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Bexley Webpage: Reading Assessment & Support

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Bexley Webpage: Reading Assessment & Support

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Reading Assessment & Support - Bexley City Schools District

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Reading Assessment & Support - Bexley City Schools District

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There are multiple terms used to describe reading assessments. This infographic is intended to clarify these terms.

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Created by Cassingham Elementary Intervention specialist, Collette Young

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Least Restrictive Environment- Continuum of Educational Placements 

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Least Restrictive Environment- Continuum of Educational Placements 

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Created by the Ohio Department of Education and Workforce. A visual guide to legal timeline and possible outcomes during the school-based evaluation process.

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14 Educational Disability Categories- OCECD

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14 Educational Disability Categories- OCECD

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Procedural Safeguards- A Guide to Parents Rights in Special Education 

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Procedural Safeguards- A Guide to Parents Rights in Special Education 

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The Ohio Department of Education aims to increase student achievement through improving language and literacy outcomes for all students. A successful language and literacy framework is built on five interrelated components-teacher capacity, shared leadership, multi-tiered systems of support, parent partnerships and community collaboration.

The Riverside Elementary Case Study examines how one building in Ohio turned around their literacy instruction to ensure that all children have the opportunity to learn to read.

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The Ohio Department of Education aims to increase student achievement through improving language and literacy outcomes for all students. A successful language and literacy framework is built on five interrelated components-teacher capacity, shared leadership, multi-tiered systems of support, parent partnerships and community collaboration.

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Bexley City School District: Who To Contact

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Bexley City School District: Who To Contact

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Bexley City School District: Who To Contact

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Dispute Resolution | Ohio Department of Education and Workforce

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Situations may arise where parents or other family members believe a school has violated federal or state law. The Ohio Department of Education (ODE) Office for Exceptional Children (OEC) and Office of Early Learning and School Readiness (EL&SR) encourage parents, family members and schools to work together to resolve differences.

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Delivering Special Education Services

The structure and delivery of all special education programs is strictly governed by federal and state law, as well as federal, state, and local policies and procedures. Special education programs are designed for those with a specifically documented disability that has a significant and adverse effect on the ability to learn. Eligible students are provided with a free appropriate public education. Intervention in general education, as well as small group and learning center settings, are available in each of the district's buildings.

Additional levels and types of supports are provided students with low-incidence disabilities or significant challenges, such as blindness, deafness, or significantly sub-average intellectual (IQ) levels, or with combinations of disabilities. While the district provides for the education of all its students, not all special education programming is provided within the district's buildings. The district does pay for the program, provide transportation, and monitor the effectiveness of each of these programs.

Each year, some 11 percent of Bexley's student population is served in accordance with these laws and procedures. The district's program is guided by a Special Education services plan that is approved annually by committees of parents and district staff members.

Special Education Workgroup

During the 2021-2022 school year, BCS staff and families formed a special education workgroup to conduct an analysis of services available to Bexley students. The full report of the 39-person workgroup is linked above.

Throughout the process the group received survey feedback and hosted six in-person meetings during which an equity lens was used to identify strengths in the program, areas for improvement and ultimately develop action steps that will begin implementation this school year.
2022 Special Education Work Group Summary

The Adam Stuart Linhart Memorial Resource Library contains reference and informational materials that are available to all staff and parents.

Contact your teacher for a current list of tutors. For more information about the Parent Mentor program or Resources, clink one of the links at right.

For More Information

Dr. Aimee White
Director of Student Services & Accessibility
Bexley City Schools
348 South Cassingham Road
Bexley, Ohio 43209
(614) 231-7611

Lizzie Kiser
Coordinator of Special Education
Bexley City Schools
348 South Cassingham Road
Bexley, Ohio 43209
(614) 231-7611

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Special Education - Bexley City Schools District

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Special Education - Bexley City Schools District

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K-12 Bexley Student Clubs and Organizations 

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K-12 Bexley Student Clubs and Organizations 

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25-26 Bexley Student Clubs and Organizations* 

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Multi Tiered System of Support (MTSS)

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At a glance

MTSS is a framework many schools use to provide targeted support to struggling students.

