Navigator Fall 2017

principal

Vol. 13 11, No. Vol. No.3 1

$9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

ARTS inEDUCATION Fall 20 7 The

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Inside: Community Partnership Brings Musicals to Students with Special Needs • Why Should Art Be Special?

TAIKO at Mississinawa Elementary • Building Skills Through Imagineer STEAM Club • The Case for the Arts OAESA Award Winners • Carey Elementary and the Mazza Museum of International Art from Picture Books 1

“The challenge is always keeping the students engaged on their educational pathway.”

Linda Boyer‑Owens, Associate Vice Chancellor who used the 4 Disciplines to increase student graduation rates 17 percent in one year ®

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EXECUTIVE DIRECTOR’S Exchange

W

elcome back to another great school year! I hope you are ready to have the best year ever and had a chance to refresh and recharge this summer! I did as I just returned from the Martha Holden Jennings Educators Retreat where our speaker was Ron Berger. His message aligned so well with the Arts in Education theme of this issue of the Principal Navigator. Mr. Berger works closely with the Harvard Graduate School of Education where he teaches a course that uses exemplary student work to illuminate standards. He is the chief academic officer for expeditionary learning, which supports students and educators toward high achievement, character, and college readiness for all students. Additionally, he cofounded the Models of Excellence: The Center for High-Quality Student Work, an open-source collection of some of the nation’s best K–12 student work (http://modelsofexcellence.eleducation.org/.) Mr. Berger states, “The question for me is not whether we can afford to keep arts in our schools, but how can we ensure that students put artistic care into everything that they do. In all schools, almost all original work is shared with others through some artistic medium. It might be expository writing, fiction, poetry; displays, diagrams, maps, illustrations, posters, models; computer presentations, photographs, slides, video; or drama, music, or movement.” Our OAESA colleagues have submitted examples of artistic care and excellence throughout the disciplines. Here’s a highlight of what this issue contains: Read how music teacher and choir director Suzanne Walter works with students and staff in the Jackson Local Schools to continue a standard of excellence for the district’s music program. She illustrates several examples of alignment, integration, and collaboration within the arts and academic content areas.

Mississinawa Valley music teacher Audrey Hathaway asks, “What in the world is Taiko?” Read her article to find out! For six years, the Youngstown City School District has supported the district’s visual and performing arts program. Read Tracy Schuler Vivo’s account of its impact on the students and the community.

Technology integration specialist Aubree Horning and principal Dan Swisher write about their STEAM club and share how they converted the elementary school’s library into a STREAM lab. Speaking of STEAM, Dr. Merritt Waters and Cassey Rini highlight how a grant from the Margaret Warner Foundation enabled them to purchase Magna-Tiles, Snap Circuits, and robots to engage their K–5 students with STEAM toys. Their observations showed that the toys facilitated communication, peer-to-peer engagement, and stamina. Talk about a fun way to engage children, all while encouraging them to work together and build new skills!

The grant from the Warner Foundation is just one example of how important it is to connect with our community partners. Erica O’Grady and Dr. Merritt Waters share how partnering with community resources allowed them to bring musical theater to special needs students. Additionally, Greenon Local Schools art teacher Mackenzie Belcher and principal Michael Weaver describe how they designed the art program to meet the needs and interests of the students in the Intensive Resource Room. Principal Jeffery Williams reports how Garaway Local Schools are intentional in connecting with the community to showcase their beautiful student artwork and musical endeavors.

OAESA board member Dr. Tammy Wagner gives us a glimpse into a very successful partnership between Carey Elementary and the Mazza Museum of International Art from Picture Books located at the University of Findlay. The National PTA Reflections program is highlighted in an article by Mentor art teacher Donna Fiore. These are all wonderful examples of collaborating with community members and business partners (Ohio Principal Standard 5!).

Don’t miss Dr. Paul Young’s article focusing on the importance of extracurricular activities for students of all ages. He offers insight into Gen Zers and stresses the necessity of grit and a growth mindset—both of which can be attained by participating in the arts.

It seems as though we often have to advocate for funds and recognition of the importance of the arts. Dr. Roger Morris provides excellent information and advice to assist you in that advocacy. Speaking of advocacy, I am pleased to announce that Barbara Shaner was just retained as the advocacy specialist for both OAESA and OASSA. Read our interview with Ms. Shaner—she will have a feature column in the magazine about current advocacy issues from now on.

Finally, in every issue, we have several recurring columns—this time in Elementary Essentials, we’re featuring an article by the Ohio Alliance for Arts Education’s executive director, Tim Katz. OAESA’s associate executive director relays information about our new partnership with Breakfast in the Classroom, while Dr. Becky Hornberger fills us in on the latest news from SAIL for Education and Concordia University Chicago. In Health Matters, the Ohio Department of Health shares information about the necessity of vision screening, while in the Legal Report section, you can get the latest advice from OAESA’s attorney, Dennis Pergram, in his article, Land Mines for Principals. And don’t forget to check out the latest titles featured in our book review section.

Happy Reading! (Hopefully, you’ve put on some music!)

Julie Davis, EdD OAESA Executive Director

3

Feature Stories 16

13 TAIKO at Mississinawa Elementary

WHAT IS YOUR STORY? Celebrating Students through PTA Reflections

Audrey Hathaway Read about how students from one Ohio elementary school learn the art of Japanese drumming.

Donna Fiore

This Mentor Schools art teacher shares her positive experiences with the PTA Reflections program.

BUILDING SKILLS through IMAGINEER STEAM CLUB

THE CASE FOR THE ARTS

Roger Morris, EdD Did you know that students with four years of the arts score 105 points higher on their SATs that those without an arts education?

Read this article to find out more.

47

Paul G. Young, PhD

40

45

COMMUNITY PARTNERSHIP BRINGS MUSICAL THEATER to Students with Special Needs

MUSIC EXCELLENCE IN JACKSON LOCAL SCHOOLS

Cassey Rini and Merritt Waters, PhD

Erica O'Grady &Merritt Waters, PhD

Suzanne Walters

Educators use grant money to purchase STEAM toys, and report the results in this article.

Read about the Adapted Kids Love Musicals program that brings musical theater to kids with special needs.

Strasser Elementary's music teacher and choir director shares the highlights of her school's music program.

THE YOUNGSTOWN CITY SCHOOL DISTRICT Visual & Performing Arts Program

Tracy Schuler Vivo

Dr. Young writes about the necessity of extracurricular activities in preparing the next generation for success.

Tammy Wagner, EdD

Washington Elementary's program A partnership between a local mudirector writes about her school's seum and a rural elementary enrich the lives of K–5 students.

STEAM and STREAM initiatives.

HORACE MANN STUDENTS GET STEAMED WITH NEW TOYS

50

THE ARTS PREPARE GEN ZERS FOR COLLEGE: What Principals Can Do to Support Those Experiences

CAREY ELEMENTARY and the Mazza Museum of International Art from Picture Books

Aubree Horning

36

34

24

20

This Northeast Ohio author shares details about the success of the arts program in her district.

54

52

ARTS AND THE COMMUNITY

WHY SHOULD ART BE SPECIAL?

Jeffrey Williams

Michael Weaver A principal shares the story of his art teacher, Mackenzie Belcher, who works with students in their school's Intensive Resource Room.

Check out the beautiful student artwork that accompanies this article by a principal from the Garaway Local School District.

CALLING ALL WRITERS! TELL US YOUR STORY! Our Winter 2018 issue will focus on Equity for All. The deadline is November 15, 2017.

Please contact the editor at navigator@oaesa.org for full article guidelines and to let her know you are interested.

4

Vol. 13 No. 1

ARTS IN EDUCATION About the Navigator EDITORIAL SERVICE TEAM Luna Alsharaiha, Columbus Diocese Julie Kenney, South-Western City Schools Brynn Morgan, Cleveland Metropolitan Schools Nick Niederhouse, EdD, Maumee City Schools Kirk Pavelich, North Royalton City Schools Jen Schwanke, Dublin City Schools Dan Sebring, Bay Village City Schools Jeromey Sheets, EdD, Lancaster City Schools Paul Young, PhD, retired Stephen Zinser, retired

OAESA/SAIL STAFF Julie Davis, EdD, Executive Director Mark Jones, Associate Executive Director Nancy Abrams, Business Manager Melissa Butsko, Director of Operations Rebecca Hornberger, PhD, Department Chair, SAIL for Education KT Hughes Crandall, Communications Specialist Kimberly McNeal, Office Assistant Abigail Smith, Editor, Principal Navigator Zana Vincent, Ohio Ready Schools Project Manager

In Every Issue 3 EXECUTIVE DIRECTOR’S EXCHANGE Julie Davis, EdD

6 HIGHLIGHTING A BOARD MEMBER Melanie Pearn, OAESA 2017–18 President

8 OAESA BOARD OF DIRECTORS Our 2017–18 Board

10 SAIL FOR EDUCATION SAIL and OAESA Initiatives Rebecca Hornberger, PhD

18 ELEMENTARY ESSENTIALS

A Well-Rounded Education Includes Arts Learning Tim Katz, Ohio Alliance for Arts Education

22 FROM THE DESK OF MARK JONES Hungry for a Fresh Idea to Improve Your School?

26 LEGAL REPORT

Land Mines for Principals Dennis Pergram

28 TELL US YOUR STORY...

OAESA award winners share how they integrate the arts into their curriculum.

Unless otherwise noted, all articles published in the Principal Navigator become the property of OAESA and may not be reprinted without permission from OAESA. The articles published in the Principal Navigator represent the ideas and/or beliefs of the authors and do not necessarily express the views of OAESA unless so stated.

Advertising inquiries should be directed to OAESA by phone at 614.547.8087 or by e-mailing info@oaesa.org.

The Principal Navigator (ISSN 1088-078X) is published three times per school year by OAESA, 445 Hutchinson Ave., Suite 700, Columbus, Ohio, 43235. Subscriptions are available only as part of membership. Periodical postage paid at Columbus, Ohio, and additional mailing offices.

POSTMASTER: Send address changes to: Principal Navigator 445 Hutchinson Ave., Suite 700 Columbus, Ohio 43235

32 LEGISLATIVE REPORT

Meet OAESA's New Advocacy Specialist Barbara Shaner

38 THE OAESA CHALKBOARD News from the association

42 ENGAGE. EMPOWER. EDUCATE. #INNOVATION: TURN IT UP! A recap of our 2017 conference in pictures

44 HEALTH MATTERS

Importance of Vision Screening Sheronda Whitner

56 SORRY...WE'RE BOOKED

Read members' reviews about the latest, great books in education.

58 WELCOME OAESA'S NEW MEMBERS!

OAESA is affiliated with the National Association of Elementary School Principals (NAESP).

5

Highlighting A BOARD MEMBER MELANIE PEARN OAESA 2017–18 PRESIDENT FAIRFAX ELEMENTARY

Tell us about your background and current position.

After graduating from Ohio University and student teaching at Beachwood High School, I began my career as an English and journalism teacher at Twinsburg High School. During my tenure, I coached cheerleading and was the newspaper advisor while attending classes at John Carroll University for my administrative degree. My first administrative job was as an assistant principal at Riverside High School in Painesville Township followed by an elementary principal job at Madison Avenue in the same district. Currently, I serve as principal of Fairfax Elementary, a K–5 building in Mentor.

What is the school climate like at Fairfax?

We have a unique dynamic in that we have some new faces and some veterans that allow for amazing things to happen within our school. The passion and excitement is evident as the staff and students are excited to be in school each day. Though there are challenges, we work together to forge solutions to continue on an upward trajectory.

What do you view as your most important contribution(s) to the day-today operations of your building?

As a building principal, I often feel pulled in many different directions, but I feel that my most important contribution is being present and visible. I try to be outside to greet the students each day and say good-bye as they leave, but it is not always possible.

Because of this, I make a point to walk the building each day to check in on each classroom and provide a high five, hug, or encouraging word to those who need it.

Congratulations on being the 2017–18 president of OAESA. Tell us about your experience on the board—how long have you been on it? What made you decide to run for president?

I became a district liaison quite a few years back after learning about the organization at our county principal meeting. From there, I ran for the [OAESA] Zone 7 Director position after talking to the outgoing board member. I immediately felt a strong connection to those on the board and quickly realized that I wanted to serve my Ohio colleagues in a larger capacity. After being approached last year by some of the OAESA Executive Committee members, it was a no brainer to run for president.

What are some of the board's goals this year?

We are focusing on finding our “why” to better our approach to new members and maintain current members. As a professional organization, we want to stay relevant and meaningful

6

Melanie's Favorites: BEST BOOK YOU READ LATELY:

so our members see that the benefits are worth joining OAESA. The organization has so much to offer, and we are working diligently to communicate that to preschool, elementary, central office, and middle administrators—as well as aspiring and retired administrators across the state.

This issue focuses on the arts and education. What opportunities do students have for expressing themselves artistically in Mentor Schools?

We have an incredible arts program in Mentor that provides students with a weekly opportunity to express themselves through hands-on projects. Students are instructed on the use of various media such as clay and paint and are able to adapt their own interpretation as they create their own unique pieces. Student artwork is proudly displayed throughout the school. It is also shared through apps, such as Artsonia, and comes alive with ChatterPix. Mentor even has an art club for students interested in furthering their creativity after school.

Could you share any innovative examples of arts integration in your school?

Our art teachers try to incorporate projects that tie into the current learning or expound on a strand within the grade level to provide students with meaningful instruction. They focus on teaching about the artist who perfected the particular strategy before trying their hand at it. It is a focused effort that hits its peak when students go to the Cleveland Art Museum as part of their fifth grade year to see the artwork in person and experience it personally.

Hillbilly Elegy that was recommended [to me] by Jeromey Sheets (former OAESA president and NAESP representative) and Mark Jones (associate director of OAESA) was an amazing read! I enjoyed that it hit so close to home because the author was from Appalachia and so eloquently communicated about his experiences growing up. It was an eye-opener for me and caused me to think about the students in my care and across the country who are experiencing things we may never realize.

