When are schools and districts identified?
Schools and districts are identified once a year, after federal identifications are released.
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Who is included?
All public schools and districts (excluding federally identified schools) that receive state funding specifically designated for serving English learners, students with disabilities, economically disadvantaged students, and/or gifted students.
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In what areas can a school or district be identified?
A determination of Satisfactory or Improvement Plan is made for each school and district in up to seven areas:
- Economically disadvantaged students – English language arts
- Students with disabilities – English language arts
- English learners – English language arts
- Economically disadvantaged students – Math
- Students with disabilities – Math
- English learners – Math
- Gifted students
If a school or district does not receive funding for one of these groups, or if it does not serve an adequate number of students in that group, the school or district will not receive a determination for that specific group. For all seven areas, the size requirement is 15 students.
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What is the criteria for identifying schools and districts for a student group improvement plan in math?
Schools and districts are identified for a student group improvement plan in math when both of the following conditions are met for any of the following student groups: English Learners, Students with Disabilities, and Economically Disadvantaged Students:
- Achievement Criterion
The student group scored below its Gap Closing performance index goal in math on the state report card.
- Progress Criterion
The student group earned a growth index of less than 2 in math under the Gap Closing component on the state report card.
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What is the criteria for identifying schools and districts for a student group improvement plan in English language arts (ELA)?
Schools and districts are identified for a student group improvement plan in ELA when both of the following conditions are met for any of the following student groups: English Learners, Students with Disabilities, and Economically Disadvantaged Students:
- Achievement Criterion
The student group scored below its Gap Closing performance index goal in ELA on the state report card.
- Progress Criterion
The student group earned a growth index of less than 2 in ELA under the Gap Closing component on the state report card.
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What is the criteria for identifying schools and districts for a gifted students improvement plan?
Schools and districts are identified for a gifted improvement plan when both of the following conditions are met:
- Achievement Criterion
The gifted performance index indicator was not met under the Gap Closing component on the state report card.
- Progress Criterion
Gifted students earned a value-added growth index of less than -2 under the Gap Closing component on the state report card.
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What if a student group does not have a growth index?
Student groups without a growth index are excluded from the identification process if their performance index meets or exceeds the 2020-2021 ESSA goal. If their performance index falls below the goal, they are identified.
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What are the required actions for a school or district that is identified for a particular student group?
As required by law, districts and schools must submit an improvement plan (i.e., the One Plan). Districts and schools who are identified for a student group will update or revise their One Plan to address that identified student group. For questions on how to update a One Plan, contact EDSTEPS@education.ohio.gov.
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Do schools and districts need to create new One Plan goal for each identified student group?
When a district or school is identified for Student Group Accountability, its One Plan must address both the specific subgroup(s) and the specific content area(s) - literacy, mathematics, or both, in which the identification occurred.
This means the district or school needs to:
- Include a goal in the One Plan for each identified content areas (literacy or mathematics). If a goal already exists in the current One Plan for the identified content area, the district or school does not need to create a new goal. Instead, strategies and action steps specific to the identified subgroup can be added under the existing goal.
- Ensure that the strategy and corresponding action steps directly align to the goal and clearly address the specific needs of the identified student subgroup(s).The updated subgroup goal, strategies, and action steps must be written specifically for the identified student subgroup. Language written for “all students” does not meet the requirement.
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If a building is identified but does not currently have a One Plan, what is the expectation?
If a building is identified but does not currently have a One Plan, the school must create one. The plan must include a goal that addresses the identified content area (literacy and/or mathematics) and must clearly reference the specific student subgroup for which the building was identified. Strategies and action steps need to directly align with the goal and support the demonstrated needs of that subgroup.
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Do districts need to revise the district level One Plan if only certain buildings were identified?
No. Only buildings that are identified for subgroup accountability are required to revise or create a One Plan. If the district itself is not identified, the district‑level plan does not need to be updated. Updating the building-level One Plan is sufficient unless the district receives its own separate identification.
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What is the deadline for completing One Plan updates related to Student Group Accountability?
If a district or school is in
Cohort 3, the One Plan must be updated and submitted by
April 30, 2026; the deadline for submitting FY 27 One Plans for this cycle.
If a district or school is in Cohort 1 & 2, the district should update their One Plan by June 15, 2026.
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Where can I get assistance in updating my One Plan and identifying goals, strategies and action steps?
If a district or school receives support from a State Support Team (SST), SST consultants are the primary contact for guidance and technical assistance. They can help with reviewing your current One Plan, identifying and refining goals, and developing aligned strategies and action steps that address the needs of identified student groups. Other resources include local Educational Service Centers.
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