The goal of MTSS is to intervene early so students can catch up with their peers.

It screens all students and aims to address academic and behavior challenges.

MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. You may also hear it called the MTSS framework, the MTSS process, or the MTSS model.

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the "whole child." That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to "move up" to one-on-one help.

MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) - the main education law for public schools - cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS.

MTSS isn't the same thing as response to intervention (RTI). MTSS is more comprehensive. But it may include the three tiers of RTI.

About the author

About the author

Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping, and Martha Stewart.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. Read about the MTSS model and process.

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A Parent's Guide to MTSS- ODEW and OCECD

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A Parent's Guide to MTSS- ODEW and OCECD

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Education term Glossary- use this to look up terms 

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Education term Glossary- use this to look up terms 

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S.

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Operating Standards for the Education of Children with Disabilities 

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Operating Standards for the Education of Children with Disabilities 

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A Guide to Parent Rights in Special Education 

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A Guide to Parent Rights in Special Education 

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“Stay put” rights apply when you dispute a change the school wants to make to your child’s IEP.

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Blank form (including planning forms) used for student ages 3-until graduation

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Communication- Requesting a School Based Evaluation 

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Communication- Requesting a School Based Evaluation 

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From our series of model letters...because sometimes
you need to communicate with the school
about your child's education.

Current as of February 2022
En español | In Spanish
In PDF format
There are times when you, as a parent, may want to communicate in writing with your child's school about some problem or concern with your child's education or well-being. This page presents a model letter or email you might write the school to ask that your child be evaluated to see if he or she has a disability and is eligible to receive special education and related services.

_______________

Discussion
When would I request an evaluation for special education services?
If your child has been consistently struggling in school, his or her problems may be due to a disability. If the school thinks your child may have a disability, they will contact you to request your written permission to evaluate your child. Under the IDEA (the nation's special education law), you also have the right to ask the school to evaluate your child. The purpose of the evaluation is to see if he or she has a disability and needs special education services. This evaluation is free of charge.

For more information on evaluation, visit our evaluation pages online, at: https://www.parentcenterhub.org/evaluation/

If your child has been identified by your doctor or other professionals as having a disability, you will want to include this information in your letter to the school. You should also provide copies of any reports you have received that explain your child's condition.

If you decide to write the school and ask that your child be evaluated, the model letter below provides an example of what you may want to say.

General letter-writing tips

When writing any business letter, it is important to keep it short and to the point. First, start by asking yourself the following questions and state the answers in your letter:

Why am I writing?

What are my specific concerns?

What are my questions?

What would I like the person to do about this situation?

What sort of response do I want: a letter, a meeting, a phone call, or something else?

Each letter you write should include the following basic information:

Put the date on your letter.

Give your child's full name and the name of your child's main teacher or current class placement.

Say what you want, rather than what you don't want. Keep it simple.

Give your address and a daytime phone number where you can be reached.

Always end your letter with a "thank you."

What are some other tips to keep in mind?

You want to make a good impression so that the person reading your letter will understand your request and say "yes." Remember, this person may not know you, your child, or your child's situation. Keep the tone of your letter pleasant and businesslike. Give the facts without letting anger, frustration, blame, or other negative emotions creep in. Some letter-writing tips include:

After you write your first draft, put the letter aside for a day or two. Then look at it again and revise it with fresh eyes.

Read your letter as though you are the person receiving it. Is your request clear? Have you included the important facts? Does your letter ramble on and on? Is it likely to offend, or is the tone businesslike?

Have someone else read your letter for you. Is your reason for writing clear? Can the reader tell what you are asking for? Would the reader say "yes" if he or she received this letter? Can your letter be improved?

Use spell check and grammar check on the computer. Or ask someone reliable to edit your letter before you send it.

Keep a copy for your records.