FOOD AND DRINK: I never get tired of pizza and I prefer mine with pineapple. There is something so comforting about a good slice of hot pizza that nothing else can compare to! In terms of drink, I love a good cup of coffee and enjoy iced tea on warm days.

CHILDHOOD MEMORY: My favorite childhood memory is when my grandma would take me back-to-school clothes shopping. She took me wherever I wanted and allowed me to pick out whatever style was popular at the time (even printed boxer shorts with a matching scrunchie). We would peruse the mall and pick up all of the necessities for the perfect outfit. It was a great time that resulted in many laughs and quality time together! To this day, I still buy a new outfit for the first day because of this tradition.

SEASON: Fall is my favorite season because it is absolutely gorgeous! The leaves change colors and the air is crisp which makes me want to bundle up with a good book or enjoy some football.

OAESA EVENT: Our annual OAESA conference is one of my favorites because it never fails to impress.

The dĂŠcor is unreal, and the fact that it is at Easton allows for some shopping and eating after the sessions conclude.

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TAIKO at MISSISSINAWA

ELEMENTARY

by Audrey Hathaway

W

hat in the world is Taiko? That was the first question I had when my principal approached the general music teacher and me about it a decade ago. It is also the question I am asked nearly every time I tell people what I teach. The short answer is that it is an ancient form of Japanese drumming that was originally used as communication between villages. With the advent of more modern communication methods, Taiko fell by the wayside; however, after WWII, it was revived in dojos as an art form.

Taiko uses elements of martial arts in the choreography and driving rhythms to excite the audience. continued on next page...

13

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What Is Your Story?

CELEBRATING STUDENTS THROUGH PTA REFLECTIONS

by Donna Fiore

R

ecently, I traveled to Las Vegas for the national PTA convention to help acknowledge youth artists for their Reflections achievements. Specifically, I was there to celebrate one of my students, Josh Luboski, who won the Award of Excellence for Visual Art. This was a silver medal for Josh and an opportunity for his artwork to be celebrated at a national event.

I was also celebrating Kassandra Burger, another student from the Mentor Exempted Village School District, who won the Reflections Gold Medal for Outstanding Interpretation of the theme: What is Your Story?

PTA Reflections is a nationally acclaimed student recognition program that encourages artistic creativity. This year, tens of thousands of students across the country contributed their original works to be considered for PTA’s highest honor in the arts.

These artworks were narrowed down by judges at the school level, county level, state level, and finally the national level. This was an incredibly proud moment for Josh, Josh’s parents, our district, and me.

I have been involved with Reflections for the past 12 years, both as an art teacher and a PTA chairperson for the program. Now, watching the awards ceremony, which included original performances by students from around the country in the categories of musical composition, dance choreography, literature, and visual arts, I felt thankful. It is our responsibility as educators to educate the whole child, and it was clear to me at this moment, in this room filled with hundreds of PTA members from around the country that the PTA community understands this. PTA provides an amazing opportunity for students to be recognized for their achievements in the arts through the Reflections program. The arts are an essential part of a child's life. The arts not only aid in personal enrichment, but they help our children learn how to be creative and innovative. The arts help children learn how to effectively communicate their concepts, ideas, observations, and experiences.

The Mentor Schools community and administration strongly support the arts. Our students have opportunities to be involved in the arts from kindergarten through grade 12. At Shore Middle School, our administrators support the noncore classes as strongly as they support the core classes. Bobbi Ingraham, our assistant principal, adopted the title “Essentials” for our noncore classes. She shares, “The essentials are what the students remember and what creates a well-rounded, productive citizen that will be successful in their next journey.” Regarding the Reflections program, Principal Doug Baker states, “I have always felt that involvement in the PTA Reflections contest provided an opportunity for Shore’s students to showcase their diverse and incredible talents. Thankfully, the PTA has also expanded to be more inclusive of a greater number of categories, such as video production and choreography. The efforts to keep the arts as a focus and opportunity for our students are much appreciated and help our students to develop and showcase their talents. I hope Shore’s students continue to be actively involved and appreciate our teachers in pushing them to submit outstanding entries every year.”

Encouragement for the arts can occur on a small or large scale. PTA provides that opportunity through the Reflections program. Witnessing the educational excitement that occurred when parents, teachers, and students came together for the arts is one of the highlights of my career.

About the Author Donna Fiore has a bachelor’s in art education and studio art from Kent State University, master’s work from Ursuline College in art therapy, and a master’s in curriculum and instruction from Ashland University. Donna is going on her twelfth year of teaching visual art in the Mentor Public School District. Prior to working in Mentor, Donna worked for the Center for Families and Children in Drug Prevention Education and Art Therapy. Donna lives with her husband, Dan, her two sons, Giovanni and Rocco, and her chocolate lab, Sketch. She is a practicing artist with a love for oil paint and ceramics. Donna’s favorite quotes and words to live by are: “Creativity is imagination having fun!” and “Love what you do; do what you love.”

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ELEMENTARY Essentials A WELL-ROUNDED EDUCATION Includes ARTS LEARNING

T

by Tim Katz

he Ohio Alliance for Arts Education (OAAE) tracks and responds to legislative and policy issues pertaining to arts education and works to include arts learning in Ohio as part of a comprehensive K–12 curriculum.

Fine arts subject matter (Ohio defines the fine arts as music, dance, theatre/drama, and visual arts) is included in the prescribed curriculum for Ohio schools, and its teaching should follow a scope and sequence, be aligned to learning standards, and result in assessment of student learning. This requires licensed arts teachers, as does the assurance that standards of classroom management are in place and that proper accommodations are made in response to the learning needs of all students. Licensed arts teachers are at the heart of high-quality arts education, and assessment of student learning is as essential to effective teaching in the arts as are learning standards and curriculum.

Professional Development in Performance-Based Arts Assessment Literacy

OAAE provides teachers and teaching artists quality, low-cost professional development opportunities throughout the state in a variety of areas. Being offered now is an important PD program for teachers in performance-based arts assessment literacy which could have a deep, positive impact on arts teaching and student learning. OAAE’s arts assessment PD focuses on: • Foundations of assessment literacy (validity, reliability, and bias) • Prioritizing fine arts learning standards & deconstructing standards • Webb’s Depth of Knowledge and quality rubric design • Quality assessment design (blueprints, alignment, rigor, stretch, item design) • Understanding why assessment is essential to arts instruction and student learning, and to arts education advocacy (For more information please visit: http://oaae.net/en/resources/2016-04-19-18-28-32/ohio-arts-assessment-collaborative-measuringstudent-growth-in-the-arts.)

Why Arts Education?

Arts education programs increase student achievement in other subject areas, including English language arts and math; motivate students to attend and stay in school; develop critical thinking skills; and improve school culture. The arts are included in the definition of a “well-rounded education” per the federal Every Student Succeeds Act (ESSA), and the term well-rounded is mentioned throughout Ohio’s draft ESSA plan, recently approved by the State Board of Education.

Study in the arts affects student learning specifically in four critical areas—cognition, creativity, communication, and culture—and is a necessary component for the development of the whole child and the provision of a well-rounded education. The knowledge and skills students learn through the arts are unique, and often are not taught through other disciplines.

An education in and through the arts is essential to preparing students to be successful in the global and competitive 21st century workplace. Arts courses and integrated arts experiences prepare students to use innovative and imaginative ways to solve problems, developing students’ skills in communication, critical thinking, creativity, team work, and persistence. Arts learning opportunities also motivate students to come to school and stay in school, and an education in the arts promotes positive social development and a healthy school environment.

(Source: Nelson, C. A. “The Arts and Education Reform: Lessons from a Four-Year Evaluation of the A+ Schools Program, 1995–1998. Executive Summary.” In R. Deasy (Ed.), Critical Links, June 2002.)

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In 2016 Americans for the Arts published a large-sample study of the opinions of American adults regarding a range of arts-related issues.

Ninety percent believed students should receive an education in the arts throughout elementary school, middle school, and high school.

Eighty-two percent said the arts should also be taught outside of the classroom in the community.

Postsecondary Readiness amd Economic Impact

Americans for the Arts reports that students who are exposed to the arts have a higher graduation rate, and college students with lower incomes are more likely to complete college if they have participated in the arts. Researchers have found that participating in the arts as a hobby, such as painting or playing in a band, "is a better predictor for career success in any discipline than IQ, standardized test scores, or grades."

The creative industries are composed of arts businesses that range from nonprofit museums, symphonies, and theaters to for-profit film, radio and television, architecture and design companies, arts schools and other arts-related services. According to Ohio Citizens for the Arts, creative industries contribute more than $31.8 billion to Ohio’s economy and support 230,965 Ohio jobs.

More Information on Arts Education:

www.aep-arts.org/wp-content/uploads/2013/04/Preparing-Students-for-the-Next-America-FINAL.pdf http://www.americansforthearts.org/by-program/reports-and-data/research-studies-publications/americans-for-the-arts-publications/ research-reports#education

Ohio Alliance for Arts Education

The Ohio Alliance for Arts Education (OAAE) is a statewide service organization with a mission to ensure that the arts are an integral part of the education of every child. Founded in 1974, our 8,000+ members include individuals, arts educators, artists, arts organizations and museums, and the major arts education organizations in Ohio.

Contact

Ohio Alliance for Arts Education 77 South High Street, 2nd Floor Columbus, Ohio 43215-6108 614.224.1060 • www.oaae.net

About the Author Tim Katz joined the staff of the OAAE in 2012, and has been the executive director since 2014. Before that, he served for 15 years as the education director of the Greater Columbus Arts Council.

Achievement happens out loud Are you working hard to help students improve language and literacy development, but they still aren’t where they need to be? GrapeSEED oral language learning is the missing piece of the literacy puzzle!

GrapeSEED kids are learning language out loud: combining joy, laughter, fun and song for breakthrough literacy achievement in preschool and K–2.

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S L L I K S G R N I E D E L N I I U G B A M B I U h g L u o C r h t M A E T S

by Aubree Horning

T

he school day is ending at Washington Elementary in Alliance, and the students are racing to the school’s STEAM lab to spend another hour tackling challenging projects. Within minutes, the students are fully engaged in 3d designing, programming robots, producing prototypes, designing furniture, creating stop animation movies, and engineering with Legos. The club has exploded within the last two and half years. We started as a small six-week trial club with 18 students during the 2014–2015 school year, to a club that saw 66 students from grades three through five in 2015–2016, to a full STEAM program that sees 160 (51 percent of eligible students) students in grades one through five in a fully equipped STREAM lab in our library during the 2016–2017 school year. Recognizing the importance of early STEAM learning, Washington has turned the library into a STREAM lab and has expanded the STEAM/Maker club to allow the opportunity for all students in first through fifth grade to attend after school or before school programs once a week.

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The STEAM club is under the direction of Washington’s program director, Aubree Horning, who currently manages six separate club sessions each week to accommodate everyone interested. We have four afternoon sessions and two morning sessions that have students coming into school an hour and a half before the school day starts or staying for over an hour after. Our club introduces students to STEAM concepts that empower them to become innovators and technologically proficient problem-solvers by increasing their 21st century skills and technological literacy. This program challenges students to create a different project every week. At the beginning of each first- or second-grade session, students are given a problem to figure out with the materials on hand. These materials include but are not limited to Legos, K’nex, and donated recyclables.

The third through fifth graders come into the sessions with the freedom to create and explore different projects, including building and coding robots, designing and printing in 3d, creating video games, engineering with Legos, making movies with the green screen, creating prototypes of their inventions, and exploring circuitry with LittleBits and Snap Circuits. By the end of the school year, students will master grade level science, technology, engineering, art, and mathematics content, practices, and processes. Additionally, students will learn to integrate STEAM contents with other disciplines, answer complex thinking questions, and solve real world problems while engaging in meaningful, purposeful, and relevant hands-on, inquiry-based, and problem-based learning experiences.

With so many students and new skills to learn, Aubree has recruited and leads 14 adult volunteers to provide this opportunity to the students. These volunteers come every week to provide extra support for the students, help them learn new skills, provide a listening ear for the students to share their ideas and creations with, and even create their own inventions. It is quite the sight to see when you have students and adults working together to complete these inventions!

The students are helping the adults with ideas, and the adults are helping the students with the skills they are not completely confident in yet. Aubree has got the community involved by presenting to different organizations and allowing parents to come in to see what is happening. The community has brought in recyclables to allow students to create their own inventions and has donated thousands of dollars to see the creations of the students come to life.

With all the success of the STEAM club at Washington, we have opened our program to the district and ran a successful STEAM camp this summer. STEAM Camp allowed sixty students from our district to be involved in STEAM activities for four hours a day for a week.

As we continue to grow this program and club, our plan is to provide more time for creating, exploring, creative problem-solving, and plain old curiosity. As students have more time in this environment, they will also build confidence and skills that will help them to think differently while they explore.

About the Author Aubree Horning has worked as the technology integration specialist with Marlington Local Schools for three years.

During this time, Aubree has educated and motivated her fellow staff members to enrich their lessons with cutting-edge technology to enhance their curriculum for their students. She is also the program director for the STEAM club and was the force behind a district-wide push to convert the elementary building’s libraries to STREAM labs, allowing the students more space to learn, create, and make before, during, and after school. Feel free to contact Washington Elementary’s principal, Dan Swisher, to learn more at d_swisher@marlingtonlocal.org.dog.

This school year, focus on YOU for a change.

Get honest, anonymous feedback about your job performance from your most critical stakeholders. Then focus on your professional growth. Find out how at oaesa.org/resources/oaesa-360.

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from the DESK of MARK JONES HUNGRY for a FRESH IDEA to IMPROVE YOUR SCHOOL?

by Mark Jones, OAESA Associate Executive Director OK, let’s have some straight talk. I want to tell you about something that could make a HUGE difference in your school climate, as well as improve the physical health and academic performance of your students, but you’ll need to keep an open mind. Fortunately, I’ve always found school principals to be highly motivated, caring, child-centered people, so I’m counting on those qualities to keep you reading until the end of this article. But just in case, I’ll make this deal with you. If at any point, I say something that you completely disagree with, feel free to immediately turn the page; if not, however, then keep reading, and let the idea truly sink in.

