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Rainbows Meet the Teacher Introduction Graphic (2)

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Identify what students should know and be able to do

Learning standards explain the knowledge and skills Ohio students should know and be able to do in pre-kindergarten through grade 12. Ohio's Learning Standards instill life-long learning by providing essential knowledge and skills-qualities most sought by today's employers. By teaching our students to apply these skills to what they are learning in school, we can make sure they are on track to graduate from high school and enjoy success in college, careers and life.

Ohio measures the performance of its schools based on how well students are progressing in gaining the knowledge and skills within the learning standards. We do this partly by measuring student performance on annual state tests based on the standards.

ORC 3301.079(B)(3):​ All school districts, community schools, and STEM schools may utilize the state standards and the model curriculum.

Learning Standards By Grade Level

Learning Standards by Content Area

Standards Revision

The State Board of Education has adopted learning standards in many areas: mathematics, English language arts, science, social studies, world languages, fine arts, technology, physical education and financial literacy. In 2016, the Ohio Department of Education started a process of updating all the standards over time.

Thus far, educators statewide helped the Department update the computer science, English language arts, financial literacy, mathematics, science, social studies, technology and world languages and cultures standards. Currently, we also are updating the fine arts standards. Learn more on the Standards Revision page.

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Learning standards explain the knowledge and skills Ohio students should know and be able to do in pre-kindergarten through grade 12. Ohio's Learning Standards instill life-long learning by providing essential knowledge and skills-qualities most sought by today's employers.

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

The Offices for Curriculum, Assessment and Exceptional Children have worked collaboratively since July 2011 in the creation of extensions to Ohio's Learning Standards for English Language Arts and Math as well as the revised standards for Science and Social Studies. A committee comprised of special educators, regular educators, parents, administrators and other stakeholders in Ohio came together in the writing of these extensions to be used for students participating in the Alternate Assessment.

On September 18, 2018 the Ohio State Board of Education adopted the revised grade level Ohio Learning Standards-Extended (OLS-E) for students that are assessed on the Alternate Assessment for Student's with Significant Cognitive Disabilities (AASCD). The OLS-E are specific statements of knowledge and skills linked to the expectations in the Ohio Learning Standards. The purpose of the extensions is to build a bridge that provides grade level access for students with the most significant cognitive disabilities to the content of the Ohio Learning Standards.

Documents and Resources for Ohio's Learning Standards - Extended (OLS-E)

OHIO LEARNING STANDARDS-EXTENDED (revised September 2018)

Ohio Learning Standards - Extended (Revised September 2018) with Learning Progressions

Ohio English Language Proficiency Standards - Extended

Frequently Asked Questions

The Ohio Department of Education (ODE) offers online instructional modules for Ohio's Learning Standards - Extended (OLS-E). Educators can earn contact hours for completing these modules, which can be accessed at ohextendedstandards.org.

Questions?

For more information on the extended standards, contact:

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Pre-CPAST domains A-B & CPAST domains A-D

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Pre-CPAST domains A-B & CPAST domains A-D

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Ashland University Dwight Schar College of Education Office of Field Experiences & Internships (1)

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Ashland University Dwight Schar College of Education Office of Field Experiences & Internships (2)

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Ashland University Dwight Schar College of Education Office of Field Experiences & Internships (3)

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Ashland University. Dwight Schar College of Education Office of Field Experiences & Internships (1)

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Pre-CPAST Domains C-F & CPAST Domains E-I

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Pre-CPAST Domains C-F & CPAST Domains E-I

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Pre-CPAST Domains G-I & CPAST Domains J-L

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Pre-CPAST Domains G-I & CPAST Domains J-L

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Pre-CPAST Domains K-L & CPAST Domains N-R

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Pre-CPAST Domains K-L & CPAST Domains N-R

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Ashland University Dwight Schar College of Education Office of Field Experiences & Internships (4)

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White Minimalist Senior Architect Resume

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A.  Focus for Learning: Standards and Objectives /Targets

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A.  Focus for Learning: Standards and Objectives /Targets

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A.  Focus for Learning: Standards and Objectives /Targets

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A.  Focus for Learning: Standards and Objectives /Targets

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In one lesson, a presentation, manipulatives, printed reference sheets, a worksheet, whiteboards, chromebooks and multiplication charts are used. This mixed media helps the students learn in many different forms.

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C. Assessment of P-12 Learning (Summative)

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C. Assessment of P-12 Learning (Summative)

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C. Assessment of P-12 Learning (Formative)

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C. Assessment of P-12 Learning (Formative)

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Quoted and implemented in lesson-
"Each of these students have significant deficits compared to their peers.  They all receive

accommodations that include reteaching and small group instruction.  ⅘ of the students I will be pulling have math goals within their IEPs.  2 of the students will have things like directions and word problems read aloud.  Students will also use white boards for some formative assessment because 3 of them have particularly expressed to me that they like working on whiteboards.  Students will also use their multiplication charts."

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An example was done along with these directions.

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During this lesson, after students were taught the components of a paragraph, students created their own thought map as well as applying it in a real paragraph.

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G. Checking for Understanding and Adjusting Instruction through Formative Assessment

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G. Checking for Understanding and Adjusting Instruction through Formative Assessment

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I often use whiteboards, discussion, thumbs for understanding and practice problems to check for understanding and adjust the lesson.

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I often make slideshows for my lessons, have online activities shared with students on google classroom and online review games.

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I. Safe and Respectful Learning Environment

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I. Safe and Respectful Learning Environment

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N. Participates in Professional Development

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N. Participates in Professional Development

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I participated in a professional development day where I became a certified mental health first aider, attended multiple IEP meetings, ETR meetings and calls home.

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O. Demonstrates Effective Communication with Parents or Legal Guardians

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O. Demonstrates Effective Communication with Parents or Legal Guardians

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I also made multiple documented attempts through writing letters home, participating in phone calls, writing emails and participating in various meetings.

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Rainbows Meet the Teacher Introduction Graphic (2)

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The required time to arrive is 7:15.

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All assignments were turned in on time or early.

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All materials are printed and prepared before the lesson.

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T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

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T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

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https://padlet.com/erober12/25v9mlfvyr48z206