Today's Date (include month, day, and year)

Your Name
Street Address
City, State, Zip Code
Daytime telephone number

Name of Principal or Special Education Administrator
Name of School
Street Address
City, State, Zip Code

Dear (person's name),

I am writing to request that my son/daughter, (child's name), be evaluated for special education services. I am worried that (child's name) is not doing well in school and believe he/she may need special services in order to learn. (Child's name) is in the ( _ ) grade at (name of school). (Teacher's name) is his/her teacher.

Specifically, I am worried, because (child's name) does/does not (give a few direct examples of your child's problems at school).

We have tried the following to help (child's name): (If you or the school have done anything extra to help your child, briefly state it here).

I understand that I have to give written permission in order for (child's name) to be evaluated. Before the evaluation begins, I have some questions about the process that I need to have answered (list any questions you may have). I would be happy to talk with you about (child's name). You can send me information or call me during the day at (daytime telephone number). Thank you for your prompt attention to my request.

Sincerely,

Your name

cc: your child's principal (if letter is addressed to an administrator)
your child's teacher(s)

Note: If your child has been identified as having a disability by professionals outside the school system, add the following sentence to the end of the first paragraph: "(Child's name) has been identified as having (name of disability) by (name of professional). Enclosed is a copy of the report(s) I have received that explains (child's name) condition."

Note: The "cc:" at the bottom of the letter means you are sending a copy of your letter to the people listed after the cc.

Back to top
________________________________________________________

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

Would you like to read another letter?

Requesting an evaluation for special education services
(you're already here)

Requesting mediation to resolve a conflict
https://www.parentcenterhub.org/mediation-2/

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Requesting an Initial Evaluation for Special Education Services

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From our series of model letters...because sometimes you need to communicate with the school about your child's education. Current as of February 2022 En español | In Spanish In PDF format There are times when you, as a parent, may want to communicate in writing with your child's school about some problem or concern with your child's education or well-being.

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MTSS is a framework many schools use to provide targeted support to struggling students. The goal of MTSS is to intervene early so students can catch up with their peers. It screens all students and aims to address academic and behavior challenges.

On this page:

Key elements of MTSS

How the multi-tiered supports work

Examples of MTSS

MTSS and special education

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MTSS is a framework many schools use to provide targeted support to struggling students. The goal of MTSS is to intervene early so students can catch up with their peers. It screens all students and aims to address academic and behavior challenges.

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The Jon Peterson Special Needs (JPSN) Scholarship Program provides scholarships to students who are eligible to attend kindergarten through 12th grade and have an Individualized Education Program (IEP) from their district. The amount of each scholarship will be based on the primary disability condition identified on the student's Evaluation Team Report (ETR). Students must be enrolled in the scholarship program for the entire program year to receive the full scholarship amount.

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General Overview

The Jon Peterson Special Needs (JPSN) Scholarship Program provides scholarships to students who are eligible to attend kindergarten through 12th grade and have an Individualized Education Program (IEP) from their district. The amount of each scholarship will be based on the primary disability condition identified on the student's Evaluation Team Report (ETR). Students must be enrolled in the scholarship program for the entire program year to receive the full scholarship amount.

Eligibility

Generally, any student who has been identified as a child with a disability and for whom the district has created an individualized education plan (IEP) qualifies for the JPSN scholarship program.

When the student has been identified by their public district as a child with a disability, the child's evaluation team report (ETR) from the district states that the child requires special education and related services under the Individual with Disabilities Education Improvement Act of 2004 (IDEA).

The student must also have a current IEP from the district of residence that is finalized and all parties, including the parent, must be in agreement with the IEP.

A child is eligible to apply to participate in the program when the child is eligible to enter school in any grade from kindergarten through twelve, and if the child meets all other program eligibility requirements.

Parents of eligible students must first register with a participating Peterson Scholarship Provider.

The amount of each scholarship will be based on the disability identified on the student's ETR.

The provider will have the required application forms and will assist the parent in the scholarship application process.

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The Jon Peterson Special Needs (JPSN) Scholarship Program provides scholarships to students who are eligible to attend kindergarten through 12th grade and have an Individualized Education Program (IEP) from their district. The amount of each scholarship will be based on the primary disability condition identified on the student's Evaluation Team Report (ETR).

