Principal Navigator Winter 2018

principal

Vol. 13 No. 2

$9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

Excellence

IN EQUITY Inside: Co-Teaching & Co-Serving • Equity in Action: A Glimpse Inside One Teacher’s Classroom Applying the Concept of Equity to the School Environment • Lines of Equity

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EXECUTIVE DIRECTOR’S Exchange

Dear Colleagues, In May of 2017, the Ohio Department of Education (ODE) and the State Board of Education (SBOE) began a comprehensive strategic planning process for Ohio’s education system. From May until now, ODE has been working with SBOE and stakeholders to craft a five-year plan that seeks to: • Establish a shared vision for student success and Ohio’s education system that is informed by educators, parents, students, higher education officials, business and community leaders, the governor, and the legislators.

• Identify measurable outcomes that reflect our goals for what the education system should accomplish.

• Chart a clear direction for improvement and progress that forges alignment and greater coordination among schools and other education stakeholders, recognizes different points of view, and maximizes impact on student achievement.

• Identify specific priority strategies that support system improvement and progress toward the identified goals.

The plan process and structure leverage the expertise and perspectives of educators and practitioners in the field; leaders from business, philanthropy, community organizations and higher education; parents; and ODE staff. This graphic reflects the organizational structure that is driving the development of the five-year strategic plan.

continued on the next page...

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...continued from previous page I serve as a member of the Strategic Plan Steering Committee, which meets monthly to direct and guide the development of the strategic plan. We are responsive to the goals, strategies, and metrics that emerge from the five workgroups and give feedback in an iterative process.

I was asked to nominate OAESA members for four of the workgroups, and I appreciate the time, dedication, and insights your colleagues have brought to each of those four workgroups. Their charge has been expansive, and they have given their own time to meet several times a month at ODE in Columbus.

Mike Medure of the Massilon City School District and Michelle Unger of the New Albany-Plain Local School District are your representatives on the Early Learning and Literacy Workgroup. Jason Fife of the Westfall Local School District, Dr. Jeromey Sheets of the Lancaster City School District, and Renee Walsh of the Canal Winchester Local School District represent the administrator perspective on the Excellent Educators and Instructional Practices Workgroup.

Our members representing us on the Standards, Assessment, and Accountability Workgroup are Dr. Rachel Jones of the Chagrin Falls Exempted Village School District, Heidi Kegley of the Delaware City School District, and Jodi Ranegar of the Bloom-Carroll Local School District. And Kesh Boodeshwar of the Brunswick City School District serves on the Student Supports and School Climate and Culture workgroup.

The workgroups will continue meeting together throughout early 2018 and send their recommendations to the Plan Development Oversight Team and, finally, the Steering Committee. The plan will ultimately be sent to SBOE for review. I will keep our membership aware of the progress and next steps for Ohio’s Strategic Plan for Education.

You may recall that last winter, Superintendent DeMaria asked OAESA and OASSA to convene a group of members to identify and offer solutions to address where gaps and barriers exist in available supports for those within the continuum of the principalship. One of the recommendations of the group was to review, update, and revise Ohio’s current principal standards to make them more precise, concise, and aligned to reflect the job of the principal today.

We did convene a group in that worked throughout fall 2017 to refresh Ohio’s standards for principals. Many thanks to these OAESA members who joined us in the important work of advocating for Ohio principals: Mike Bader of the Sylvania City School District, Abbey Bolton of the Kent City School District, Bob Buck of the Forest Hills Local School District, Kori Kawczynski of the Ottawa Hills Local School District, Jonathan Muro of the Madison Local School District, Kirk Pavelich of the North Royalton City School District, and Rhonda Peeples of the Columbus City School District. Additionally, Mark Jones and I participated in this important work, as did our colleagues Ken Baker and Tim Freeman from OASSA. I am pleased to share that this work has resulted in a draft revision that will be presented to the Educator Standards Board in January 2018. We think that this draft will be recommended for a final approval process, with rollout and awareness-building starting with the 2018–19 school year. As of now, we anticipate no changes to OPES for the next school year.

