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This website publishes administrative rules on their effective dates, as designated by the adopting state agencies, colleges, and universities.

Chapter 3301-56 | Intervention Standards for Districts Declared To Be under Academic Watch or in Academic Emergency Status

 
 
 
Rule
Rule 3301-56-01 | School district and building improvement, supports, and interventions.
 

(A) Pursuant to sections 3302.04 and 3302.041 of the Revised Code, school districts, community schools, science technology, engineering and mathematics (STEM) schools and college preparatory boarding schools shall be identified for improvement using the criteria and calculations delineated in Ohios differentiated system of accountability, supports, and interventions contained in Ohios ESEA flexibility waiver as approved by the U.S. department of education on August 21, 2015 (ed.gov). Additionally, the superintendent of public instruction shall establish an academic distress commission to assist any school district that meets the conditions outlined in section 3302.10 of Revised Code.

(B) Pursuant to sections 3302.04 and 3302.041 of the Revised Code, school buildings and community schools shall be identified for improvement using the criteria and calculations delineated in Ohios ESEA flexibility waiver as approved by the U.S. department of education on August 21, 2015. Additionally, pursuant to section 3302.12 of the Revised Code, school buildings performing poorly and meeting other conditions for three consecutive years will be identified as "Priority Schools" and will be required to implement interventions designated in Ohios ESEA flexibility waiver as approved by the U.S department of education.

(C) Each school district, community school, STEM school, college preparatory boarding school, and school building identified for improvement in paragraphs (A) and (B) of this rule shall implement all interventions as outlined in Ohios ESEA flexibility request, including the Ohio improvement process planning and framework as developed by the Ohio leadership advisory council (OLAC) (ohioleadership.org). The Ohio department of education shall notify each school district and its buildings, community school or STEM school upon approval of the ESEA waiver, to which categories the buildings and district have been assigned.

(D) The superintendent of public instruction may direct a site evaluation of any school district or building, community school, STEM school, college preparatory boarding school, or building identified in paragraphs (A) and (B) of this rule. The site evaluation for designated school districts and buildings, community schools, STEM schools, college preparatory boarding schools, and school buildings will be designed to review conditions in the school district, building and schools as well as to document the implementation of the requirements as outlined in Ohios ESEA flexibility waiver.

(E) The state superintendent of public instruction may require that school districts and buildings, community schools, STEM schools, and college preparatory boarding schools provide data and other documentation related to the implementation of the requirements of sections 3302.04 and 3302.041 of the Revised Code.

Supplemental Information

Authorized By: 3301.07, 3302.04
Amplifies: 3302.01 - 3302.041
Five Year Review Date: 6/2/2021
Prior Effective Dates: 5/28/2004
Rule 3301-56-02 | Reading achievement improvement plans.
 

(A) The following terms are defined as used in this chapter:

(1) "Adult Implementation Data" means data used to help determine if educators have effectively applied strategies and properly collected and analyzed student outcome data to identify successes and challenges.

(2) "Culturally Responsive Practice" means an approach that recognizes and encompasses students and educators lived experiences, cultures and linguistic capital to inform, support and ensure high-quality instruction. Educators have high expectations of all students, demonstrate positive attitudes toward student achievement, involve students in multiple phases of academic programming, and support the unique abilities and learning needs of each student.

(3) "Root Cause Analysis" means a structured, facilitated team process aimed at identifying breakdowns in processes and systems that result in undesirable outcomes, such as low literacy achievement. The purpose of a root cause analysis is to find out what happened, why it happened and determine what changes need to be made.

(B) By December 31, 2016, and by the thirty-first day of each December thereafter, each school district or community school established under Chapter 3314. of the Revised Code that meets the criteria outlined in division (A) of section 3302.13 of the Revised Code shall modify or submit to the department of education a reading achievement improvement plan.

(C) Each improvement plan shall contain, at a minimum, the following components:

(1) A root cause analysis of relevant disaggregated student performance data from sources including, but not limited to, the English language arts assessment prescribed under section 3301.0710 of the Revised Code, the Ohio English learners proficiency assessment, the kindergarten readiness assessment, alternate assessment for students with significant cognitive disabilities, reading diagnostics (examining subscores by grade level), and benchmark assessments as applicable;

(2) A root cause analysis of internal and external factors believed to contribute to low reading achievement in the school district or community school established under Chapter 3314. of the Revised Code;

(3) Measurable student performance goals based on student data analysis by grade band (kindergarten through grade three). Measurable adult implementation goals based on the internal and external factor analysis by grade band (kindergarten through grade three);

(4) Evidence-based strategies to meet specific adult and student goals and improve instruction, which shall include at least all of the following:

(a) Strategies reflecting culturally responsive practices;

(b) A process for monitoring the progress and implementation of the plans strategies;

(c) Action steps to implement the plans strategies, including professional development for each strategy;

(d) A description of how these strategies support students on reading improvement and monitoring plans; and

(e) A description of how the district will ensure the proposed strategies will be effective, show progress, and improve upon strategies utilized during the two prior consecutive school years.

(5) A staffing and professional development plan that supports the strategies proposed in the report.

(D) A school district or community school established under Chapter 3314. of the Revised Code that is required to develop or modify a local equitable access plan, an improvement plan or implement improvement strategies as required by section 3302.04, 3302.10, division (G) of section 3301.0715 or another section of the Revised Code shall ensure the plan required by this section aligns with other improvement and equity efforts.

(E) The department shall develop a template for the plan required by this rule and make it available for districts and schools by July 1, 2016.

(F) Each plan must include the following:

(1) A description of how the district or community school will fund the plans strategies and professional development activities.

(2) Identification of the stakeholders involved in the plans development.

(G) Districts and community schools required to submit plans will provide an update regarding implementation progress of activities outlined in the plan in a manner designated by the Ohio department of education.

Last updated April 8, 2021 at 10:31 AM

Supplemental Information

Authorized By: ORC 3301.07, 3302.13
Amplifies: ORC 3302.13
Five Year Review Date: 3/25/2026