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Ohio’s Integrated Multi-Tiered System of Supports | Ohio Department of Education and Workforce

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Ohio’s Integrated Multi-Tiered System of Supports (Ohio’s Integrated MTSS) is​ a framework for student success and is designed to assist districts and schools in developing a local multi-tiered system of supports.

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Early Childhood Family Literacy Guides: Birth to age 5

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Early Childhood Family Literacy Guides: Birth to age 5

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Parents/caregivers: When you click on each age range below, a 1-page pdf document will download. In each document, you will have 5-6 activities to choose from. These activities are envisioned to be practiced at home with little to none resources to make it simpler for parents and/or caregivers. We provide suggestions, tips and links to other resources that parents can use to help their children develop literacy skills.

Each set of activities has been developed to help you create opportunities for parent literacy engagement beyond the classroom walls. These activities are thought to support early literacy development at home. Each set is based on content from the All Ohio Literacy Early Childhood Birth to Five Learning Modules.

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Early Childhood Family Literacy Guides – ALL Ohio

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Early exposure to reading, storytelling, and language helps develop essential skills like vocabulary, comprehension, and love for learning which can set children up for academic success. In this page, parents and caregivers can find practical, evidence-based guides on how to incorporate literacy into everyday routines. These activities are simple, fun, and designed to fit into busy family schedules.

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The Autism Scholarship Program (ASP) gives the parents of children with autism who qualify for a scholarship the choice to send the child to a special education program other than the one operated by the school district of residence to receive their education and the services outlined in the child's Individualized Education Program (IEP) or Autism Education Plan (AEP).

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Important Updates

HB554 made changes related to the category of Developmental Delay under the Autism Scholarship. A child may now be eligible for the Autism Scholarship under the disability category of Developmental Delay until the day before they turn 10 years old. If you have questions about the implementation of this change, please contact your Regional Consultant if you are an approved provider or email the Autism Scholarship Program at autismscholarship@education.ohio.gov.

General Overview

The Autism Scholarship Program (ASP) gives the parents of children with autism who qualify for a scholarship the choice to send the child to a special education program other than the one operated by the school district of residence to receive their education and the services outlined in the child's individualized education program (IEP).

Eligibility

Any student may qualify for the Autism Scholarship Program if they meet at least one of the following criteria:

1) A student who has been identified by their district as a child with autism and for whom the district has created an individualized education plan (IEP). The student must have a current IEP from the district of residence that is finalized and all parties, including the parent, must be in agreement with the IEP.
OR
2) A student who receives a private diagnosis of autism and reflects this in their individualized education plan (IEP) or in an autism education plan (AEP) developed by the district of residence.

A child is eligible to apply to participate in the program when the child turns three.

Private Diagnosis of Autism Guidance

A private diagnosis as described by Ohio Revised Code 3310.41(A)(6)(c) should:

1. Be dated and signed by the doctor or psychologist providing the diagnosis.

2. Include the address and telephone number of the doctor or psychologist providing the diagnosis, preferably on letterhead.

3. Identify the student (name, address, DOB) and their parent or guardian.

4. Clearly state the diagnosis.

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HB554 made changes related to the category of Developmental Delay under the Autism Scholarship. A child may now be eligible for the Autism Scholarship under the disability category of Developmental Delay until the day before they turn 10 years old.

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Can my child with an IEP or 504 plan participate in extracurricular activities?

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Can my child with an IEP or 504 plan participate in extracurricular activities?

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Can my child with an IEP or 504 plan participate in extracurricular activities?

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Topics → IEP and 504 planningSchools do more than teach children to read and write. Along with academic activities, schools usually offer extracurriculars such as yearbook, sports, clubs, field trips, and after-school programs. A child with a disability can and should have the opportunity to partici

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The difference between a school identification and a clinical diagnosis

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The difference between a school identification and a clinical diagnosis

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The doctor tells you your child has dyslexia and ADHD. So does the IEP team at school. So they've both diagnosed your child, right? Not exactly.