Elevating and maximizing the power of the voice of the principal has been a high priority for your OAESA Board of Directors and me in the past few years. Our members’ engagement in these work groups are just two examples of how the issues important to you are being informed and shaped by active engagement from our OAESA colleagues.

Administrator…Be Heard!

Sincerely,

Julie Davis, EdD OAESA Executive Director

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A Bold Vision for Driving Change NEW EDITION The second edition of this best-selling resource delivers powerful, new insight on how to create thriving schools.

• Consider the characteristics of positive school cultures and how your school’s culture may differ.

• Study the author’s research and observations of 34 schools—11 elementary schools, 14 middle schools, and 9 high schools—and how the behavior of the schools’ staff supported or hindered student achievement.

• Understand why teachers can no longer work in isolation to improve student performance.

• Examine the impact of the Every Student Succeeds Act and Common Core State Standards.

We should never consider education a luxury; it is a necessity, especially for children in poor and minority communities. It may be their only chance at a better life.”

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LEARN MORE

SolutionTree.com/Transforming

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Feature Stories

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16 CO-TEACHING & CO-SERVING Tammy Wagner, EdD One administrator shares her school’s journey with co-teaching, giving students with special needs the opportunity to succeed in the classroom.

STRATEGIES FOR ENSURING EXCELLENCE & EQUITY

Brittany Fleming & Craig Caroff A school psychologist and principal team up to fix the performance gap by utilizing their Intervention Assistance Team.

Jeffrey Williams

Bobby Moore, EdD Educational consultant Bobby Moore writes about his ideas and experiences with excellence in equity.

40 SOLVING THE PERFORMANCE GAP: Equitable Through an Effective IAT

SENSORY ROOMS

LINES OF EQUITY

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Garaway Schools recognizes that not all students learn at the same pace. Read this article to find out how they are reaching all of their students.

ONE KNOCK =

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Many Opportunities!

Paul Young, PhD Dr. Young explores the definition of equity and equity as it relates to funding, teaching, student management, special education, opportunity, and parental engagement in this thoughtful article.

Nick Neiderhouse, EdD Read how one principal is meeting students’ and parents’ needs by using an engaging community partnership.

CALLING ALL WRITERS! WE WANT TO HEAR FROM YOU!

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BRIDGING THE GAP: How We Took Our School from FAILING to ACHIEVEMENT in Just Two Years David Rogers A principal shares PBIS and other initiatives that he and his team used to turn their school around.

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Our Spring 2018 issue will preview the 61st Annual Professional Conference: Team Up! Superheroes for Kids. We are currently accepting articles, and the deadline is February 28, 2018.

Please contact Abigail Smith, our editor, at navigator@oaesa.org to receive full article guidelines and a submission checklist and to let her know you are interested.

Vol. 13 No. 2

EXCELLENCE IN EQUITY About the Navigator EDITORIAL SERVICE TEAM Luna Alsharaiha, Columbus Diocese Julie Kenney, South-Western City Schools Kirk Pavelich, North Royalton City Schools Dan Sebring, Bay Village City Schools Jeromey Sheets, EdD, Lancaster City Schools Tammy Wagner, EdD, Carey Exempted Village 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 Abigail Smith, Editor, Principal Navigator

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

8 OAESA BOARD OF DIRECTORS Our 2017–18 Board

10 HIGHLIGHTING A BOARD MEMBER Abbey Bolton, OAESA Zone 7 Director

12 THE OAESA CHALKBOARD News from the association

14 NAESP RECOGNIZES TOP US PRINCIPALS During National Principals Month

20 SAIL FOR EDUCATION

Equity in Action: A Glimpse Inside One Teacher’s Classroom Rebecca Hornberger, PhD

24 ELEMENTARY ESSENTIALS

Stick Together™ Antibullying Program Tammy Wagner, EdD

29 MIDDLE SCHOOL MATTERS

A must-read book for middle-level administrators: Building Equity reviewed by Zana Vincent

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.