First, I believe that school principals play the single most pivotal role in the success or failure of any school-wide program or initiative.

In the classroom, it is clearly the individual teacher who reigns supreme. But when it comes to launching (or thwarting!) any grand idea or undertaking that will engage the entire school community, principals are the critical linchpin. You occupy the key position through which any school-wide effort will succeed or fail.

Now, given your gatekeeper’s role, what if you were offered a chance to implement a program that touted the following potential outcomes?

• increased student engagement • increased student academic performance • improved school climate • increased student attendance • decreased incidences of student misbehavior • decreased frequency of student visits to the clinic Yeah, I know. Sounds too good to be true. And you’re probably thinking, “Even if there is such a program, just how much is this new idea going to cost me and my meager school budget?” But what if I told you that many other schools have realized all of these outcomes… and, for most of them, the cost was almost nothing!

Here is the part where you keep an open mind. You see, sometimes classroom teachers object to this idea because it doesn’t fit into their schedules. Or, occasionally, a building custodian will balk because it feels like it will add more work to his or her day. Or, somewhat surprisingly, adults in the school or community reject the notion because they see it as addressing a need that is outside the responsibility of the school. Yep, it’s almost as if they don’t want to enjoy all the benefits listed above because the idea doesn’t fit in with how they want their day to go.

So, as you read ahead, if you think you’re likely to encounter any of the crusty people I’ve mentioned, then you better start now with a

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plan to overcome their negativity. Trust me, a good leader CAN do it! (Notice my shameless attempt to goad you into action?)

So, what’s this idea, you ask? Simple. It centers on the fact that a hungry child makes for a poor learner. Or, the fact that some of the kids who arrive at your school’s doorstep each morning haven’t had a bite to eat since the school lunch they enjoyed the day before. And if you think that this description only applies to kids who live in poverty, attending inner city schools, think again. Hungry kids are everywhere!

Better yet, prove to yourself (and those recalcitrant teachers among your staff) that even students in your fine school—whether rural, urban, or suburban—are regularly arriving without having fueled up with any food. It only takes 30 seconds to conduct a brief survey, and you can do it over the PA during your morning announcements.

Simply ask the students to take out a half-sheet of paper and list everything they’ve had for breakfast that day—without signing their names—and hand it in to their teachers.

When I tried this little activity a few years back in my well-to-do suburban school, I was blown away by the fact that 47 percent of my middle-class kiddos responded by writing “Nothing.” That’s right; nearly half of my students hadn’t eaten a thing before arriving at school. Now, these children came from professional families, with parents who cared about their kids’ academic success and who had every means to afford three square meals a day. Yet, here I sat, in charge of a building where almost half of the kids were terribly hungry well before lunchtime! Something had to give if we were going to have each child start the day ready to learn.

The solution came in the form of a Breakfast in the Classroom initiative that our food services director and I implemented. Armed with the information from our survey, we explained to the teachers that our goal was to ensure every child started his or her day without the worry of sitting in class with hunger pains. After doing the research about the potential benefits described above—including improved attendance, attentiveness, and academic performance, as well as decreased misbehavior and complaints of stomachaches—the staff was quickly convinced the investment in a little bit of time at the beginning of their day was well worth the payoff.

Yes, we found our Breakfast in the Classroom program to be every bit as efficient and effective

as we expected, easily producing the results we desired. I’m convinced it was a success for two reasons. First, with the urgency generated by our own survey and the benefits promised by our research, the staff quickly accepted the necessity of implementing a breakfast program. And second, because it was developed to be included into the morning routine of each classroom, the entire school bought into the idea.

I’m sure that a skeptical teacher or principal can cite any number of reasons why “it isn’t necessary here” or “it won’t work in our school.”

But go back to my earlier premise on school leadership. As principal, you hold the key to successfully conducting any school-wide initiative. If you are hesitant to promote a Breakfast in the Classroom pro-

gram, consider the possible upside before you dismiss the idea. Call your district’s food services director, or talk to your head cook. Look at the research. Explore the many grants available and free resources from various federal agencies that can help your school resolve any concerns about getting kids ready to learn by first fueling up with food. In fact, our association is partnering with the Food Research and Action Center (FRAC) this year to promote programs designed to offer breakfast to our students.

So remember, you’re in a uniquely crucial position to be a champion for your students! OAESA stands ready to assist you in initiating a new Breakfast in the Classroom program or expanding your current one—we’re just a phone call away!

Did you know?

Breakfast plays a significant role in shaping the learning environment.

• Eating breakfast at school helps children perform better. Numerous published studies show that academic achievement among students who eat school breakfast tends to improve, especially in vocabulary, math, and standardized tests.

• Students who eat breakfast at school have better attendance and tend to behave better. In studies of school breakfast programs in Massachusetts, Maryland, Minnesota, and Rhode Island, scientists found that students who eat breakfast at school have better attendance records, are less likely to be tardy, and exhibit fewer behavioral and psychological problems than students who do not eat breakfast at school.

• Eating breakfast can improve children’s diets and may reduce their risk for obesity. Studies show that children who regularly eat breakfast have a better quality of nutrient intake and are less likely to be overweight or obese.

To learn more about the research on the benefits of school breakfast, check out these issue briefs highlighting the links between school breakfast and favorable education and health outcomes: http://frac.org/wp-content/uploads/breakfastforlearning-1.pdf http://frac.org/wp-content/uploads/breakfastforhealth-1.pdf

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CAREY ELEMENTARY & THE MAZZA MUSEUM OF INTERNATIONAL ART FROM PICTURE BOOKS: Partnering to Expose Students to Children’s Book Artwork

by Tammy Wagner, EdD

C

elebrating the arts has been a longstanding tradition at Carey Elementary. The Carey Exempted Village School District is a rural district located in Northwest Ohio. Over 24 years ago, it began a partnership with the Mazza Museum to celebrate the imagination through the enjoyment of children’s picture books.

The Mazza Museum of International Art from Picture Books is housed in the Virginia B. Gardner Fine Arts Pavilion at the University of Findlay in Findlay, Ohio. It dates from 1982 when the university was celebrating its one-hundredth anniversary. With start-up funds of $2,000, the late Dr. Jerry Mallett proposed starting a collection of children’s book artwork and bringing in internationally known children’s author/illustrators to speak at the university. Dr. Mallett recognized how important illustrations in children’s books were in helping children learn to read. The museum was established through donations by Findlay alumnus August and the late Aleda Mazza. Today, the Mazza Museum houses “the most diverse collection of original artwork by children’s book illustrators in the world. The museum’s goal is to promote literacy and enrich the lives of all people through the art of picture books.”

Starting in the 1990s, teacher leaders in Carey began to attend the Mazza Summer Institute hosted in cooperation with the University of Findlay.

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There they met Dr. Jerry J. Mallett. Inspired by Dr. Mallett, our teachers worked with him to develop a fundraising program with the goal of bringing picture-book illustrators to Carey Elementary to work directly with our students.

Ben Sapp is currently the director for the Mazza Museum. As it stands today, our partnership remains strong. Our current program implementation has two components. The first component consists

Barretta and the piece of art depicted below from Dear Deer: A Book of Homophones. We were privileged to be able to announce his selection at our awards program in May 2017. Adding to the excitement, we were the first Mazza school to participate in a video conference with Mr. Barretta who lives in Pennsylvania. Our teacher leaders are currently working to bring him to meet our students here in Ohio for the 2017-18 school year.

of fundraising and author/illustrator visits. Once every other year, our school hosts a “Talent, No Talent” show where students are the talent, and teachers and parents are the no talent. This is the only program at the school where we charge money for parents to attend. The cover charge is three dollars, and the event always sells out. This money is put into a literacy fund by our treasurer.

Our building literacy committee then convenes to review lists of authors and illustrators and begin the process of inviting one to visit our school. Past years have seen a variety of author/illustrators visiting the school and sharing their creative knowledge and experiences with our students. These include the following: Robin Brickman, Julie Downing, Diane Terry, and Jeanette and Christopher Canyon.

The second component of our partnership is participation in the Mazza School Extension Program. One time during a student’s elementary career, approximately every six years, our school studies three Mazza book artists for about three months. Teachers work to integrate the artists’ books into their curriculum and weekly lessons. During this time each classroom and grade level in the entire school visits the Mazza Museum. Docents of the museum take students on a tour of the museum and may also have students participate in an art activity. Finally, after all the field trips and instruction is completed, students vote on which artwork is their favorite. The winning work of art is then sponsored by the school in their honor.

This past year Carey students participated in the Mazza School Extension Program. Our students selected book illustrator Gene

About the Author

Tammy Wagner, EdD, is an elementary principal at Carey Elementary. She has over 20 years of experience as a teacher and administrator. She also works in grant writing, federal programs, and professional development in preschool through grade twelve educational settings. Tammy is also the OAESA Zone 5 Director.

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Legal REPORT LAND MINES

for PRINCIPALS

by Dennis Pergram, OAESA legal counsel Over the last few years, several areas of the law have created land mines for principals, resulting in employment problems with their superintendents and boards of education and/or investigations and discipline from the Ohio Department of Education (ODE).

FAILURE TO REPORT

All principals are mandatory reporters under Ohio Revised Code §2151.421(A)(1)(a), which provides as follows: No person described in division (A)(1)(b) of this section who is acting in an official or professional capacity and knows—or has reasonable cause to suspect, based on facts that would cause a reasonable person in a similar position to suspect—that a child under 18 years of age or a mentally retarded, developmentally disabled, or physically impaired child under 21 years of age has suffered or faces a threat of suffering any physical or mental wound, injury, disability, or condition of a nature that reasonably indicates abuse or neglect of the child shall fail to immediately report that knowledge or reasonable cause to suspect to the entity or persons specified in this division. Except as provided in section 5120.173 of the revised code, the person making the report shall make it to the public children services agency or a municipal or county peace officer in the county in which the child resides or in which the abuse or neglect is occurring or has occurred. In the circumstances described in section 5120.173 of the revised code, the person making the report shall make it to the entity specified in that section.

The problems that some principals are encountering are associated with failing to report, relying on someone else to report, not making a timely report, or not knowing what to report. The statute requires the reporting to be done “immediately.” Therefore, you should not wait until after a full and fair investigation to make the reporting. Furthermore, you should do the reporting, but if someone else has done the reporting, you should make certain that you have evidence that he or she did. Although the statute requires the reporting to Children Services and/or law enforcement, you should also report directly to your immediate supervisor as some principals have run into problems in not making their immediate supervisor (usually the superintendent) aware of the incident.

While the statute is titled “Reporting child abuse or neglect” and is primarily aimed at adults abusing or neglecting children, it is also interpreted as covering sexual contact between students—especially where one of the students is the aggressor. Rather than debate the issue, that sexual activity between students should be reported to Children Services or law enforcement to protect the students as well as yourself. If you do report, the worst that should happen is a determination that you did not have to report; however, you have absolute immunity from civil and criminal liability under the law. If you do not report, the worst that could happen is losing your job, losing your license, being sued, and criminal liability.

RESIGNING AFTER JULY 10

It is not unusual for a principal under contract in one district to be offered a position in another district, and sometimes that occurs after the school year is over. Of course, that means that the principal must resign his/her current position and there is a special statute that provides that it may not be done after July 10. The statute, Ohio Rev. Code §3319.15 titled “Termination of contract by teacher,” also applies to administrators and states: No teacher shall terminate the teacher’s contract after the tenth day of July of any school year or during the school year, prior to the termination of the annual session, without the consent of the board of education; and such teacher may terminate the teacher’s contract at any other time by giving five days’ written notice to the employing board. Upon complaint by the employing board to the state board of education and after investigation by it, the license of a teacher terminating the teacher’s contract in any other manner than provided in this section may be suspended for not more than one year.

If you find yourself in a position where you cannot resign by July 10, you must seek the “consent” of your board to submit the late resignation. Otherwise, you face a likely one-year license suspension by ODE.

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INAPPROPRIATE LANGUAGE

ODE has taken an interest in investigating inappropriate language between professionals in their discussions, e-mailing, and texting.

While you may feel that what adults say to adults in the workplace is none of ODE’s business, ODE feels differently. One of the principles set forth in the Licensure Code of Professional Conduct for Ohio Educators is titled “Professional Behavior” and states, in part: Educators shall behave as professionals realizing that their actions reflect directly on the status and substance of the education profession.

An educator serves as a positive role model to both students and adults and is responsible for preserving the dignity and integrity of the teaching profession and for practicing the profession according to the highest ethical standards.

Consequently, communications about another person’s sexual orientation, obscenities, jokes with sexual connotations, vulgarity, and other inappropriate language could very well come under the scrutiny of ODE.

GRADE CHANGES

There are certainly times when a mistake has been made or for another legitimate reason a student is entitled to a grade change, and a parent may approach you, rather than the teacher, to make the change. If you determine that the student is entitled to a grade change, you should always adequately document why the change was made, especially if the teacher is not in agreement with you.

OTES

Your compliance with OTES is not merely aspirational, it is mandatory. I am seeing more cases now where principals are being investigated by ODE for the failure to fully comply with the mandatory requirements of OTES. If you find yourself falling behind because of the press of other matters, make certain that you seek assistance so that you can fulfill your obligations. Keep in mind that the licensure code covers this area under principle 3, titled “Accurate Reporting.”

The above does not set forth all of the areas of concern for principals but appear to be some of the more hot-button issues that principals are encountering.

Personalized, engaging instruction for every student i-Ready places each student into a personalized learning path based on individual assessment data, creating a tailored experience for every learner.

Northern Ohio

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Melissa Martinsen MMartinsen@cainc.com (440) 715-5866

Morgan Bennett King MBennett@cainc.com (614) 296-2356

CurriculumAssociates.com

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Tell us your story...

On June 16, 2017, OAESA recognized outstanding educators and schools from across the state of Ohio at our annual awards program. Check out the photos from the OAESA Annual Awards Luncheon, and read about how these winners integrate the arts into their curriculum.