People often say the school "diagnosed" their child. But technically, that's not what happened. Schools don't diagnose conditions. Only doctors and other clinicians do.

This chart explains the differences between a school identification and a clinical diagnosis.

What it refers to

A learning "disability" or health impairment (including ADHD) that's identified after a school evaluation

A medical condition (including ADHD) or learning "disorder"

Who makes the determination

A doctor, clinical child psychologist, pediatric neuropsychologist, speech-language pathologist, or other qualified clinical professionals

The basis for using the term

* Schools identify conditions based on IDEA, the special education law.

* Clinical professionals diagnose conditions found in the DSM-5 ( Diagnostic and Statistical Manual of Mental Disorders).

* Conditions don't have to affect school performance in order for clinicians to diagnose them.

* Diagnoses that aren't covered by IDEA might be used under Section 504.

* Conditions are considered ongoing unless symptoms change and the diagnosis is revised.

* The law covers 13 categories of disability. For a child to be eligible for special education services, the school must identify learning and thinking differences that fall under one of those categories.

* Most learning differences fall under "specific learning disability." ADHD often falls under "other health impairment."

* Conditions must also affect the child's ability to function in the classroom or elsewhere in school at the time they're identified.

* Child must be reassessed, and issues formally identified, at least every three years.

The purpose behind it

* It determines if a child is eligible for special education.

It is used to understand the cause of symptoms and to guide decisions on treatment. (It may also provide information to help with the evaluation process at school.)

* It entitles eligible student to the supports and services needed to get a free appropriate public education through an IEP.

* The same information may be used by a 504 committee at the school to determine eligibility for a 504 plan.

What the evaluation process might involve

* Observation in classroom and other school settings

* Physical exam and other medical testing

* Review of developmental milestones, plus medical and family history

* Standardized assessments of intellectual ability, speech and language skills, and more

* Mental health assessment

* Parent or caregiver interviews

* Teacher input

* Review of educational history

* Review of developmental milestones, plus medical and family history

* Standardized assessments of intellectual ability, speech and language skills, and more

* Mental health screening

* Parent or caregiver interviews

* Teacher input

* Review of educational history

Free, if done through the public school special education process

Parent pays; health insurance may provide some coverage

How they relate to each other

An IEP team might consider any clinical information that's available when it's determining if a child is eligible for special education. That includes a clinical diagnosis.

A clinician should consider how the diagnostic process could be helpful for educational planning.

A diagnosis doesn't automatically qualify a child for special education. It might be enough to qualify the child for 504 accommodations, however.

A diagnosis alone doesn't satisfy IDEA requirements for getting supports and services in school, however.

A diagnosis and an identification have a common goal: to get your child the right kind of support.

About the author

About the author

Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping, and Martha Stewart.

Reviewed by

Reviewed by

Bob Cunningham, EdM has been part of Understood since its founding. He's also been the chief administrator for several independent schools and a school leader in general and special education.

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The difference between a school identification and a clinical diagnosis

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Kids may be diagnosed or identified with learning and thinking differences. Learn about the difference between a special education identification and a clinical diagnosis.

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Free and appropriate public education (FAPE)

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Free and appropriate public education (FAPE)

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You will hear "FAPE" often, but what does it mean? A visual explanation of Free and appropriate public education (FAPE). Want to learn more? This goes a bit deeper into what FAPE does AND does not cover. https://peatc.org/wp-content/uploads/2024/05/FAPE-Free-Appropriate-Public-Education.pdf

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There are multiple terms used to describe reading assessments. This infographic is intended to clarify these terms.

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Requesting a meeting to review the Individualized Education Program (IEP)

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Requesting a meeting to review the Individualized Education Program (IEP)

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A parent/guardian can request an IEP meeting at any time. Disability Rights OH gives a general template of how to request a meeting.

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When a student has an Individualized Education Program (IEP), their IEP team is required to meet and review the program at least every year. The annual review date is listed on the cover page of the IEP document. Family caregivers can request additional meetings, and this article includes a sample letter families can use to formally request an IEP meeting.