33 OHIO DEAN’S COMPACT Tammy Wagner, EdD

34 SCHOOL BREAKFAST: UNDERSTANDING THE BASICS 38 FROM THE DESK OF MARK JONES

Applying the Concept of Equity to the School Environment

44 LEGAL REPORT Public Records Law Dennis Pergram

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.

50 LEGISLATIVE UPDATES

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

58 TELL US YOUR STORY...

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

Barbara Shaner

56 HEALTH ISSUES What Is MSP? Ann Connelly

Photos from OAESA’s school visits in fall of 2017

64 SORRY...WE'RE BOOKED

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

66 WELCOME, OAESA'S NEW MEMBERS! 7

Board of Directors 2017–18

Executive Board PRESIDENT

Melanie Pearn

Fairfax Elementary 6465 Curtiss Ct. Mentor, OH 44060 440.255.7223 pearn@mentorschools.org

PRESIDENT- ELECT

Erin Simpson

Overlook Elementary 650 Broad St. Wadsworth, OH 44281 330.335.1420

esimpson@wadsworthschools.org

PAST PRESIDENT

Stephanie Klingshirn

Mississinawa Valley Elementary 10480 Staudt Rd. Union City, OH 45390 937.968.4464

stephanie_klingshirn@mississinawa.org

NAESP REP

Timothy Barton

FEDERAL RELATIONS

Aretha Paydock

Galloway Ridge Intermediate 122 Galloway Rd. Galloway, OH 43119 614.801.8850 tfb0523@swcsd.us

The Arts Academy at Summit 1100 10th St. NW Canton, OH 44703 330.452.6537 paydock_a@ccsdistrict.org

ZONE 4 DIRECTOR

ZONE 5 DIRECTOR

Zone Directors ZONE 1 DIRECTOR

ZONE 2 DIRECTOR

South Lebanon Elementary 50 Ridgeview Lane Maineville, OH 45039 513.459.2916 dwinebrenner@kingslocal.net

Jane Myers

Tecumseh Elementary 1058 Old Springfield Pike Xenia, OH 45385 937.372.3321 cpettic@gmail.com

Defiance Elementary 400 Carter Rd. Defiance, OH 43512 419.785.2260 jmyers@defcity.org

Tammy Wagner, EdD

Minford Elementary PO Box 204 Minford, OH 45653 740.820.2287 rmcgraw@minfordfalcons.net

ZONE 6 DIRECTOR

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

ZONE 9 DIRECTOR

ZONE 10 DIRECTOR

Abbey Bolton

Susanne Waltman

Ryan McGraw

Kesh Boodheshwar

Huntington Elementary 1931 Huntington Circle Brunswick, OH 44212 330.273.0484 kboodheshwar@bcsoh.org

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David Winebrenner

ZONE 3 DIRECTOR

Davey Elementary 196 N. Prospect St. Kent, OH 44240 330.676.7400 ke_abolton@kentschools.net

Cathryn Petticrew

Strausser Elementary 8646 Strausser St. Massillon, OH 44646 330.830.8056 sew2jc@jackson.sparcc.org

Steven Foreman

Zanesville City Schools 956 Moxahala Ave. Zanesville, OH 43701 740.454.9751 foreman@zanesville.k12.oh.us

Carey Elementary 216 Blue Devil Dr. Carey, OH 43316 419.396.7922 twagner@careyevs.org

Katie Nowak

New Albany 2–8 Learning Facility 177 N. High St. New Albany OH 43054 614.741.3000 nowak.3@napls.us

Board Representatives CENTRAL OFFICE

Daniel Graves

Columbus City Schools 270 E. State St. Columbus, OH 43215 614.365.8951 dgraves@columbus.k12.oh.us