AWARDS

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NATIONAL DISTINGUISHED PRINCIPAL Rhonda says:

RHONDA PEEPLES

principal of Weinland Park Elementary Columbus Public Schools

Integration fosters collaboration. Integrating arts into the curriculum validates the gifts and talents of teachers and students beyond the traditional classroom.

When the arts are embedded into the school culture, learning becomes relevant for students!

At Weinland Park, we feature a culminating end-ofyear musical production, equipped with costumes, scripts, videos, music, sets, and props. Students practice their lines and choreograph performances over the course of the year including weekends.

Teachers, parents and community are invited to a dinner theater where students put on a professional and spectacular performance for the Weinland Park community. It is a breathtaking experience for all who witness our students bring to life!

art

OUTSTANDING ASSISTANT PRINCIPAL Michael's Story: All students are unique, and in making sure that we engage with each one, our focus has to be on what the students enjoy. Teaching students to embrace creativity in art, music, band, and orchestra helps to continue the engaging process and communicate to students that school is much more than reading,writing, and math. [School] is about making strides and improving in all areas of academics and abilities including the .

arts

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MICHAEL EMMERT

assistant principal of Zane Grey Elementary Zanesville City Schools

SECRETARY of the YEAR

D. Richard Murray SERVICE AWARD

BEVERLY KASSNER

KEN BERNACKI

secretary of J. F. Burns Elementary Kings Local Schools

recently retired past president of OAESA

OAESA HALL OF FAME SCHOOLS Leah tells us:

Our grade-level teams put together a document to highlight themes in social studies and science for each quarter and shared that with our art teacher at the beginning of the year so she could work to incorporate their themes into the students' art projects!

Our music teacher is looking into finding relevant books to start each music lesson off with how to integrate reading into music.

BENJAMIN HARRISON ELEMENTARY Marion City Schools Leah Filliater, principal

BRENTMOOR ELEMENTARY

Mentor Exempted Village Schools Pam Hutto, principal

Our entire building is working to integrate mindfulness practice into our day by using Inner Explorer audio lessons to help give students the tools they need to cope with stress! Teachers take 3–5 minutes out of their day for mindfulness practice.

CHAMPION MIDDLE

Champion Local Schools Heather Campbell, principal

CHIEFTAIN ELEMENTARY Logan-Hocking Schools Debbie Heath, principal

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Center's story: As a school community, we [at Center] have also worked together to showcase our students' accomplishments, placing a shared focus on kindness, community awareness, and growth. Below are just a few examples of what we think it takes to live out our district's mission—Every Student, Every Day.

CENTER ELEMENTARY Mayfield City Schools Kate Rateno, principal

Intentionally celebrate the WHOLE individual. Many times celebrations revolve solely around academic achievement. At Center, we strive to recognize students for much, much more. Three students per grade are recognized monthly for displaying characteristics such as integrity, sportsmanship, and other qualities that contribute to a positive school culture. Academic celebrations are grounded in a school-wide focus of setting individual goals and meeting growth targets. Teachers and staff members are appreciated monthly for making unique contributions to our school culture and goals. Creative accomplishments, that stretched the imagination, innovative classroom projects, and community outreach opportunities are celebrated frequently via social media and parent communications. By consistently celebrating all types of accomplishments, we have been able to maintain a strong culture of pride and comradery.

musical

artwork

dancers,

Provide opportunities for students to share and explore their many talents. Our schools are filled with athletes, artists, mathematicians, scientists, , and authors just waiting to express themselves. At Center, we have partnered with various community entities to share and celebrate our talents.

Several of our student artists participate in a district-wide art show at a local hospital, and all students are a part of a building art show each spring. We have a group of crafters who make quilts with members of a local quilting club, many of which are donated to local children in need. Our scientists share their talents at a district science showcase, and many compete on our Science Olympiad team. Writing Club members compose poetry to share with volunteers at our annual Volunteer Reception. Our fifth graders also share their vocal talents by singing holiday carols at Mayfield Village’s annual tree lighting ceremony. Each of these events help us to highlight our students' unique talents while reaching out to various members of our community.

actors

Create a multisensory, proactive plan for meeting emotional needs. Our building leadership team presented a vision and research-driven plan for how all staff members could help students identify and regulate their own emotions. Center staff members also collaborated to create a sensory room, classroom sensory bins, and an organized plan for providing sensory breaks for students who are struggling emotionally. Sensory activities have been designed to reach those who are drawn to music, drawing, physical activity, reading, etc...and all help to promote an optimal and enjoyable learning experience for our students.

designing,

A sincere thank you goes out to all members of the Center community for sharing and upholding our vision for embracing each student as an individual and celebrating all aspects of student growth! It is a true pleasure to collaborate and share in this educational journey with you each day!

Bonnie says: At Kidder Elementary, we love to blend arts with grade level curriculum, both in the fine arts and general grade level classrooms. Grade-level teachers engage students in the arts while teaching their curriculum. The halls are filled with various artistic projects related to their curriculum like painted self-portraits when writing their autobiographies in fourth grade. Throughout the building students can be found creating: Students write plays and make puppets or costumes to present.

They create movies to show skills they have mastered. They make homemade musical instruments and create songs with them. And building wide, students create Valentine's Day cards with original poetry to send to local veterans. Our grade-level teachers work with our music teacher to help create and present theatrical music concerts at least three times during the year. Our music teacher enjoys reaching out to grade-level teachers to find out what they are teaching at various points in the year, and she then helps reinforce those concepts through her music classes like showWALTER KIDDER ELEMENTARY ing fractions with musical notes or teaching writing through lyric creations. In art classes, our Brunswick City Schools teacher brings literature into the classroom by using children's storybooks to introduce lessons.

Bonnie Kubec, principal He also has students research famous people to create written reports along with clay sculptures of those famous people. All year long, students are engaged in various fine arts activities/projects that culminate with our Kidder Arts Extravaganza in the spring. This extravaganza shows off the fine-arts work our students have engaged in all year long. Artwork from all grade levels (pre-k–5) is displayed throughout the entire building, and we also have a gallery where artwork has been professionally framed and is available for purchase by the parents/families of the students. In addition, students perform music throughout the evening in various parts of the building and outside (weather permitting) with choral groups, chamber music, duos, trios, etc. Parents/families are included by students teaching them dance moves. Imagine hundreds of people doing the Virginia Reel in an elementary cafeteria—yep, that is what one would see/partake in during our Arts Extravaganza night!

NORTHFIELD ELEMENTARY (left) Nordonia Hills City Schools Staci Albanese, principal

VAN WERT ELEMENTARY (right) Van Wert City Schools Kevin Gehres, principal

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Jamie tells us: At Waterville Primary, we are very excited to expand our STEAM initiative into our art classroom this school year. We seek to cultivate our students’ intrinsic motivation and natural curiosities as they use art to problem solve and explore areas of personal relevance. The art programming becomes self-directed, personalized, and differentiated, and it can facilitate new meaning. Our students will now travel to the Art Studio, as Jean Imes (resident facilitator of creativity) implements a new approach to teaching art referred to as TAB, or Teaching for Artistic Behaviors. The Art Studio has now suddenly evolved into a learner-directed classroom as our students develop creative thinking, play, and engage in experimentation and innovation through art.

WATERVILLE PRIMARY Our young artists will focus on developing their studio habits of mind that inAnthony Wayne Local Schools clude (1) envisioning; (2) developing the craft; (3) engaging and persisting; (4) expression; (5) observation; (6) stretching and exploring; (7) reflection; and Dr. Jamie Hollinger, principal (8) understanding the art world. Ms. Imes will begin each class with a five- to eight-minute demonstration (that embodies multiple learning standards) or introduction to a medium or to materials, providing the least amount of influence over the students’ thinking as possible. Ms. Imes no longer wants her students to mass produce works of art that are perhaps simply a reflection of her own identity as an artist. We are eliminating the practice of students comparing his or her project against a class example or against the other three students at the table also creating the same piece! Students are given the majority of the class time to travel to different centers and work on individual pieces that meet the varied learning objectives.

Some of the more permanent classroom centers will include (1) drawing; (2) painting; (3) collage; (4) fibers; and (5) sculpture/3D/ architecture. A clay center, a printmaking center, and a center filled with sewing machines are examples that we will set up periodically to provide students access and opportunity to work with these varied resources.

[In 2017–18], Ms. Imes will be able to individually instruct using a responsive teaching style and to provide support or stretch to students as they authentically explore the different art centers. Students will manage individual binders to document the time spent at the various centers, learning objectives focused upon, and projects completed (many have multiple pieces going at once).

Ms. Imes will monitor the progress to facilitate student growth within their choices. Students will self-assess and reflect upon their work using rubrics and criteria to evaluate the difference between practice pieces and “WOW” (wonderful original work of art) pieces. Students will self-select, reflect, and write an artist’s statement about the work that they will showcase in the culminating district-wide art show. This year’s show will be unlike all previous shows as each student displays unique pieces that have solved artistic problems, generated new ideas, and satisfied interests unique to each artist.

Waterville Primary will rise to the challenge of cultivating creativity.We will strive to repair the disconnect between creativity and art education. As we teach for artistic behaviors, we are preparing our students to create the ambiguous and seek challenges across all content areas and life in general, as we all think and create like artists.

ohio association of elementary school administrators

Call for Nominations AWARDS PROGRAM

2018

Do you know of an exemplary school, administrator, or staff member who has gone above and beyond expectations to meet the needs of students? Honor those special educators with a nomination for one of OAESA’s annual awards!

Online nominations are NOW open! Visit oaesa.org for more information and to view the 2017 award winners.

Tell us why you have a...

Distinguished Principal Outstanding Assistant Principal Secretary of the Year Hall of Fame School

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Legislative REPORT MEET OAESA'S NEW ADVOCACY SPECIALIST BARBARA SHANER Tell us about your background and how your work led to partnering with OAESA.

I have worked in the public policy arena for over 20 years, and I’ve been an advocate for public education interests since 1999. During that period, I’ve developed a considerable passion for making Ohio’s public education system as strong as it can be. My experience in working with the Ohio legislature and various state regulatory agencies has made me realize how important the members of OAESA are to the legislative process. I wanted the opportunity to help public school administrators be effective advocates.

You have partnered with OAESA to help out with our advocacy efforts. Could you please give us a brief synopsis of how you plan to work with OAESA? What can our members look forward to as a part of this partnership?

OAESA already does a great job in providing news from Columbus, and I want to build on the foundation they’ve established. I plan to be a resource for members related to legislative activity. I’ll provide periodic legislative updates when the legislature is in session and advise the OAESA staff when action is needed—i.e., legislator contacts, public testimony, stakeholder meetings. I’ll represent the organization in meetings with legislators and state agency representatives where appropriate.

What current legislation should OAESA members pay close attention to? And why?

The state budget bill (HB 49) was just passed by the legislature and signed by Governor Kasich. While the bill is important to OAESA members from a school finance perspective, there are a substantial number of education policy provisions contained in the bill. Members will want to become familiar with many of the changes that will be effective beginning this school year (2017–18). For example, the bill eliminates the statewide achievement assessments for fourth and sixth grade social studies. However, school districts will still be required to teach the subject area and assess students locally. This is just one area of the bill that affects OAESA members.

Now that HB 49 is final, we don’t expect to see much activity by the legislature until fall, although there could be some votes to override some of Governor Kasich’s line-item vetoes from the budget bill. In the meantime, the Ohio Department of Education is undergoing a strategic planning process for the state’s education system. Some OAESA members will be asked to serve on workgroups related to the strategic plan, and the membership as a whole will want to watch for information about the progress of the plan.

What advice can you give to help our members get involved?

The most important thing for OAESA members to remember is that they are a tremendous resource for lawmakers. They know firsthand how legislation and state mandated rules affect schools, faculty, and students. If they are not sharing their success stories and the challenges they face with their own legislators, decisions will be made in a vacuum without an understanding of the impact. While it is important to make legislative contacts when a bill is pending in the legislature, it’s just as important to make contacts and build relationships beforehand. School administrators probably don’t think of themselves as lobbyists, but who better to educate state policymakers? Lobbying or advocating is really just the act of educating—policymakers need this type of education.

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This issue focuses on arts in education. What do you feel is a current concern about this topic?

I don’t want to simplify this issue, but the education system’s significant emphasis on state and federally mandated tests has surely contributed to a lack of focus on the importance of arts in education. There is currently a strong public outcry to reduce the culture of testing within our system, and we’re seeing signs that policymakers are listening.

However, reversing such trends takes time, and there must be continued efforts to emphasize the benefits of arts in education. Not new to the debate is whether funding should be increased to allow for investment in arts-in-education programing. OAESA member advocacy is crucial.

We are so glad to have you help OAESA reach our advocacy goals. To close the interview, will you tell us a little bit about you—your hobbies, family, etc.?

Summer is my favorite time of year as I love planting and nurturing flowers and tropical plants—which of course leads to relaxing evenings on the deck (I call it my oasis). I like decorating indoors, too, so I’m always after my husband to start the next project. We live in the house he grew up in, so there are plenty of opportunities for updates.

I am fortunate to have two awesome adult children, one of which (my son) provided me with two amazing grandsons (ages six and two). The grandsons live in central Ohio. My daughter lives in Seattle, which means I get to travel periodically to visit her.

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by Roger Morris, EdD

D

uring the Great Recession of 2008 and the fiscal challenges states and local school districts encountered following these tight budget cycles, the arts suffered tremendous budget cutbacks resulting in the elimination and reduction of programs.

Since 2008, there has been an 80 percent reduction in the arts programs throughout school districts in the United States (Boyd, 2014).

Specifically, “following the recent recession, budget cuts were consistent in schools across the US, with more than 95 percent of students attending schools with significantly reduced budgets (Metla, 2016).” Priorities of schools have been placed on subjects that focus on testing, such as English and math. While these subjects are critical to student achievement, the case can be made that the arts are as important to a child’s intellectual development as other subjects.

Defining “the arts” is often complex, but generally defined as “art education in public schools usually includes any combination of dance, music, drama/theater, and visual arts classes (Metla, 2016).”