Keep in mind that parents have the right to participate in meetings where decisions are made about eligibility or changes to a student's special education services. A court decision in 2013 further affirmed those rights. More information about that case, Doug C. Versus Hawaii, is included in an article from PAVE: Parent Participation in Special Education Process is a Priority Under Federal Law.

An IEP meeting request letter can be submitted to school staff and to district staff. Family participants have the right to invite guests to the meeting for support and to provide additional expertise about the student.

Best practice is for the school and parents to communicate about who will attend the meeting. If required school staff are unable to attend a meeting, parents must sign consent for their absence. Under state law ( WAC 392-172A-03095), a school district must ensure that each IEP team includes:

Parent/legal guardian

At least one general education teacher

At least one special education teacher of the student

District staff qualified in the provision of specially designed instruction (SDI), knowledgeable about the district's general education curriculum, and knowledgeable about the district's available resources

Someone (usually a school psychologist) qualified to interpret the instructional implications of evaluation results

At the discretion of the parent or the school district, other individuals who have knowledge or special expertise regarding the student, including related services personnel

Whenever appropriate, the student (required to be invited once a transition plan is added, by age 16 or earlier)

The school's meeting invitation lists attendees and can clarify when the meeting will start and end and the purpose or agenda for the meeting. PAVE provides an article about how families can prepare for a meeting by creating a handout for the team.

Note that in the above list, in accordance with state laws, the IEP team includes an individual who is knowledgeable about district resources. Sometimes a school principal or other staff member fulfills that role. Families or school staff can request attendance by someone who works in the district's special education department. If the family is asking for something that might cost additional money or require a change in placement to another location inside or outside the district, it can be critical to have a district special education representative involved in decision-making.

TIP: If a school administrator in a meeting indicates that "we'll have to check with district and get back with you on that," the IEP team is probably incomplete. Parents can request another meeting with all required attendees.

Parents can request to meet with the IEP team any time of year if they have questions or concerns. Here are a few examples of reasons parents might request an IEP meeting:

New diagnosis or information about a student's disability

Frequent disciplinary actions

Student is refusing to go to school

Academic struggles

Lack of meaningful progress toward IEP goals (PAVE provides an article with a handout about SMART goals and progress monitoring)

Behavior plan isn't working

Placement isn't working

Parent wants to discuss further evaluation by the school or an independent agency

Below is a sample letter families can use when writing a request for an IEP meeting. If sending through email, the format can be adjusted to exclude street addresses:

Your Name
Street Address
City, State, Zip
Date

Name (if known, otherwise use title only)
Title/Director of Special Education/Program Coordinator
School District
Street Address
City, State, Zip

Dear Name (if known, otherwise use title only):

I am requesting an IEP meeting regarding the program for my student, NAME, (BD: 00-00-0000). I have some concerns that I believe need to be addressed by the entire team. I understand that I will be involved in scheduling so I can participate fully as an equal member of the IEP team and that I will be notified in writing when a meeting is arranged.

My hope is that this meeting will provide an opportunity for collaborative problem solving. I want to make sure (NAME's) IEP provides enough support for improvement and learning within their capabilities. I look forward to discussing my specific concerns about: (add specific concerns here).

Use bullet points if the list becomes long.

Use bullet points if the list becomes long.

Use bullet points if the list becomes long.

I have attached documentation from (list any outside providers who provided letters or reports and highlight any specific recommendations from those attached documents).

I would like a copy of the most recent IEP (or amended Draft IEP) with enough time to review it so I can prepare for our team meeting.

I'm also requesting copies of (any other documents you wish to review before the meeting: evaluation reports, teacher progress notes, state curricula...).

I appreciate your help in behalf of my student. If you have any questions please call me at (telephone number) or email me at (email address, optional).