MIDDLE SCHOOL

Jason Fife

Westfall Middle School 19545 Pherson Pike Williamsport, OH 43164 740.986.2941 jfife@westfallschools.org

ASST. PRINCIPAL

Stephanie Morton

Iowa-Maple Elementary 12510 Maple Ave. Cleveland, OH 44108 216.451.6630

stephanie.morton@clevelandmetroschools.org

CLEVELAND DISTRICT

Gretchen Liggens

Walton Pre-K–8 School 3409 Walton Ave. Cleveland, OH 44113 216.838.7500

gretchen.liggens@clevelandmetroschools.org

MINORITY

Asia Armstrong

Worthington Park Elementary 500 Park Rd. Westerville, OH 43081 614.450.5500 aarmstrong@wscloud.org

COLUMBUS DISTRICT

April Knight

Avondale Elementary 141 Hawkes Columbus, OH 43222 614.365.6511 aknight@columbus.k12.oh.us

WANT TO GET INVOLVED?

Zone Map

We have only 57 county reps!

Is your county represented? We also need district liaisons (DLs) all across the state. We have just 130 right now.

Contact your zone director or call the office at 614.547.8087 for more information.

Sign up to be a DL online at oaesa.org/membership/ district_liaison.

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Highlighting a BOARD MEMBER

ABBEY BOLTON OAESA ZONE 7 DIRECTOR DAVEY ELEMENTARY

Tell us about your background.

I have been a principal for twelve years. I spent two years as an assistant principal at Defer Intermediate in Streetsboro and two years as the principal at Southeast Intermediate School. I have been the principal at Davey Elementary School in Kent City Schools for eight years.

My teaching background was mostly in the middle school grades (seventh grade math and eighth grade American history).

I grew up in Northwest Ohio and graduated from Port Clinton High School. After attending Kent State University (KSU) for my undergraduate work, I never left the Northeast Ohio area.

Who or what inspired you to go into education?

I was inspired by the vast experiences I had in high school, mainly in the fine arts. I originally started my college education in the area of music. I was certain that I would become a band director. However, I quickly realized that teaching music was not my forte (no pun intended). With some excellent guidance from the music professors at KSU, I switched my focus to elementary education. I had wonderful teachers that inspired me to be the best version of myself. In particular, I had a high school math teacher (Mr. Walls) who always encouraged his students—myself included—to persevere through challenging circumstances. I strive to give my students the same experiences I received in school.

What do you consider is the most important aspect of the principalship?

The most important aspect of the principalship is being an advocate for all children. I am blessed with the opportunity to be responsible for 500 children. I do not take this charge lightly. We are always searching to provide the basic needs for our children so they can learn and grow. I continue to search for opportunities in assisting my students in a healthy, positive life.

What is your personal mission in life?

To make a difference each and every day. I do not want to miss an opportunity to make a difference to someone who needs it!

If we interviewed your staff, what are three words they’d use to describe you? Why?

Supportive. Giving. Funny. I am supportive of my staff and students. I want them to know that I am willing to do whatever I can to help them. If you know me, humor is a strength (or weakness, depending on how you look at it). My colleagues know that I like to make people laugh and have a good time, but they also know when I am ready to get down to business.

Name one person you couldn’t do your job without.

I could not do my job without my school counselor! Davey has approximately 500 children and one principal. My school counselor has become a confidant and sounding board. She has strengths that are my weaknesses.

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Tell us about your position on the board. When did you join? What are your goals for Zone 7?

I have been a part of OAESA for at least 12 years. I joined OAESA my first year as an administrator. My goal as the Zone 7 director is to help connect my colleagues to the numerous supports OAESA has to offer. Most importantly, I want our zone [members] to connect with one another. There is strength in numbers. Everyone needs to feel supported and valued—we must do that for one another!

What OAESA service team do you participate in? Can you share with our readers your team’s focus this year?