Others view the arts in the frame of vocational arts, which “refers to educational programs that specialize in the skilled trades, applied sciences, modern technologies, and career and technical educational education. (Hidden Curriculum, 2014).” A recent report by the Wallace Foundation found that the emergence of the digital arts significantly engages student learning and helps revitalize the arts programs both in and out of school. “New technologies are offering unprecedented opportunities for youths to create and participate in the visual, performing and new media arts through computer applications, video game consoles, mobile phones, and online communities across a variety of informal settings (Peppler, 2013, p. 14).” Regardless of the definition of the arts, it is clear that there is a strong correlation between student achievement and arts education. That includes the engagement of the creative mind of students, regardless of the vehicle used.

The best-kept secret of arts education is perhaps that an arts educational program has been shown in research to improve student achievement. A wide range of studies have shown that quality arts instruction may help mastery in other subjects such as English, math, and others. One of the most comprehensive studies occurred in California—UCLA researchers conducted a national study of 25,000 middle and high school students. Finding that students with higher arts involvement at school performed better on tests and school than their peers, who had lower participation in the arts

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(Catterall, 2002). Many other studies have been conducted in this area. One study involves the SAT test. In 2012, the arts were shown to have a significant positive impact on student test scores. Students who had more than four years of arts education scored 105 points higher on the SAT than those who had less than a year, while on the writing prompt, students scored 61 points higher (Arts Facts...

SAT and the Arts, 2013). Given these two examples of the research into art education and student achievement, the basic conclusion is that quality arts instruction can and does impact a child’s academic performance. If this is the case, then why are federal, state, and localities reducing funding for local arts instruction?

As leaders in schools, it is imperative that we must be advocates for the well-rounded education of a child. These studies do not diminish the importance of education in English, math, and other “core” subjects. On the contrary, a quality arts program can and should be treated with equal weight as the other subjects, even though no test exists for the arts. The essential question for any school program is: “Will the parents support it?” When it comes to the arts, the answer is yes. In December 2015, a nationwide survey was conducted on parents about the arts. The results were (Cohen, 2016): Americans consider the arts part of a well-rounded education: An overwhelming majority of the American public (88 percent) agrees that the arts are part of a well-rounded K–12 education—including 56 percent who “strongly agree.”

Arts education is important at all grade levels: Nine out of ten American adults believe that it is important for students to receive an education in the arts including dance, media arts, music, theater, and visual arts as part of the curriculum in elementary school (88 percent), middle school (90 percent), and high school (89 percent). This is a change from past studies that have shown a drop-off in support for arts education as students enter high school.

Out-of-school arts experiences are important too: The value of arts education is not limited to just the in-school experience. Eighty-three percent also agree to the importance of the arts to students outside of the classroom and throughout the community.

As school leaders examine and evaluate programs, the arts therefore should not be a secondary program to any subject in school.

Parents support a strong arts program overall. The research demonstrates clearly that a quality arts program leads to higher academic

achievement. In addition, a quality arts program can not only be a significant part of the school but can be a vehicle for reinforcing the skills taught in other classes. This can be accomplished by a careful examination of the curriculum in the arts and teaming teachers together to promote academic learning in every program in the school with common goals and outcomes, as well as shared accountability. In Ruppert’s Critical Evidence: How the Arts Benefit Student Achievement (2006), curriculum integration is carefully described and defined as critical to the overall student academic performance (p. 8): “Integration of the arts as a critical component of the school curriculum affords students a complete and well-rounded education. The benefits associated with study of the arts are inclusive of all students, although they can be greatest for those who are educationally or economically disadvantaged. And, an arts-rich learning environment can have far-

reaching effects that extend to the entire school and surrounding community.”

The critical piece of information in the report is that the arts can have a unifying effect on communities, regardless of the condition of the child. Therefore, leaders are left with critical questions moving forward in advocating for their schools and districts. They are: 1. Are the arts playing a significant role in my school and community? If so, how? If not, why not?

2. Are the arts reaching ALL students, regardless of condition?

3. Are the arts a critical component of the overall curriculum?

As principals, arts advocacy should be a priority going forward.

References

Boyd, S. (2014, April 28). Extracurriculars Are Central to Learning. Retrieved from https://www.usnews.com/opinion/articles/2014/04/28/ music-art-and-language-programs-in-schools-have-long-lasting-benefits. US News and World Report.

Catterall, James S. (2002), “Involvement in the Arts and Success in Secondary School.” In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, Washington, DC: AEP. Cohen, R. I. (2016, March 5). The American Public Says YES to Arts Education! [Web log post]. Retrieved June 6, 2017, from http://blog. americansforthearts.org/2016/03/05/the-american-public-says-yes-to-arts-education. Americans for the Arts.

Concepts, L. (2014, March 03). Vocational Arts Definition. Retrieved June 06, 2017, from http://edglossary.org/vocational-arts/.

Hidden Curriculum (2014, August 26). In S. Abbott (Ed.), The Glossary of Education Reform. Retrieved from http://edglossary.org/hidden-curriculum.

Metla, V. (2016, July 25). School Art Programs: Should They Be Saved? Retrieved June 06, 2017, from https://lawstreetmedia.com/issues/ education/cutting-art-programs-schools-solution-part-problem/. Law Street.

Peppler, K. (2013, July). New Opportunities for Interest-Driven Arts Learning in a Digital Age (Rep.). Retrieved June 6, 2017, from the Wallace Foundation website: http://www.wallacefoundation.org/knowledge-center/Documents/New-Opportunities-forInterest-Driven-Arts-Learning-in-a-Digital-Age.pdf.

Ruppert, S. (2006). Critical evidence: how the ARTS benefit student Achievement. Washington, D.C.: National Assembly of State Arts Agencies in collaboration with the Arts Education Partnership.

Arts Facts...SAT and the Arts. (2013). Retrieved June 6, 2017, from http://www.americansforthearts.org/sites/default/files/pdf/get_involved/ advocacy/research/2013/artsed_sat13.pdf. Americans for the Arts.

About the Author Roger Morris, EdD, is currently an assistant professor of education at Malone University in Canton, Ohio. Prior to becoming a professor, Dr. Morris spent 27 years in pre-k–12 education as a teacher, administrator, and superintendent in Virginia and also operated his own consulting business. He specializes in curriculum and instruction, school law and ethics, and leadership.

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Horace Mann Students Get

with New Toys

by Cassey Rini and Merritt Waters, PhD

A

lways looking for ways to engage students, Horace Mann Elementary teachers wrote a grant to the Margaret Warner Foundation (only available to Lakewood City Schools employees) to purchase STEAM toys. Based on teachers’ knowledge of the popular toys, we purchased Magna-Tiles, Snap Circuits, and several robots. The items were made available to chosen students at different times of day, depending on their interest, and we did a little documentation to help us understand the potential benefits of these STEAM toys.

Recess: While most kids enjoy outdoor recess, a few students struggled to join in with peers in the free play environment.

Groups of about four students in grades 3–5 had an opportunity twice each week to engage with the STEAM toys. Students built social skills as they built sculptures and electronics, and recess staff and classroom teachers noticed anecdotal improvements in students’ demeanor and connectedness with this small group carrying over to the classroom.

Kindergarten: Choice time in kindergarten is enjoyable for most students, but for some it can be frustrating to have so many options. The Magna-Tiles were offered as a choice option specifically for students where misbehaviors increased during choice-time activities. Two of the students introduced to the Magna-Tiles played individually with them twice during the first week for 15 minutes. Misbehaviors decreased and the students sustained play for an increased period.

However, they were not interested in them the following week and therefore tried other choice-time activities (e.g., kitchen center, reading on iPads). The Magna-Tiles were then offered as an option daily to all students that wanted to play with them in partners. Lots of kids tried them out! Students who chose Magna-Tiles were always engaged, and discussion increased between partners about their creations. We concluded it is best to have flexible options for students during choice time.

Moderate-Intensive Classrooms: Teachers of students with intellectual and other delays strive to help them build independence in both work and leisure. Interesting results were found as we did action research with three students during recreation and leisure time. Although the STEAM toys were introduced to several students, there were some kids who were especially drawn to them. For example, Michael was drawn to the Magna-Tiles, often initiating complex boxes and towers. Friends collaborated, adding to his creations. Another example was Jason, whose curiosity and inventiveness—as well as sense of order and logic—was piqued by the Snap Circuits, in particular. The diagrams included with the toy provided a user-friendly roadmap—in spite of his low reading skills—to make electrical machines such as a fan. Peers gathered around and enjoyed turning the switches to Jason’s projects on and off. Finally, Muntadher’s success with the STEAM toys was well-documented. He chose Magna-Tiles 15 of 16 times they were offered to him. His independence increased markedly over the weeks. At first, he needed 1:1 adult support to learn how the pieces worked and was unable

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Why Choose Istation?

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Istation reduces teacher workload and ensures equity by providing the proper tools to meet the needs of ALL students.

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Istation helps students take ownership of their learning and reach their fullest potential with the RIGHT instructions.

We Change Lives to connect them functionally. Following a few sessions with modeling and assistance, Muntadher (pictured) grew his stamina to work independently for 40 minutes!

Our team is grateful we were able to purchase the STEAM toys with grant funds in order to provide new options for students during the 2016–17 school year. Our observations showed that the toys facilitated communication, peer-to-peer engagement, and stamina.

Without question, we will continue to offer the toys to our kids again in 2017–18 and are on the lookout for additional funds to expand our collection.

Istation believes literacy is dreaming with eyes wide open and the key to unlocking a world of opportunities.

To learn more, visit info.istation.com/OAESA Matthew Paupore 734-740-2169 | mpaupore@istation.com

About the Authors Cassey Rini teaches kindergarten at Horace Mann Elementary. She earned her BS from Ashland University. She feels her educational experiences have grown her into a collaborative teacher who is open-minded and willing to try new things to benefit a wide variety of students.

She enjoys her current work on the Accepting Differences-Inclusion Committee because its purpose statement matches her professional priority: to help all kids be socially accepted/acceptable, provide education, and blur boundaries among individuals.

Merritt Waters, PhD, is principal of Horace Mann Elementary. The most recent nine of her 21 years of service in public education have been in administration, initially at the central office and then the elementary level. She earned her doctorate in educational leadership from Kent State and is a member of the university’s adjunct faculty. She approaches life with the belief that the right people will bring their talent and effort together to find the best solutions to every problem, recognizing that patience and support are essential to the process.

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SAIL for Education hosted its annual faculty retreat on July 24–25, 2017. With over thirty attendees, the event was quite a success. Check out this photo of our dedicated faculty members preparing for a successful and productive 2017–18 school year.

Dr. Becky Hornberger speaks to the participants at the annual SAIL retreat this summer.

The Professional Learning and Networking and Outreach Service Teams have been in collaboration since last school year, researching and attending Edcamps with the idea of hosting our own Edcamp during the 2017–18 school year. We are thrilled to announce that this dream is coming to fruition! On September 9, 2017, from 9:00 a.m. to 12:00 p.m. at Stiles Elementary in the South-Western City School District, we will be hosting OAESA’s first official Edcamp! You won’t want to miss this no-cost opportunity to collaborate and network with your colleagues about the most pressing issues in education today. And be sure to bring your teachers! For more information and to register, go to oaesa.org/events.

The Professional Conference Service Team had its first meeting via phone August 2, 2017, and the Membership and Advocacy Service Teams will kick off the year with their first meetings at the end of August. The Membership Service Team's main goal is to increase membership, while the Advocacy Team will be identifying OAESA's main legislative concerns for the 2017–18 school year.

In early July, OAESA staff members Julie Davis, Mark Jones, and Becky Hornberger and the OAESA Executive Committee, Stephanie Klingshirn, Melanie Pearn, Tim Barton, Erin Simpson, and Aretha Paydock, joined 3,000+ pre-K through grade 12 educators at the first-ever joint conference between the National Association of Elementary School Principals (NAESP) and the National Association of Secondary School Principals (NASSP).

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SAIL for Education and Concordia University Chicago are proud to announce CUC has been accredited by the Council for the Accreditation of Educator Preparation (CAEP). The university achieved full CAEP national recognition of its graduate Educational and School Leadership programs. For more information about SAIL and CUC, read Dr. Hornberger's interview on p. 10.

Did you know...

• Hungry children have lower math scores and are more likely to have to repeat a grade; • Children experiencing hunger are more likely to be hyperactive, absent, and tardy, in addition to having behavioral and attention problems more often than other children; • Children with hunger are more likely to have received special education services or received mental health counseling than low-income children who do not experience hunger.

OAESA is excited to announce we've teamed up with the Partners for Breakfast in the Classroom, a consortium of national education and nutrition organizations, working to increase school breakfast participation in Ohio. Find out more about the School Breakfast Program and how you can get involved by reading the article on p. 22.

Ready School buildings in Massillon City Schools and Sandy Valley Local Schools provide the Artful Living Program (ALP) for all preschool children. ALP is an early childhood educational program that immerses students in fine arts through lessons in visual arts, literacy, music, drama, and dance. ALP is taught by degreed artists or arts educators. Research shows early exposure to fine arts stimulates creativity and leads to improved academic achievement. The Artful Living Program introduces children to their creative potential and enhances awareness of beauty and the arts the child may otherwise never experience. ALP stimulates children to realize they possess the ability to create something that does not already exist. Longitudinal data of the program indicates significant growth in creativity and achievement for the children the program serves. The program is sponsored by the Massillon Museum, Massillon City Schools, the Stark County ESC, and the Sandy Valley Local Schools. For more information about the Artful Living Program visit http://www.massillonmuseum.org/artful-living.

Have you visited OAESA's new website? We've got a brand-new look and a couple of new perks as well. For instance, OAESA has a members-only forum, where you can discuss the latest hot-button issues and concerns with your colleagues. Plus the site has new search functions and dissertation resources! To join the conversation, head to www.oaesa.org. Log into your account, and click on "News & Discussions." Or you can key in the direct link at www.oaesa.org/ news. Having trouble logging into your account? Call OAESA at 614.547.8087.

