Curriculum Resources

Helpful Links:

Helpful Addresses:

    • Main Campus: 608 E. McMillan 45206 (Grades 11-12, Young Women's Program)
    • Young Men's Academy: 4100 Reading Road 45229 (Boys Grades 9-10 & Prep Academy)
    • North Campus: 7710 Reading Road (Transition, Success)
    • East Campus: 2601 Melrose Avenue 45206 (Transition, Success, DBI, 22+)
    • South Campus: 135 West 4th St. 45202 (Transition, Success)
    • Central Campus: 1916 Central Parkway 45214 (22+)

Are there materials, resources, etc. that you'd like to see added to this site? Is a link broken?

Email Ms. Miller at

Professional Dictionary

As a staff, it's important that we develop a common language around instructional practices to ensure that collaboration can occur effectively. Below are a list of terms that you will hear in professional development sessions, in your evaluations, and on this website.

*If you'd like a term added or clarified, please email Ms. Miller at

  • 504 is a type of plan falls under Section 504 of the Rehabilitation Act of 1973. This is the part of the federal civil rights law that prohibits discrimination against public school students with disabilities. A 504 plan outlines how a child’s specific needs are met with accommodations and modifications. Teachers are required by law to follow 504 plans.
  • AIR is the American Institute for Research. This company is contracted with the state of Ohio to develop End-of-Course Exams, sometimes referred to as "AIR tests."
  • Blended Learning is mix of technology and traditional face-to-face instruction. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning.
  • Depth-of-Knowledge (also referred to as D.O.K.), is the complexity or depth of understanding required to answer or explain an assessment related item or a classroom activity. The concept of depth of knowledge was developed through research by Norman L. Webb in the late 1990's
  • Formative Assessment measures a student’s progress toward mastery of a course’s content and/or skills. More specifically, formative assessments help students identify their strengths, weaknesses, and target areas that need improvement; and help teachers recognize where students are struggling and address problems immediately. Formative assessment should occur daily within a class. Examples of formative assessments include: homework, in-class work, drafts of writing assignments, pre-lab work, practice problems/question set. For a list of 53 ways to formatively assess students, click HERE.
  • Engagement is emotional and/or cognitive commitment to a task. It is NOT entertainment.
  • Graphic Organizers are visual and graphic displays that depicts the relationships between facts, terms, and or ideas within a learning task. They sometimes can be referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.
  • EOC is an End-of-Course Exam. Students take 7 EOCs (ELA I, ELA II, Algebra I, Geometry, American History, American Government, and Biology) during their high school career and must earn at least 18 points on these exams to graduate.
  • I.E.P. is an Individualized Educational Plan, developed to ensure that a child who has a disability identified under the law receives specialized instruction and related services. Teachers are required by law to follow the IEP.
  • Instructional Strategies are techniques teachers use to deliver the material students are responsible for learning. Instructional strategies should be varied and research-based, meaning that students are permitted to learn material in different ways and through methods that have been proven to be most effective. For more information, click on the Instructional Strategies tab above.
  • Learning Target is the learning objective for the lesson that you want students to master. Other common terms for this include: learning goal, lesson objective, student learning objective, etc.
  • Metacognition is the awareness and development of one's own thought process.
  • OLS are the Ohio Learning Standards. Teachers must align their curriculum, instruction, and assessment to the OLS to ensure that standards-based instruction is occurring. The state standardized assessments (e.g. End-of-Course Exams) are based off of OLS.
  • OTES is the Ohio Teacher Evaluation System.
  • RESA is Resident Educator Summative Assessment. Teachers are considered Resident Educators for the first four years of their career and must complete, submit, and pass assessments through the state to become eligible for their 5-year professional educator license.
  • Rigor is the result of work that challenges students' thinking in new and interesting ways. It occurs when they are encouraged toward a sophisticated understanding of fundamental ideas and are driven by curiosity to discover what they don't know.
  • Summative Assessment measures the level at which students have mastered a course’s content and/or skills at the end of a period of instruction. Examples of summative grades include: unit tests, essays or other formal writing assignments, lab reports, projects, quizzes, presentations, recitals, etc.