I am a part of the Membership Service Team. We are focusing on how to better meet the needs of our members. Our committee wants to increase the membership and make certain nonmembers understand the value of the organization. We are also creating “our story” to make certain all administrators feel heard and understood.

This issue’s theme is Excellence in Equity. What do you believe an administrator’s role is in equity for students?

As administrators, it is our responsibility to ensure all students are getting the services that they need. It is important to look at students individually to see what they need to be successful in the classroom and beyond. Principals must ensure equitable access to knowledge and skills regardless of outside factors.

Share a tip with our readers about how you ensure equity for all in your school.

As a principal, I make certain that students understand the difference between equality and equity. It is important that we build a school environment that is supportive of individual needs. Teaching kids that fair is not always equal will help them build empathy for one another. As a school, we always strive to meet the student where they are.

MORE ABOUT ABBEY...

PET PEEVE—unmotivated people ON HER BUCKET LIST—visit Ireland BEST DECISION—becoming a principal FAVORITE HOBBY—traveling & seeing new things TEN-YEAR GOAL—earn her doctorate

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SAIL for Education’s Rebecca Hornberger, PhD, attended Concordia University’s (CUC) graduation. Here’s what she had to say: “I had the privilege of celebrating [CUC’s] fall commencement with several of our SAIL master’s and doctoral graduates on Saturday, December 9th! Our SAIL program is ideally structured to meet the needs of Ohio educators who would like to pursue an advanced degree (master’s or doctoral) and/or pursue principal or superintendent licensure or teacher leader endorsement. Please contact me if you would like to learn more about these programs: rebecca.hornberger@cuchicago.edu.”

Dr. Hornberger and master’s graduate Tracy Massey

(L to R:) Dr. Hornberger and doctoral graduates Edward Varner, Kathryn Anstadt, Beverly Hives, Donna Knight, and Mary Crabtree

Attention: Would you like to be more involved with OAESA? We are currently seeking county reps. At this time, we have only 57 of the 88 counties covered. Please e-mail us at info@oaesa.org for more information.

The OAESA Membership Service Team met in November, and its are excited to report that OAESA’s membership grew by 6.8 percent since the April 2017 Representative Assembly meeting. The team’s goal is to increase by 5 percent overall this year, and we appear to be on track.

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OAESA’s Professional Learning Team has been hard at work to bring you exciting professional learning opportunities in the spring. OAESA will be offering a Beginning Administrators Mentoring Academy (BAMA) in 2018. Stay tuned for more information. And don’t forget to register for other upcoming PD, including the Legal Seminar (Feb. 8) and the Aspiring Administrators Conference (Feb. 22). Also, we host FREE webinars and Twitter chats every month. Visit oaesa.org/events for more information about these and other great events.

Calling all principals, curriculum leaders, and teachers! If you are interested in refining math instruction in order to better meet your students’ needs, please consider attending one of the upcoming FREE workshops that OAESA is offering, in partnership with Big Ideas in Learning. These workshops will be structured around best practices for K-8 classrooms according to the research of John Hattie. They will be held at three locations throughout the state of Ohio: • March 6: Independence, OH, Cuyahoga County ESC • March 7: Bowling Green, OH, Wood County ESC • March 8: Lebanon, OH, Warren County ESC Half-day option: approximately 8:30 am to 12:15 pm.

Full-day option: approximately 8:30 am to 3:00 pm.

Lunch will be included. Please visit oaesa.org/events for details.

Did you know that Stephen M. R. Covey, author of The Speed of Trust, is one of our keynotes at the OAESA 61st Annual Conference, Team Up! Superheroes for Kids? He’s also presenting a FREE webinar on January 19 at 9:30 a.m. For more information and to register for both events, go to oaesa.org/events.

Speaking of the conference: Are you interested in presenting? We are currently accepting proposals for both 20-minute clinics and 45-minute presentations on the following topics: 1) Positive Climate, Culture, and Community 2) Social-Emotional Well-Being of the School Community 3) Trauma-Informed Practices 4) Learning Barriers For more information and to submit your topic, check out oaesa.org/teamup2018.