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COMMUNITY PARTNERSHIP BRINGS MUSICAL THEATER TO STUDENTS WITH SPECIAL NEEDS

by Erica O’Grady and Merritt Waters, PhD

A

mong Lakewood’s seven neighborhood elementary schools, unique to Horace Mann is the CHAMPS program—six cross-categorical special education classrooms educating about 60 students in grades K–5. This population includes students within a spectrum of considerable diversity, all with moderate-to-intensive special needs.

Over the past several years, students at Horace Mann Elementary have participated in an engaging program called Kids Love Musicals (KLM). This program was developed by The Musical Theater Project and gives life to the characters and songs of cherished musicals and stories though student performance.

General music students in grades K–3 at our school have enjoyed annual KLM “residencies” (funded by our generous PTA) for more than 10 years. Although a handful of students with moderate-intensive special needs participated through inclusion, many students with significant adaptive needs missed out on the opportunity. Two years ago, the Adapted Kids Love Musicals (AKLM) program was piloted by The Musical Theater Project, made possible through the John F. Kennedy Center for the Performing Arts, as well as a variety of national and local grants.

During the four-week residency, students in CHAMPS are enthralled with the characters, songs, and costumes from The Wizard of Oz and The Jungle Book. With guidance from the immensely talented AKLM artists-in-res-

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idence, students practice social/emotional skills and communication skills, such as eye contact, pretend play, turn taking, and participation.

Through music, students find their own means of participation. By practicing flexibility in both their behavior and thought while using imagination, many students move away from rigid tendencies and develop new ways of interacting with others. It is amazing to watch students sing, dance, act out scenes, and relive the classic stories through music.

The Adapted Kids Love Musicals program is an absolutely priceless experience for our students in CHAMPS, as they learn a variety of skills that are embedded within the residency. The theatrical, enthusiastic, and caring way in which they are presented truly allows every student to shine!

Horace Mann’s students and staff are grateful that the program will again be available to us in the 2017–18 school year, courtesy of central office support and grant funding. For more information about Kids Love Musicals and Adapted Kids Love Musicals, please visit their website: http://www.musicaltheaterproject.org/ kids-love-musicals/.

About the Authors Erica O'Grady is an intervention specialist at Horace Mann Elementary. She completed her undergraduate studies at Ohio University and holds a master’s degree from Cleveland State University. She loves to grow with her students and incredible team during the school year and cherishes her time off with husband, Mick, and their children, Elise and Oliver.

Merritt Waters, PhD, is principal of Horace Mann Elementary in Lakewood City Schools. The most recent nine of her 21 years in public education have been in administration, initially at the central office and then the elementary level.

She earned her doctorate in educational leadership from Kent State and is a member of the university’s adjunct faculty. She approaches life with the belief that the right people will bring their talent and effort together to find the best solutions to every problem, recognizing that patience and support are essential to the process.

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OAESA's 60th Annual Conference in Pictures

This past June, we welcomed over 300 educators to the Hilton Columbus at Easton. Wednesday, we had record attendance at our Edcamp, and we celebrated OAESA presidents past and present with refreshments and beverages. Thursday, we hosted an outstanding trade show, with over 50 vendors. Popular keynotes Katie Christie, Pernille Ripp, and Matt Miller were slated to ENGAGE participants. We had dozens of clinics designed to EMPOWER attendees with innovative information.

The conference, from start to finish, armed administrators, teachers, and superintendents with the innovative tools they need to go back to their schools and EDUCATE. Join us next year for Team Up! Superheroes for Kids. (See the back cover for information.)

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HEALTH Matters

IMPORTANCE of

VISION SCREENING

by Sheronda Whitner

V

ision screenings occur in several educational settings across Ohio as mandated by the Ohio Department of Health (ODH). Section 3313.69 of the Ohio Revised Code authorizes ODH to establish the requirements for what grades are routinely screened each year, what equipment is acceptable to use, what specific vision tests are needed to perform the screenings, and the referral criteria for those who do not pass the vision screening. Schools providing medical services are required to screen school-aged students for vision impairments.

Identification and treatment of vision problems improve school readiness and literacy levels of preschool and school-aged children. Vision screening programs are beneficial to the community in many ways. Children and most parents are not aware of a variety of vision problems until they have been diagnosed and corrected. The positive effects of corrected vision problems may indirectly help with a child’s behavior, demeanor, and performance in the classroom as well as at home and everyday life situations.

The ODH will release the revised vision screening guidelines and requirements in the fall of 2017. The guidelines and requirements will be effective for the 2018–2019 school year.

Beginning in school year 2018–2019, children must be screened in kindergarten, first, third, fifth, seventh, ninth, and eleventh grades. In addition, the following school children should be screened annually or upon occurrence: children new to the school with no previously documented vision screening results; children referred by a teacher or other school personnel; children absent during the previous vision screening; and children whose parent/caregiver request a vision screening. Schools will also be required to report aggregate vision screening data yearly by June 1.

Children attending a preschool-based program shall be screened annually for each year he/she is enrolled in preschool. Children who cannot be screened or referred following a vision screening should receive a comprehensive eye exam by an optometrist or ophthalmologist.

One way to have a successful vision screening program is to utilize ideal screening environments. Ideal vision-screening settings should include a room that is well lit (preferably with natural light), is free from glare, and has no distractions (e.g., other children, pictures, toys, noise). Mass screenings are problematic due to the group size.

Schools that do not have the appropriate vision-screening equipment may borrow equipment through the ODH Children’s Vision Program at no cost. The vision-screening equipment kits include materials for screening setup and testing distance visual acuity, stereopsis, ocular muscle balance, and color vision. Kits are available for pickup from your state support team. Schools are encouraged to make a request at https://www.surveymonkey.com/r/hvequip.

Schools that have new staff or staff in need of vision-screening training may receive training at no cost. The ODH Children’s Vision Program offers free vision-screening training sessions. Vision-screening training includes anatomy and physiology of the eye, abnormalities of the eye, ODH vision screening requirements, and hands-on training with vision-screening equipment. Schools are encouraged to view all training opportunities at http://www.odh.ohio.gov/odhprograms/cfhs/hvscr/hv_trg.aspx.

The ODH Children’s Vision Program provides a variety of resources available to schools. Schools interested in these resources may contact Sheronda Whitner, public health vision consultant, by phone at 614.644.0139 or via e-mail at Sheronda.Whitner@odh.ohio.gov.

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MUSIC EXCELLENCE IN JACKSON LOCAL SCHOOLS J

ackson Local Schools in Massillon, Ohio, Stark County, proudly maintain a standard of excellence regarding the music program across the district, K–12. This article details the K–5 music program from my perspective as one of five elementary general music teachers.

Students in our four elementary buildings come to music class twice per week

by Suzanne Walters for 35 minutes, and the focus of learning is on music literacy and singing pedagogy through a developmentally sequenced curriculum. While each building is unique in character, all students in the four elementary schools have numerous performance opportunities through grade-level programs and choirs.

At Strausser Elementary, students participate in full grade-level programs in the second, fourth, and fifth grades, with program materials frequently based upon character education themes in the second grade and social studies concepts in the fourth grade. In the fifth grade, we incorporate joyful summative performance into the students’ recognition assembly at the end of the school year. This particular performance also includes the Strausser “farewell song” tradition, sung to the fifth graders by the rest of the student body—approximately 600 voices!

Our students in the third, fourth, and fifth grades are also presented with the opportunity to participate in the Strausser Elementary school choir, a nonauditioned group of 85+ students who rehearse once per week before school for 45 minutes. In this limited rehearsal time, these hardworking, young musicians prepare between 10 and 12 pieces of quality and developmentally appropriate literature that stretch them artistically.

The repertoire includes several elements of music and rich vocabulary learned through poetry texts and foreign languages and covers various genres, such as folk music, spirituals, sacred music, and seasonal pieces.

This group performs an average of eight times throughout the year at different school and community events and has been invited to perform at the professional conferences of both the Ohio Choral Directors Association and the Ohio Music Education Association.

Most notably, Strausser has a very proud and cherished performance tradition called Holiday Sing, an all-school performance in which every student performs every year. During Holiday Sing, students sing for parents, community members, and fellow students from other grade levels. The event includes the presentation of monies and items collected by our students for their selected charities—given to representatives of those charities who attend the program and following a meaningful song with a text about giving and sharing. This performance is an integral component of the fabric of our school culture—that of giving and caring—and something about which we are especially proud.

Strausser is pleased to take advantage of collaborative opportunities when they arise or can be created or pursued. District wide, our current collaborative efforts involve curriculum-related aspects, particularly in the area of assessment. The five elementary music teachers worked together to create the student learning objective (SLO) assessments given to third and fifth graders each fall and spring, and these items were cre-

ated in alignment with both the Ohio standards as well as with a unique skills chart. This skills chart document was created also in collaboration with the sixth grade band and choir directors and is implemented throughout the year in the K–5 music classrooms.

The five K–5 music teachers have also created music lesson connections to the ELA Common Core units, which are used to reinforce and repackage these concepts for greater student understanding. Music classes, and virtually all arts classes, offer endless possibilities for reinforcement of classroom content, and we have been deliberate in creating and making available to one another our ideas and successful lessons.

Specific to the Strausser music classroom, there exist the Elements of Music Tree and the Elements of Music Gallery. The tree display features a monthly focus on a particular element of music, while the gallery contains elements which have been covered previously and serves to aid in students’ recall of these items.

These bulletin board displays form the basis upon which my lessons are created with the goal of building a working vocabulary in the students— teaching them to speak and understand the language of our art. The displays themselves are highly visual, incorporating Marzano’s concept of nonlinguistic representations, to increase student understanding, recall, and retention.

Beginning this fall, our district will be rolling out phase one of a 1:1 Technology Integration, offering virtually endless possibilities for creative student learning opportunities. As the initial phase includes students in the fifth grade district wide, there will be interesting and creative opportunities and applications for the music classrooms this year, particularly in the area of literacy activities. We are participating in the staff training offerings to prepare to incorporate these new capabilities with the expectation of increased student engagement and achievement, and to prepare for the full rollout for the entire student body district-wide by the spring of 2019.

As a 25-year veteran of Jackson Schools, I am proud of the programming that we have crafted for our students in the music programs. I believe that our students are challenged yet successful, and are well-prepared and equipped to go on to participate in the highly successful and high achieving secondary music programs. We are proud of the structure that is in place and strive for awareness of ways to continue to grow, achieve, collaborate, and integrate with other arts areas as well as academic content areas. We look forward to a wonderful upcoming school year filled with endless possibilities for beautiful music making and learning!

About the Author Suzanne Walters is the general music teacher and elementary choir director at Strausser Elementary in the Jackson Local School District in Massillon, Ohio.

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THE ARTS PREPARE GENERATION ZERS for COLLEGE: What Principals Can Do to Support Those Experiences

I

n a few weeks, college freshmen will sit for their first series of midterm exams.

For many of them, the rigor of the tests will lead to an eye-opening experience.

These tests will also signal the beginning of the end for some. Combined with class absences, poor time management, lack of social skills, and poor self-confidence, too many of these students will fail and become college dropouts.

To address concerns about college student retention (enrollment to graduation), many higher-ed institutions have developed “college survival” programs, established learning communities and mentoring programs with older students, and repeatedly encouraged involvement on campus—a proven retention factor. Collectively, these strategies and others are geared toward increasing student persistence. What parent wants to pay high tuition and watch his or her child fail?

Why is this misfortune a growing concern? Obviously, student attrition is a financial matter for all colleges and universities. But most importantly, the missed opportunity for individuals who fail and drop out of college becomes a loss for society.

Should principals be concerned about their former students’ achievements? Unquestionably, you are.

In this article, I hope to inform readers about the type of student we are seeing entering college campuses and persuade you to consider actions that will equip your former students with experiences needed for sustained success.

Kelstrom, J. M. “The Untapped Power of Music: Its Role in the Curriculum and Its Effect on Academic Achievement.” [Electronic version.] National Association of Secondary School Principals Bulletin (April 1988), 82, 34–33.

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by Paul G. Young, PhD The Link Between the Arts and College Persistence

What we know is that a student’s IQ is not a reliable predictor of college retention. Nor is socio-economic status or high school grades. What research from the last decade shows matters most are students’ mindset and development of physical, cognitive, and affectual levels of grit, or persistence and retention as they are known in higher education. Research shows that students of varied intellectual levels, who experienced sustained involvement in extracurricular activities during high school, outperform their peers and experience fewer setbacks than those who were uninvolved.

In particular, participation in the arts prepares students for the challenges of college and realities of life. Reports from the college board show that music/art students consistently score significantly higher on both the math and verbal sections of the SAT.1 Yet, many school leaders consider the arts secondary to the core content areas, even after what years of research has shown.

Drive around the state this fall. Where you see high numbers of middle and secondary school students participating in band, choir, orchestra, drama, football, volleyball, cross country, cheerleading, vocational endeavors, etc., you will undoubtedly find a high-performing school. Incidences of drugs, absenteeism, student suspension, etc., will be comparably lower.

Our professional association recognizes this fact, and student involvement is a key factor in earning recognition in OAESA’s Hall of Fame School Award program. Getting kids involved and teaching them how to persist when activities become challenging starts in elementary school and must be supported throughout the K–16 continuum.

Make sure you are playing a key role getting all kids excited about continued on next page...

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...continued from previous page extracurricular participation and doing what it takes to keep them involved.

Generation Z Has Entered College

As the first Generation Zers (born c. 1998–2016) entered college, comparisons of their K–12 preparation and college retention rates with the Millennials (born c. 1979–1997) naturally began to occur.

The Millennials have been castigated as being entitled, lazy, narcissistic selfie takers. This is a broad generalization obviously, but employer reports of their preparation for work have exposed serious concerns. Those worries laid bare a lack of old-school work ethic skills and time-honored values, notably passion and perseverance for short and long-term goals. Add in an irreverent attitude toward professionalism, and concerns have outweighed the many positives displayed by many individuals. In comparison, how are Generation Zers stacking up? These are kids who have always known the Internet, international terrorism, turbulence with the economy, and No Child Left Behind.

