is called the Transformation Team and is to be composed of 50% teachers in the school and 50% others, decided locally. Both the RttT Transformation Team and the Ohio Improvement Process (OIP) Community School Leadership Team (CSLT) may be the same team, as long as the teams are composed of 50% teachers. It is also recommended that a sponsor representative and a representative of the management company be included as members of the Transformation Team/CSLT. (Note: The sponsor should be familiar with, but not directing the activities of the CSLT. The sponsor could have a representative observing the work of the team, but the representative should not direct or advise – unless the advisory role is one of ensuring compliance with Code and/or consistency with the mission of the school, per its contract.);
Using data from the state Instructional Information System (IIS) or a system in substantial compliance with the State’s IIS, to inform instruction and monitor individual student progress;
Developing a limited number of focused goals, strategies and actions drawn from the Local Education Agency’s (LEA) Scope of Work and using these as the basis of the Comprehensive Continuous Improvement Plan (CCIP);
Preparing for the implementation of new Common Core standards and next generation tests;
Progress Monitoring Report submission on the Collaboration Center to monitor implementation of the community school’s focused strategies and actions in order to reach its goals;
Evaluating the effect such implementation has on changes in adult practice and student achievement;
Developing a teacher and principal evaluation system that includes multiple measures of student growth;
Communicating progress in implementation of the LEA’s RttT Scope of Work to parents, students, governing bodies and other stakeholder groups; and
Participating in all prescribed ODE technical assistance sessions.
Community schools are expected to document the successful implementation of the following Year Two goals from their Scope of Work:
Ensure that quality professional learning is designed to increase staff's knowledge on the use of student growth data.
Use the results of an evaluation system to inform decisions about professional learning needs of educators and administrators.
Implement innovative strategies to ensure the placement of effective and highly effective educators and administrators.
Develop a professional learning continuum to strengthen and sustain teaching and learning.
Race to the Top School Deliverables
Evidence of a working Transformation Team.
Access provided to Regional Coordinator and Specialists to assist and support implementation. (Regional Coordinator and Specialists roles can be found in “Definitions,” below)
Evidence the budget is driven by and supports SOW commitments.
Submission of the Progress Monitoring Report to the Collaboration Center by the first of each month.
Evidence of communication to stakeholder groups.
Submission of a Professional Development Plan.
LEAs are required to submit a Progress Monitoring Report to the Collaboration Center at the first of each month on the template provided. Sponsors may gain access to the LEA’s Collaboration Center through working with the school.
Race to the Top requires participating LEAs to annually submit a comprehensive professional development plan that meets the Ohio Professional Development Standards for RttT-funded professional development. As part of this plan, LEAs must also provide evidence of impact of professional learning on both participant and student outcomes. For year 2011-2012 Professional Race to the Top FAQs for Sponsor and Community School Community Schools Guidance Letter 2012-1 Effective: 04/16/2012 Page 3 Development Plans should already have been submitted. For year 2012-2013, the due date for submission of Professional Development Plans will be published to all LEAs.
Community schools are expected to document the successful implementation of the professional development goals drawn from their SOW. When establishing professional development goals, LEAs should consider how their professional development goals align with their RttT goals and provide a foundation for future professional development.
Community School/Charter School: a public school created under Ohio Revised Code (ORC) Chapter 3314, independent of any school district and part of the state’s program of public education, offering an education that is regarded by the Ohio Department of Education (ODE) as equivalent to that of Ohio’s traditional public schools and private schools.
Governing Authority: a group of at least three individuals in conversion community schools and at least five individuals in new start-up community schools who are charged with the responsibility of establishing policies and procedures for the operation and management of a community school and responsible for carrying out all of the provisions of a community school contract; equivalent to a traditional district’s school board.
Management Company: there are two types of charter management organizations; Charter Management Organization (CMO) and Education Management Organization (EMO). The CMOs are nonprofit entities that start and manage new charter schools. The EMOs are for-profit entities that start and manage new charter schools. By centralizing and sharing certain functions and resources across schools, CMOs and EMOs aim to enhance school performance and student outcomes, achieve greater efficiency, and expand and sustain schools.
Ohio’s State Scope of Work: the driving document of the work of Race to the Top. It describes the work in terms of Capacity Building, Scaling Up, Sustaining Ohio’s education reform agenda (Section A), and includes Application Areas that inform each participating school’s Scope of Work. Application Area A requires participants to follow the foundational work of the Race to the Top grant. It requires commitment to shifting the culture of education through collaboration and shared decision-making. It also requires each LEA to have a Transformation Team composed of at least 50% teachers, and this team is to implement the commitments in the RttT Scope of Work. Application Area B speaks to new Standards and Assessments; Application Area C describes the development and use of data systems to support instruction; Application Area D describes the development of great teachers and leaders, and the development of new systems of evaluation; and Application Area E describes the work of turning around the lowest-achieving schools.
School’s Approved Scope of Work: the document that describes the school’s commitment to the work of RttT, approved by both community school and the Ohio Department of Education Memorandum of Understanding (MOU) signatories. The document describes objectives in each of the applicable Assurance Areas described above, and provides a timeline for implementation for each year of participation. Each school’s Transformation Team must be familiar with and employ this document to inform the work.
RttT Team, ODE: the RttT Team provides technical assistance and oversees RttT activities in conjunction with RttT Regional Coordinators and RttT Specialists. As needed, the RttT Team will work with sponsors and management companies via the Office of Community Schools in facilitating technical assistance and overseeing activities to ensure their participating community schools are meeting the agreements and requirements of the RttT grant.
RttT Regional Coordinator: there are six RttT Regional Coordinators serving six regions in the state; Central, Northeast, Northwest, Southwest, Southeast, and Urban. The Urban region comprises of only the six largest participating urban districts. There are no community schools participating in the Urban region. The Regional Coordinator directs the work of the RttT Specialists and assists and supports each LEA’s implementation of their Scope of Work. Additionally, Regional Coordinators review and approve budget applications and revisions, assure compliance within Scopes of Work and other federal requirements, and assist and support a small number of LEAs related to the grant. A map showing the RttT regions in the state can be found here.
RttT Specialist: there are 16 RttT Specialists. Each Regional Coordinator directs the work of RttT Specialists assigned to schools in their region. Each RttT Specialist assist and support their LEAs in meeting its commitments and goals described in their Scopes of Work.
Sponsor/Authorizer: an entity that is able to legally authorize the establishment of the charter or community school by entering into a contract to create the school. A sponsor has legal obligations to provide sufficient technical assistance, oversight and monitoring, including taking steps to intervene in a school’s operations, to ensure that the community schools it sponsors meet all legally mandated fiscal, academic and operational requirements.
Last Modified: 5/20/2013 5:17:49 PM