FACT: Children who eat breakfast at school perform better on standardized tests than those who skip breakfast or eat breakfast at home.

Do you want to increase breakfast participation in your school by implementing a breakfast in the classroom program? The Partners for Breakfast in the Classroom have grant funds available to help schools in our state! For more information, visit www.breakfastintheclassroom.org.

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NAESP Recognizes

during National

The 2017–18 Class of National Distinguished Principals

Sixty-two outstanding elementary and middle school principals from across the nation and abroad have been named 2017 National Distinguished Principals (NDPs) by the National Association of Elementary School Principals (NAESP). The pre-K–8 principals were honored October 13, 2017, at an awards banquet in Washington, DC. Established in 1984, the two-day NDP celebration program, which was held at the Capital Hilton Hotel this past October, recognizes public and private school principals who make

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superior contributions to their schools and communities. The 62 principal honorees were selected by NAESP state affiliates and by committees representing private and overseas schools. The event takes place annually in October, which is National Principals Month.

“Principals create the necessary conditions for providing students with the well-rounded education that they need,” said Dr. L. Earl Franks, CAE, NAESP’s executive director. “NAESP’s National Distinguished Principals program recognizes the outstanding leadership of highly suc-

Top US Principals Principals Month

Ohio’s 2017–18 NDP Rhonda Peebles

Rhonda with OAESA’s executive director, Dr. Julie Davis

cessful principals and their commitment to the children they serve, to their local communities, to their state, and our nation. Working in partnership with classroom teachers and other educators, these principals provide the necessary leadership to improve student achievement and ensure every student has a pathway to success.”

Criteria for selection of the principals require that the honorees are active principals of schools where programs are designed to meet the academic and social needs of all students and where there are firmly established community ties with

Rhonda with NAESP president, Brian Partin

parents and local business organizations.

Ohio’s National Distinguished Principal, Rhonda Peebles, principal in the Columbus City School District, joined OAESA’s executive director, Dr. Julie Davis, to attend the event in October.

NOTE: A list of the 2017 National Distinguished Principal award recipients as well as their biographical information can be accessed by visiting the following: http://www. naesp.org/2017-class-national-distinguishedprincipals.

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Co-Teaching

&Co-Serving “Fairness does not mean everyone gets the same.

Fairness means everyone gets what they need.” ― —Rick Riordan, The Red Pyramid

Tammy Wagner, EdD

I

n classrooms with students with special needs the above quote is common. Often, the words “in order to be successful” are added to the end of the quote. This quote may appear, at first glance, to be at odds with the definition of equity—“the quality of being fair and impartial.”

As educators, how can we reconcile the ideas of equity and fairness with regards to our students in the classroom? Our students are as diverse in looks, home life, socio-economics, and academic, behavioral, and emotional needs as this year’s weather patterns. As educators, we are tasked with helping all students grow in their learning… by showing a year or more of growth according to value-added criteria or student learning objectives (SLOs). In the case of our students with special needs, our goal is typically to show more than a year’s worth of growth in order to “close the gap.” In order to achieve such a goal, additional resources and supports may be needed.

At one time, the debate regarding students with special needs centered on access to education.

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Nearly 60 years ago in Wyandot County, the question was whether or not students with cognitive deficits were capable of learning.

Mrs. Angeline Eyestone and the Sycamore Garden Club took on a project to see if some local children with “mental handicaps” (historic term) could learn. In May of 1968, they set up the first experimental classroom of six kids in the basement of Christ Lutheran church. From that small start came about Wyandot County’s current Board of Developmental Disabilities (WyCBDD), locally know as Angeline School and Industries.

Established in 1967 as part of the Ohio Revised Code, today there are 88 boards of developmental disability, one for each county.