Preparing Generation Z for Success

Media reports highlight Generation Zers’ fears, frustration, and objections with ideas and forms of speech they deem offensive.

They also are cynical and technology reliant with short attention spans. Coddled from an early age, the most delicate have been labeled as snowflakes by conservative media. More broadly, significant numbers present underdeveloped life skills showing higher levels of overprotectiveness than ever before. What trait do they appear to lack most? Grit. And where in school has research shown that all students might best acquire grit and a growth mindset? The answer—extracurricular activities, particularly participation in the arts.

Needless to say, advantages pile up for the kids born to the right parents. Many in Generation Z are loyal, compassionate, thoughtful, open-minded, responsible, determined, driven, and intelligent.2 Yet, in stark contrast, increasing numbers of Generation Zers are growing up in a postrecession, have-not part of society. Now populating K–12 schools with the oldest entering college, these Gen Zers have experienced higher incidence of Adverse Childhood Experiences (ACEs)—stressful or traumatic events that include abuse and neglect in dysfunctional homes. While many acquire various levels of physical grit for survival, they often miss supportive, nurturing opportunities that develop cognitive and affective forms of grit. Participation in the arts and other extracurriculars helps ACEs kids bridge opportunity gaps.

In Hillbilly Elegy: A Memoir of a Family and Culture in Crisis, Middletown, Ohio, native J. D. Vance, former marine and a Yale Law School graduate, shares his family’s experience with ACEs (abuse, alcoholism, poverty, and trauma) and the challenges he overcame moving from poverty to middle-class life. He counts his blessings for the advantages he did have—supportive teachers in school, extracurricular opportunities, and mentors who provided influential guidance. This is a book every principal should read and use as a faculty book study to understand the culture of Appalachian poverty, how to create trauma-free classrooms, and how to better teach decision-making, responsibility, and goal setting to help ACEs students do well in middle-class environments.

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Seemiller, C. and Grace, M. Generation Z Goes to College. San Francisco: Jossey-Bass, 2016. (Ch. 1).

2

The Arts Access Gap

There is no doubt that both rich and poor kids attend schools of different quality in our state and throughout the nation. In Our Kids: The American Dream in Crisis, Port Clinton, Ohio, native Robert Putnam showcases how equitable opportunities for poor children have faded in the past five decades. Using personal stories, statistics and studies, and focusing in turn on families, parenting, schooling, and community, the author shows that the class gap in America has been steadily growing. But he offers one important reform recommendation, among many—expand school hours through after-school programming and offer more and better extracurricular and enrichment programming for all kids—particularly the arts.

What Can Principals Do?

The practice in schools that Putnam cites for immediate rethinking is the continuation of “pay to play” for after-school and extracurricular activities. Common throughout Ohio, cash-strapped districts impose fees for clubs and sports to seek voter support for levies and bond issues. But we know from experience, as Putnam argues, that waivers for disadvantaged students often go unused because of the stigma attached, or ACE kids and their dysfunctional families are unaware how to access them. With data to support their position, principals can advocate removing this block limiting extracurricular opportunities for all kids.

In my work with college freshmen, I observe those who have learned during high school how to show up to after-school practices on time. They have worked as part of an ensemble or a team, developed social skills and self-confidence, and usually sail through

their midterms and continue onward. But, unfortunately, there are those who were uninvolved. They lack college-preparatory experiences and often fall flat.

“If I could wave a magic wand, I’d have all the children in the world engage in at least one extracurricular activity of their choice, and as for those in high school, I’d require that they stick with at least one activity for more than a year.”

—Angela Duckworth, Author of Grit: The Power of Passion and Perseverance Elementary principals must help kids get started, and secondary-level principals must assure that involvement is sustained, be it in the arts, sports, or whatever schools can offer. It is not in the best interest of any community to allow pay-to-play fees to be a detrimental factor in setting students up for life on the streets.

Moreover, for every type of cocurricular, extracurricular, and community-based activity available to students, principals should: • Monitor recruitment. Set high expectations. Take an active role in recruitment processes. Track enrollment and retention rates in band, choir, and orchestra. Assure equitable access for all students.

• Provide parents with supportive information and data.

When the principal speaks, parents listen. Promote research showing the link between participation in the arts and post-high school success and the benefits of grit, mindset, and social skills maturity attributed to arts participation.

• Support arts educators, coaches, and community volunteers.

Your music and art teachers and coaches will work harder than ever when they are affirmed by your encouragement and ongoing support. The results? Higher levels of student achievement throughout your school.

• Encourage students’ sustained involvement. A special personal comment or word of encouragement from the principal (or from any adult) for each individual student participant in an arts program means a great deal. It develops identity and bestows recognition. Find at least five individuals every day to offer your special motivating words of encouragement. Inspire your teachers to do the same.

Encourage student-to-student mentoring in the arts.

• Monitor participation rates. Play an active role to reduce students’ quitting once an activity gets hard. Intervene before serious drop-out rates occur. Make sure students and parents know the benefits of a well-rounded, rather than an either/or experience in the arts alongside that of sports.

Participation in the arts should be a life-long experience.

Your vocal support is a powerful endorsement.

Summary

I’ve never met a principal who didn’t appreciate the arts. However, when push came to shove, I’ve known too many that inadvertently allowed time for the arts to be reduced and subjugated to lesser status that reading, writing, or math. To some, the arts appear fluffy. They need some personal reflection about their own fixed vs. growth mindset toward the arts. The beneficial power of art experience, in company with sports, in closing opportunity gaps and preparing students with the discipline needed for various forms higher education is no longer a hypothesis. It’s a fact. The arts are sound practice in the development of well-rounded, capable young adults.

References

Duckworth, A. Grit: The Power of Passion and Perseverance. New York: Simon & Schuster, 2016.

Kelstrom, J. M. (1998, April). “The Untapped Power of Music: Its Role in the Curriculum and Its Effect on Academic Achievement.” [Electronic version.] National Association of Secondary School Principals Bulletin (April 1998), 82, 34–33.

Putnam, R. Our Kids: The American Dream in Crisis. New York: Simon & Schuster, 2015.

Seemiller, C. and Grace, M. Generation Z Goes to College. San Francisco: Jossey-Bass, 2016.

Stillman, D. and Stillman, J. Gen Z @ Work: How the Next Generation Is Transforming the Workplace. New York: HarperCollins, 2017.

Vance, J. D. Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. New York: HarperCollins, 2017.

Web Resources

Growing Leaders: https://growingleaders.com/blog/5-insights-generation-z-garnered-year/ https://twitter.com/TimElmore

About the Author Paul G. Young, PhD, is a retired elementary principal (Lancaster) and a past president of both OAESA and NAESP. He is also retired as president and CEO of the National AfterSchool Association. A nationally known presenter and consultant, he is the author of many books and professional articles for principals, after-school professionals, and teachers. Currently, he is an adjunct professor at Ohio University-Lancaster. He can be reached at paulyoungohio@gmail.com.

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THE YOUNGSTOWN CITY SCHOOL DISTRICT VISUAL AND PERFORMING ARTS PROGRAM

by Tracy Schuler Vivo

Amya is 16 years old and struggles with attendance issues. However, Amya is musically gifted and loves to sing. Her talent is recognized, and she is placed on a pathway to hone her musical talent. She states that “music is half of my heart,” and if it weren’t for the visual and performing arts program and the piano and music classes that she’s required to take, she would not go to school.

Rodney struggles in school academically but has found confidence and skill in his stagecraft ability. After learning to run the stage-lighting control board, Rodney is a crucial part of every performance. He’s learned to troubleshoot problems on the spot when they arise during a performance, and after working with professionals in the industry, he is interested in becoming a stage-lighting and sound technician.

Chiray is gifted in drama, and after quite a few negative behavior and discipline issues during the course of his schooling, he has now learned the importance of discipline when it comes to his craft of drama and theater arts. After a lot of focus, discipline, and hard work, Chiray qualified to the state speech tournament with his classmate La’rayja with a comedic piece in duo interpretation.

Tamron is quiet but talented; he’s cast as the lead in the musical and from that point forward begins to blossom. He states that dance “makes me feel free.”

The mission of the YCSD’s visual and performing arts program is to create an academic environment infused, enlivened, and enriched by the arts. For six years, YCSD has supported an intensive sixth through twelfth grade program housed at Chaney Campus that proved valuable for many reasons, particularly from a social and emotional aspect to students. In those six years, we have seen a growth in students excelling in drama/theater arts, dance, visual art, stagecraft, and instrumental and vocal music, and they enjoy a variety of opportunities to showcase their talents. With the help of our local university of Youngstown State University (YSU), students have had the opportunity to receive college credits in high school for several courses in visual and performing arts. These engaging classes and the intense after-school enrichment that followed proved successful for students.

Studies show that engagement in the arts helps students in many areas, not only from the social and emotional aspect but also with academics. Creativity sparks areas of the brain that benefits students in a multitude of ways. As the coordinator of this program, I’ve seen the direct benefit of the arts on our urban-based students. These courses motivated students to remain engaged in the classroom, and we saw an increase in attendance—particularly with high-risk students. Mark Prensky states in his article “The Reformers Are Leaving Our Schools in the 20th Century”: “If we lack the time to find out who our students really are and what they like, it is hard to create an education that interests them.” He also states, “Amazingly, our current 50

education places no importance on even knowing the individual passions, or interests, of our students,” all of which is important for a 21st century education. Within our program, we utilized the incorporation of new technology and a lot of creative-based problem-solving and project-based learning. We also place a lot of emphasis on “partnering” with our students as well creating an effective student-led learning environment whenever possible. A particular course that really showcased this type of classroom environment was our music composition and basic recording class. In this course, students learned to compose and record their original pieces of music. They needed to closely collaborate with one another as well as the teacher as they worked in studios or stations to do so. The outcome was a compilation of well-composed, engaging, and captivating compositions—many of which were worthy of airplay.

Students then were able to perform their compositions in performances within the school and the community.

About the Author Tracy Schuler Vivo is the visual and performing arts coordinator for the Youngstown City School District. A professional producer, director, choreographer, performer, and member of the Screen Actors Guild (SAG) /American Federation of Television and Radio Artists (AFTRA), the Actors' Equity Association (AEA), and OASSA, she has travelled to over 40 countries with her work in the entertainment industry. In 2011, Tracy developed the visual and performing arts program for the Youngstown City School District. A recent Athena Award nominee, Tracy is incredibly passionate about her work with youth in the arts. She resides in the Mahoning Valley area with her husband, Jim, and their two daughters, Macey and Emmy.

Achieving results in Academics, Leadership and Culture

DO YOU SEE MY POTENTIAL?

51

WHY SHOULD ART BE SPECIAL?

by Michael Weaver

As a principal of an intermediate school (grades 2–6 with approximately 630 students), I am working with my staff to continually look for ways to make every subject meaningful and engaging for each member of the student body.

We have a unit in our school that is classified as an Intensive Resource Room (IRR). This room consists of students that are considered to be low-incidence, multiple-handicap students. These students have combinations of emotional, social, academic, and health needs that make for a challenge in providing art experiences of substance and lasting value. As a building administrator for over 20 years, I have always believed that our specials classes (art, physical education, computer lab, music, and library) should be designed to provide every student with engaging activities in a dynamic environment.

In January of 2016, my art teacher, Mackenzie Belcher, approached me with a desire to do the same. Since then, we have been working together to develop just such a program. We found some time in her schedule when the IRR class could come to her room as a single class and experience art education as a sensory adventure. Mrs. Belcher created a number of lessons on her own and incorporated them as part of their curriculum.

Mrs. Belcher was determined to ensure that art was a meaningful and expressive program for these students. It is important to note that we are continuing to build this program, and, in doing so, we are always looking for strategies to make this happen. We really believe this is the right thing to do to meet students’ needs. This is her story.

During my first year teaching, the IRR was split into two sections.

One came with a fourth grade class and the other with a second grade class. Class sizes were very large—over 25 in each class. Adding the IRR with the regular education students and aides made the classroom number up to 30!

More importantly, this decreased the amount of time that I could focus on the students’ individual needs. My second year is when I really looked at what the students were getting out of my class. I realized how the lessons that were taught could not be differentiated enough for their motor skills. In our 40-minute class, I watched the aides do more of the project while the student free drew or colored a picture. I began to feel defeated every Wednesday. While talking to my principal about what was happening, this idea of the IRR students having their own art time came about. The classroom teacher and I figured out a half hour block that we both could potentially have opened that became their art time.

At this point, I was still adjusting to teaching art for K–4. I was not sure where to start teaching art to a group with special needs and creating projects specifically for them. The research began, finding

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lessons and tips that others have tried that I could use. Each week the students came, I would have a lesson prepared they could finish that day. The projects focused on involving sensory elements, improving their motor skills, and being more based on choice.

When first introducing a new material, I demonstrated how to use it with the students so they can observe how to use it. I wanted the students to be able to do the project on their own and feel successful. I broke the projects down in steps and introduced them one at a time.

We have done projects with pulling apart cotton balls and tearing paper to help their fine motor skills. We would work on finding textures and layering them to create artwork. Students have done printmaking by using food coloring on shaving cream and painting on foil. They see the image they created being transferred to the paper after creating it on a different surface. Students have used other materials for these projects that range from food to toilet paper rolls to stamp designs. They have used primary colors in many ways to discover the secondary colors. Best of all, they have retained the art knowledge they have been taught. They have grown so much that I

have begun doing guided drawings from Harptoons.com, and they have had success with the pictures they create!

One student is in a wheelchair, and he has very little use of his hands. To accommodate this student, we set up an area to allow him to be able to reach his options or see them well enough to tell us which he wants. To help his grasp, we use hand over hand or adjust the tool to make it easier for him to grip. Putting a pencil or paintbrush through a foam ball helps him grasp onto the utensil. I even found crayons that were in the shape of eggs at Target, which helps him control his mark as he draws.