Sincerely,

Your Name

CC: (Names and titles of anyone else you give copies to)
You can email this letter or send it by certified mail (keep your receipt), or hand carry it to the district office and get a date/time receipt. Remember to keep a copy of this letter and all school-related correspondence for your records. Get organized with a binder or a filing system that will help you keep track of all letters, meetings, conversations, etc. These documents will be important for you and your child for many years to come, including when your child transitions out of school. Please Note: It is the policy of PAVE to provide support, information, and training for families, professionals, and interested others on a number of topics. In no way do these activities constitute providing legal advice. PAVE is not a legal firm or a legal services agency. This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. §§ 2510-2521, and contain information intended for the specified individual(s) only. The contents of this document were developed under a grant from the US Department of Education. The contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. PAVE has a sample template to help you keep track of who is who on the IEP Team

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View a sample Letter to Request an IEP Meeting

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More information found on OH Autism scholarship page.

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Comparison of FAPE and Peterson Scholarship

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Comparison of FAPE and Peterson Scholarship

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Autism Scholarship Resources | Ohio Department of Education and Workforce

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OHIO Homeschooling & the Jon Peterson Scholarship- Private facebook group

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OHIO Homeschooling & the Jon Peterson Scholarship- Private facebook group

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***PLEASE READ BEFORE REQUESTING TO JOIN***

When requesting to join, you will be asked a few questions. You will need to answer these questions before being clicked through. Once you are clicked through, be sure to read "Pursuing the Jon Peterson Scholarship as Ohio Homeschoolers - a Primer." Also, WELCOME TO OH JPS!

OHIO Homeschooling & the Jon Peterson Scholarship group is a statewide support group for those choosing to homeschool AND utilize the Jon Peterson Scholarship. This will be a place of accurate information regarding navigating the Jon Peterson scholarship and homeschooling (meaning you've submitted your NOI to the district of residence) and are legally homeschooling in Ohio.

Accepted members of this group are Ohio homeschooling parents who are navigating the JP, those who are sincerely interested in navigating the JP Scholarship, and Jon Peterson Providers, as well. There is a similar scholarship available to children with autism, but only the JP scholarship will be our focus.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Ohio - Jon Peterson scholarship and Autism scholarship PARENTS group- (Private facebook group)

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Ohio - Jon Peterson scholarship and Autism scholarship PARENTS group- (Private facebook group)

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"Ohio parents with children with disabilities discuss Jon Peterson Scholarship and/or Autism Scholarship. Please note, this is in no way affiliated with the Ohio Department of Education and Workforce

This is the first FB group ever created to provide accurate information in terms of Jon Peterson and/or Autism scholarship and help you to navigate through the approval process, required documentation, providers, school issues, etc. across the state of Ohio.

Our group was created by parents who are determined to provide support to all families in Ohio (who are interested in the scholarships) as a financial support for services for their children with disabilities.

We welcome parents who homeschool under Ohio 03, the ones who homeschool under Ohio 08 and also who send their children to private schools. Also parents who currently have their children in public schools but are considering any of the alternative schooling options in Ohio.

Providers are welcome to share their experiences and promote their services only when someone is looking for such services."

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Norm- vs. criterion-referenced in assessment: What you need to know

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Norm- vs. criterion-referenced in assessment: What you need to know

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Suppose someone asked you to answer, in one word, what an assessment should ultimately provide. What would you say? Maybe "results?" Or "direction?" Or, better yet, "truth?" Though there are no wrong answers, here at NWEA we would probably say, "clarity." (Though "truth" is a very close second!) Why? Because without a clear picture of where a student is, determining effective next steps for growth usually means guessing. Clarity is essential. The same is true for commonly used phrases, like "norm- vs. criterion-referenced in assessment."

We think it's important to clarify any misinformation that's circulating through the assessment world. The idea of "norm- vs. criterion-referenced tests" has been making the rounds once again and it's worth setting the record straight. So let's get right to it: The first thing you should know about this subject is there is no such thing as a "norm-referenced test." Or a "criterion-referenced test." And certainly not a "norm- and criterion-referenced test."

"I think this is a really large fundamental assessment literacy piece that is very misunderstood by many, many people," says Adam Wolfgang, director of product management at NWEA. "The idea of there being an assessment that is either criterion- or norm-referenced is a myth. The assessment itself is neither."