There is no longer a debate about whether or not students with cognitive disabilities should be educated or are capable of learning. The debate is not about if students with special needs should be educated, but rather how, where, and at what level. The debate focuses on what the educational programming for these students looks like, specifically, in regards to access to the general education curriculum and inclusive teaching practices in general education classrooms. This applies to all children, regardless of whether they have a vision impairment or hearing impairment or meet one of the other 11 criteria qualifying for a disability.

The trend over the past ten years in the United States and other countries is to educate students with disabilities and their typically developing peers together. In educational terms, this practice is know as inclusion or “mainstreaming.” One strategy that supports inclusion in general education classrooms is co-teaching.

Our journey into co-teaching at Carey Elementary began approximately three years ago when our school partnered with Bowling Green State University (BGSU). BGSU received a grant to implement a dual licensure program for its teacher candidates. The grant was designed to offer an option to preservice educators to enroll and graduate in four years with both a preschool through grade three early education license and preschool through grade three special education license. Our school collaborated with BGSU and placed teacher candidates with our experienced intervention specialists as their mentors as well as with general education teachers.

Both mentors and teacher candidates participated in two hours of professional development on co-teaching strategies. They worked to implement one or more of those co-teaching strategies over the course of the school year. At the time, the co-teaching practices occurred either within the structure of a “resource room” or pullout program for students with special needs, or within the context of the general education classroom. With regards to implementing professional development or learning anything new, I am a big believer in methodology. Generally speaking, I try to take the following approach: 1. Assess where individuals are in their learning.

2. Start them in their comfort zone.

In thinking about our teachers’ comfort zones here at Carey Elementary, I intentionally chose to introduce co-teaching practices with preservice teachers. My staff at the time was mixed. Some were experienced mentor teachers, and some would be first-time mentors. All of our staff had a limited knowledge of co-teaching strategies—meaning, our teachers could name or describe two or fewer co-teaching practices. Nevertheless, all of the staff members articulated to me that they could visualize themselves in the roles of mentor teachers.

The list and name of co-teaching practices varies according to different researchers and programs. BGSU uses definitions and examples developed by The Academy for Co-Teaching and Collaboration at St. Cloud State University and TWH Consulting (2015).

The original research was funded by a US Department of Education Teacher Quality Enhancement Partnership Grant and has been adapted from the work of Lynne Cook and Marilyn Friend (1995). These co-teaching strategies include the following: • One Teach, One Observe: One teacher has primary responsibility, while the other gathers specific, observational information on students or the (instructing) teacher.

• One Teach, One Assist: One teacher has primary responsibility, while the other assists students with their work, monitors behaviors, or corrects assignments.

• Station Teaching: Instructional content is divided into parts, and each teacher instructs one of the groups— often an independent station will be used along with the teacher-led stations.

4. Create small amounts of cognitive dissonance periodically.

• Parallel Teaching: Each teacher instructs half the students with the same instructional material and instructional strategies.

5. Repeat steps 3 and 4 as needed to move individuals forward in their learning.

• Supplemental Teaching: One teacher works with students at their expected grade level, while the other

3. Build success and confidence.

continued on next page...

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...continued from previous page teacher works with those students who need the information retaught or extended.

• Alternative or Differentiated Teaching: Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same.

• Team Teaching: Both teachers are actively involved in the lesson with no prescribed division of authority.

As BGSU worked to develop the skills of preservice teachers in co-teaching, one of the challenges they faced as an organization was the lack of working educators in the K–12 environment who were familiar with such practices. By partnering with our school and offering free professional development, the university was able to build capacity in its K–12 partners to support their co-teaching methodologies. Together, we were able to engage in a process of “simultaneous renewal,” whereby both partners—Carey staff as well as BGSU students—were able to benefit and learn together, enhancing practice and forging a stronger educational system for both mentors and preservice teaching candidates.