Not every day is about creating a piece of artwork. I have discovered that sometimes my students need time to decompress from what is going on around them. On these particular days, I set up

five different stations for students to choose the activity they prefer to work on. This allows them some independence with their learning. The stations can be working with play dough or kinetic sand to create sculptures. One station has materials laid out in front of them, and they get to choose what they would like to draw that day.

Another station has different tools out that will help with their fine motor skills such as linking chains together. This creates an opportunity for students to choose the activity they would like to participate in, as well as having the choice of the medium to work with.

Since beginning this, the most rewarding part is seeing these students grow so much, not only in my classroom but outside of it as well! Being able to focus on the students’ needs—and getting to know each of them—has helped us to establish a great relationship that has allowed me to see them open up outside of my class.

About the Author Michael Weaver has been in education for nearly 30 years, 21 of those as a building administrator. He is currently the principal of Indian Valley Intermediate School in the Greenon Local School District where he has also served as the director of curriculum.

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Art and the Community

A

t Baltic and Ragersville Elementary Schools, we try to find a way to connect our schools

by Jeffrey Williams to the community in many ways, including our art program. Through the leadership of Andrew Lane, our students have participated in a district art show. Mr. Lane organizes the event and allows for students to display their pieces for the public to come after school hours to see the tremendous efforts and talents of our students.

Mr. Lane also worked with students at Baltic Elementary to create artwork for our annual Arbor Day celebration. In conjunction with the city of Baltic, we travel as a school to Baltic Park, and our students speak about Arbor Day while dedicating a new tree. This past year, Mr. Lane connected his students to the celebration by having each grade create different forms of artwork that were “environmentally themed.”

Garaway Local Schools also has the privilege of being connected with the Sugarcreek Community Arts Council, which claims in its mission statement to “enhance the quality of life of the residents of the Garaway Local School District and surrounding communities by encouraging and stimulating the practice and appreciation for the arts.”

One major way that we connect with the Arts Council is by welcoming local author David Lorah, who wrote the book The Night Santa Lost His Pants. Mr. Lorah spearheads the Santa’s Pants Project where he visits schools, reads his stories, and encourages students to put toys—and most 54 54

importantly, art supplies—into a giant pair of Santa’s pants to give to families in need.

Our students have a tremendous amount of fun with this project as they truly love to give.

For the upcoming school year, the Garaway elementary schools plan to incorporate our art show into our musicals. In the winter, the Christmas musicals at Dundee and Miller Avenue Elementaries will be enhanced with artwork created by our students.

In the spring at Baltic and Ragersville, our hallways will be adorned with student artwork to collaborate hand in hand with our spring musical.

Our mission at Garaway is as follows: “To educate all children and to develop their individual abilities to their highest potential, enabling them to make intelligent life choices. We will do this through an activity-based curriculum, presented in a nurturing learning environment, by a well-prepared and dedicated staff, in concert with our parents and community.” With our art program, we strive to allow our young students to express themselves creatively and take pride in a subject outside of those deemed “test worthy.” And we also strive to showcase their artistic creativity to our communities. It is something that makes Garaway such a personal and caring school district!

About the Author Jeffrey Williams is principal at Ragersville and Baltic Elementary Schools, K–6 grade buildings in the Garaway Local School District. Jeff graduated from Ohio University with a degree in journalism in 1998 and was a newspaper reporter for 10 years prior to teaching. He enjoys coaching, writing, and spending time with his wife, Tennille, and his daughter, Grace.

55 55

Sorry...WE'RE BOOKED TEACHING OUTSIDE THE LINES: Developing Creativity in Every Learner

by Doug Johnson Reviewed by JULIE KENNEY principal, Prairie Lincoln Elementary South-Western City Schools

In an era of tests and more tests, this book raises an age-old question: Should we also be sure we are educating the whole child? This book focuses on education within the vein of using creativity as our outlet of choice. The author makes an excellent argument that our students today should be inspired through our educational efforts to be original thinkers to not just come up with only one correct answer to any given question but instead to come up with multiple original, inventive solutions to problems in today’s world. Rather than simply knowing that 2 + 2 = 4, today’s children should be able to show how and why that answer is correct through drawings, diagrams, word problems, and innovative explanations.

This book becomes an excellent tool for principals in today’s school systems of multiple grade levels as well given its quick readability, short chapters, boldface print of major concepts, and “book-study-ready” outline. At the end of each chapter, the author has included thoughts for discussion and questions that could easily be translated into a teacher meeting or book study conversation starter. “Teaching outside the Lines” begins the first chapter by asking the reader if we simply pay lip service to having children be creative or if we truly believe all children can and should be creative individuals. An example is given to spark the reader even further: Do we allow children to present in costume, with props, and acting, or do we just want them to read aloud an excerpt from their report and check a few boxes from our predetermined rubric? Is Google the only place where creativity is allowed to flourish?

As a principal, I consistently brainstorm with my teachers on how to get our students to exhibit higher levels of skills from Bloom’s Taxonomy. This book by Doug Johnson makes it seem like an easy task, and I plan on using it to guide our year and suggest other principals take a look at it too. From problem-based learning ideas to giving points for design on assignments to asking students why an answer was given instead of just saying it’s wrong, this book is full of useful and resourceful ways to honor our students’ creativity, productivity, and higher-level thinking skills.

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YOUR SCHOOL ROCKS...SO TELL PEOPLE! Passionately Pitch and Promote the Positives Happening on Your Campus

by Ryan McLane and Eric Lowe Reviewed by STEVE ZINSER retired, past president of OAESA In this “easy read” book, the authors, OAESA member Ryan McLane and Eric Lowe, present a practical process to “sell” your school to your constituents! Both authors are practicing principals and live the world of the principalship and present for us solutions to spreading the good news that takes place daily in all of our schools! The cover of the book states: “Passionately Pitch and Promote the Positives Happening on Your Campus.” The authors share their use of current social media techniques and strategies that have helped them connect with their communities.

Your School Rocks... is divided into 17 chapters that encompass the various media formats and give a step-by-step approach as to

how the authors have implemented these techniques. The script is always clear, and Ryan and Eric identify themselves very well and their individual accomplishments to promote these great Ohio schools. They also provide nice timelines and guides in sharing new strategies as compared to more traditional practices, like school newsletters, and other ideas that we principals have used over the years. It is evident they practice what they preach, and samples are given in every chapter.

Each chapter is devoted to a different type of social media application or strategy. Video newsletters, iMovie trailers and movies, Facebook, Twitter, and others are discussed in detail, and the authors explain clearly how they implement these techniques daily in their buildings! This is a comprehensive book with many practical applications that all principals can use and begin implementing in their schools.

This book is a must-read book for principals in 2017–18! We are always looking for ways to communicate and engage our school with our kids, parents, and all facets of our school community.

This book will help you do that! Most of the ideas don’t cost much, and most can be done in a very short amount of time. This is the type of book educators look for. This book is concise and practical and will give you ideas to make your school a better place! Yes, your school does rock! This book will help you tell people! Enjoy!

STEAM Makers: Fostering Creativity and Innovation in the Elementary Classroom

by Jacie Maslyk Reviewed by DAN SEBRING principal, Normandy Elementary Bay Village City Schools Interested in bringing STEAMtype thinking and learning to your school? In the book STEAM Makers, author Jacie Maslyk has managed to craft a historical, helpful, and practical review of STEAM and given her readers a specific path to implementation. The book is appropriate for elementary administrative teams or for use as a staff book study. Maslyk provides a realistic collection of ideas for beginning your school's journey.

Collaborate with others as you read, and further expand your passion to give elementary students a chance to learn through science, technology, engineering, arts, and math! (P.S. Be sure to read my favorite chapter which emphasizes FAILURE as an essential skill for deep and meaningful learning.)

THE TEN-MINUTE INSERVICE: 40 Quick Training Sessions That Build Teacher Effectiveness

by Todd Whitaker and Annette Breaux Reviewed by PAUL G. YOUNG, PhD adjunct professor Ohio University–Lancaster OAESA and NAESP past president

This book should be in every principal’s office. In order to maximize teacher effectiveness, everyone wants to gain benefits from every precious minute of faculty meetings or any professional development opportunity. This book will help you do that.

The Ten-Minute Inservice contains 40 easy-to-use training topics that could easily be integrated into routine meetings. The book is organized into five parts (classroom management, teaching practices, improving school climate, learning from others, and what makes a great teacher). Within each part are eight to ten specific, outlined inservices divided into three parts: 1. Purpose—brief explanation of the topic and what it will accomplish.

2. Inservice—how to present the topic in ten minutes or less.

3. Implementation—strategies to move from talk to action.

The inservices can stand alone, and some build upon one another for a multiweek, sustained professional development opportunity.

Because the topics are short, you may choose to conduct each inservice yourself. Or you may empower to have your assistant principal, a staff development trainer, teacher mentors, new teacher coordinator, etc. lead them. Many contain materials that can be displayed or handed out to participants.

The most notable aspects of this book are that it is practice-based, immediately applicable, and a tool that you will use over and over again to motivate your teachers to become better tomorrow than they were today.

Do you love to read? We are always in need of book reviewers.

Contact Abigail, our editor, at navigator@oaesa.org to let her know you’re interested. Thanks!

6957 57

‘s New Members Zone 1

David Ashworth Melissa Barker Carrie Fife Sheila Ross Mallory Spengler Carissa Stevens Katie White

Zone 2

Jerry Comello Tanya Darnell Lana Gerber Marci Goodrich Nathan Hey Michele Huber Erin Mesker Alison Molnar Kaitlyn Randall Lottie Waldman

Zone 3

Catherine Brown Pamela Dudley Megan Hottle Aaron Klopfenstein Justin Lanman Jeffrey Ungru

Zone 4

Jennifer Albertson-Rope Megan Barber April Beck Audrey Beining David Briggs Michael Lampton Brady Ruffer Shirley Warnimont

Zone 5

Jamie Barrows

Michelle Daniels Krista Dendinger Stephanie Johnson Holly La Marca Tyler Lauber Tiffany Lloyd Deborah Nagel Kendra Nelson Jessica Ritz Pamela White Hanah Wilson

Zone 6

Jessica Carey Nathan Fallow Denise Lackey Michael Moody Diane Pacella Jamie Schulke Laura Stauffenger

Zone 7

Bianca Alexander Amanda Cook Anjanette Depoy Ashley Handrych Jason Jugenheimer Michael Kerensky Michael Klacik Nicole Kussman Kristy Leskiewicz Nicholas Mancuso

Zone 8

Matt Maurer Trisha McCray Kortney Milford Julie Shimko

Zone 9

Christopher Byron Kris Hill Allison Ingram Megan Joseph Brittany Nicolaou-Harrington Sherry McCabe William Peters Tyler Shackelford Elizabeth Royko Kathleen Young Amanda Sopczak Jessie Szakacs Zone 10 Nick Tomba Brenda Boring Jared Turocy Mark Briggs Joshua Vastag James Vivo Anthony Budy

Dorethia Dee Copas Matt Cox Cynthia Goldhardt Kristen Jones Kimberly Jude Bridget McMillen Jessica Moore Melany Ondrus Eric Pettit Richard Rausch Chrystal Shanahan Ce’Nedra Weaver Jasmine Wriston

FALL ZONE MEETINGS ZONE ONE

Sept. 21, 9:00 a.m.–Noon The Lofts 842 Galia St. Portsmouth, OH 45662

ZONE THREE

Oct. 4, 4:30–6:30 p.m.

Brio @ The Greene 4459 Cedar Park Dr. Beavercreek, OH 45440

ZONE SIX

Oct. 4, 5:00–7:00 p.m.

Tremont Tap House 2572 Scranton Rd. Cleveland, OH 44113 -ANDOct. 5, 5:00–7:00 p.m.

Brew Garden 16555 Southpark Center 58Strongsville, OH 44136

ZONE TWO

Oct. 3, 5:00–7:00 p.m.

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Oct. 25, 5:30–7:00 p.m.

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MARK YOUR CALENDAR!

ZONE EIGHT

Sept. 28, 8:00–10:00 a.m.

Schoenbrunn Inn 1186 W. High Ave. New Philadelphia, OH 44663

ZONE NINE

Oct. 11, 8:00–10:00 a.m.

EagleSticks Golf Club 2655 Maysville Pike Zanesville, OH 43701

Zone meetings are FREE thanks to the generosity of OAESA’s corporate partners AXA, Curriculum Associates, Horace Mann, Istation, FranklinCovey, Lexia Learning, National Geographic Learning, and myON.

ZONE TEN

Sept. 27, 4:30–6:30 p.m.

Watershed Kitchen & Bar 1145 Chesapeake Ave. #D Columbus, OH 43212 -ANDOct. 5, 4:30–6:30 p.m.

The Rusty Bucket 180 Market St. New Albany, OH 43054

This is Dan. dan is a principal. dan doesn’t have OAESA.

This is tracy. tracy is also a principal. tracy is confident, calm, and relaxed. tracy joined oaesa.

Why is tracy smiling? she has access to legal aid and topnotch PD. she hears about the best administrative job openings first. She gets communications about the most critical topics in education. she is connected to administrators all across ohio, and her voice is being heard!

be like tracy. join oaesa.

Go to www.oaesa.org/membership or call 614.547.8087.59

445 Hutchinson Ave. Suite 700 Columbus, OH 43235

Educators are everyday heroes, going above and beyond to meet the needs of kids from every walk of life and every ability.

Yes! I‛ll give you a hand!

ight Be r e! ther

W find e will a to d way o it !

SAVE Together, we’ll do amazing things.

THE

Shed your mild-mannered alter ego and embrace your true iden�ty at Team Up! Superheroes for Kids. Join OAESA and educators from across Ohio for an ac�on-packed conference that connects everyday heroes in their quest for caring for the whole child. Choose from dozens of peer-led clinics and hear powerful keynotes by Tim Kight, mo�va�onal coach for the Ohio State Buckeyes, award-winning author and illustrator Peter Reynolds, and Stephen M. R. Covey, author of The Speed of Trust. Capped off with a trade show and fantas�c networking opportuni�es, this is the can’t-miss conference of 2018!

Visit www.oaesa.org or call 614-547-8087 to register.

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