Norm- vs. criterion-referenced: What's the difference?

The truth about all of this is that "norm-referenced" and "criterion-referenced" refer to ways to compare student scores, not tests. A norm-referenced comparison looks at a student's performance in relation to that student's peers while a criterion-referenced one gauges a student's performance based on grade-level proficiency. Just about any major assessment available today uses both norm- and criterion-referenced measurements. Let's take MAP® Growth™ as an example.

All of MAP Growth's questions are intentionally written to be aligned to individual state standards. (For more on this, I encourage you to read our white paper "MAP Growth linking studies: Intended uses, methodology, and recent studies.") So each question is querying if a student knows the content required for grade-level proficiency-a criterion-based measurement. The full results of the assessment (for MAP Growth, the RIT score) are then compared to students who are similar to our test taker-a norm-referenced comparison.

There is no such thing as a "norm-referenced test." Or a "criterion-referenced test." And certainly not a "norm- and criterion-referenced test."

When we start looking at what is behind those comparisons, there are definitely important differences between assessments. For example, MAP Growth regularly tests the most students, so that norm-referenced comparison (between students) draws from the world's largest pool of student data. But, again, almost every assessment out there uses both norm- and criterion-referenced measurements. Focusing on this can become a serious distraction from two much more important questions we should be asking: How much can you trust your assessment? Can your assessment effectively guide instruction? Let's explore the answers.

Question 1: How much can I trust my assessment?

MAP Growth assessments are intentionally calibrated to balance precision, the length of the assessment, and its ability to diagnose.

This balance is designed to provide the most accurate information in approximately 43 questions, or a class period. We could easily double the number of questions but have instead designed our balance in response to what educators have clearly told us: assessments need to provide accurate information within a reasonable amount of time -especially for younger students.

This balance is also important because of its precision and ability to diagnose. For example, if a student tested with MAP Growth both today and tomorrow, the results would be within three points on the RIT scale. Other tests fall in the 9-10 point range, which is a substantial enough difference to prompt incorrectly placing students in an intervention program. Educators trust MAP Growth because it's accurate.

Question 2: Is my assessment data useful for making decisions about instruction?

NWEA president Chris Minnich is known for saying, "A test alone never changed a kid's life. It's what happens after the test that matters." This is the key, right?

Case studies from large and small, rural and urban districts continually show how MAP Growth informs actionable next steps. But there's actually a deeper question here, about choice: Does your assessment let teachers use their expertise to choose what to do with the data? Or are you locked into a predetermined, one-size-fits-all path?

We believe in choices here, and we know our partners do, too. That's why there is a seamless connection from MAP Growth to the widest range of learning tools from over thirty of the world's leading instructional providers. Here's how it works:
You know how to best meet the needs of your students. We're here to help you get the best information to move your students forward.

What's important to you?

Let's finish up here with one final question: If you had only three words to describe qualities you value most in an assessment or instructional provider, what would those words be? There are no wrong answers, of course, but what we have talked about here might be pertinent:

Clarity from truthful, helpful information

Trust in accurate results that value your time

Choices that respect your knowledge and expertise

As always, thank you so much for everything you do every day to move your students forward and prepare them for their next great adventure. And, OK, one last question that I am not even going to bother to answer because it is so obvious: Is there anything more important?

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Norm- vs. criterion-referenced in assessment: What you need to know - Teach. Learn. Grow.

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The phrase "norm- vs. criterion-referenced in assessment" is confusing. There's no such thing as a norm- or criterion-referenced test.

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Gifted Education - Bexley City Schools District

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Gifted Education - Bexley City Schools District

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Gifted information is on page 29. Handbook for Maryland, Cassingham, and Montrose.

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Gifted information is on page 48. Handbook is for Bexley Middle School and High School.

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25-26 Secondary Schools Family Student Handbook (Final)

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The Questions Parents Must Ask About Alternate Curriculum

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The Questions Parents Must Ask About Alternate Curriculum

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The Questions Parents Must Ask About Alternate Curriculum