This year in our building, we are work-

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ing toward providing a continuum of special education services to our students. Some of our intervention specialists and general education teachers have again signed up to mentor BGSU teacher candidates, so the co-teaching at this level will continue. At the same time, we have challenged our staff to begin co-teaching among themselves by partnering intervention specialists with general education teachers one or more days a week for approximately 40 to 60 minutes. The goal is to use co-teaching as a vehicle to support both general education

teachers and intervention specialists in co-serving students with special needs.

The dynamic for this type of co-teaching is a little different as it involves two equals with shared accountability and equal power.

The general educator, typically, is an expert in content and grade level curriculum while the intervention specialist has expertise in instructional strategies, content delivery methods, and supports. One of the resources that we are using to advance our staff ’s knowledge this year is provided by the Ohio Leadership Advisory Council (OLAC) in the form of their “learning supports” module under section eleven “methods that modify structures.” This module has links to video examples of co-teaching from The Curry School of Education at the University of Virginia and from Shawnee State University and Portsmouth Elementary School in Ohio.

We predict that the use of a co-teach/co-serve model will have benefits for learners at all levels.

Other Co-Teaching Resources: Wendy Murawski, PhD Executive director and Eisner endowed chair Center for Teaching and Learning California State University, Northridge www.2TeachLLC.com www.csun.edu/ctl wendy.murawski@csun.edu Twitter: @WWMurawski Sonya Kunkel skunkel@crec.org www.crec.org author of Advancing Co-Teaching Practices: Strategies for Success

About the Author Tammy Wagner, EdD, is an elementary principal at Carey Elementary. She has more than 20 years of experience as a teacher and administrator. She also works in grant writing, federal programs, and professional development in preschool through grade 12 educational settings.

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EQUITY IN ACTION: A GLIMPSE INSIDE ONE TEACHER’S CLASSROOM

REBECCA HORNBERGER, PhD Department Chair, SAIL for Education

I

t’s a familiar scene that plays out in classrooms throughout our schools on a daily basis. A teacher is working with a small group of students, and a line starts to build to her side. A little girl, Katie, notices that her classmate, Jacob, is standing in the line with a writing piece that he has painstakingly completed.

However, this is not a typical classroom, and the leader of this classroom is anything but average. Because Katie is part of this unique learning environment, she knows exactly why her classmate is standing in line, and she knows what he needs to move forward in his work. She turns toward Jacob and comments, “I see you worked very hard on your writing, Jacob. This is good work—I’m very proud of you.” He nods in agreement and returns to his seat to continue with his independent work.

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impact on student learning.

Our recognition is the only way to move beyond merely providing equal opportunity and instead pushing toward assuring that barriers are systematically removed so that every student’s full potential is realized. We must understand what equity looks like in practice so that we hold ourselves, our teachers, and our entire school community accountable in assuring equity across all facets of our educational systems.

EQUITY

in today’s schools The Center for Public Education is about assuring that (2016) “set forth the areas in an equity agenda that research shows students have received all will have the greatest impact on student outcomes.” Those areas include teachers, curriculum, discithe tools needed in order pline policies, and funding. This is essential because educational equity is to ensure their success “more than a guarantee that the school doors will be open to every child.” Equity in the future. in today’s schools is about assuring that stu-

You might be asking—what does Mrs. Johann’s teaching and professional practices have to do with educational equity? The answer is simple: within my school building, the teacher who best exemplified equitable practices in everything she did was Mrs. Johann.

And I firmly believe that, as principals, we must be able to recognize the types of equitable practices that will have the greatest

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I had the privilege of witnessing this interaction in a classroom run by Mrs. Marybeth Johann, a seasoned educator who taught first grade in the school where I served as principal. This is just one of the many examples of the extraordinary learning environment that Mrs. Johann created within her classroom on a daily basis.

dents have received all the tools needed in order to ensure their success in the future.

Within the areas of teaching and curriculum, clarity is essential in identifying the key teacher qualities and curricular practices that will have a positive impact on student outcomes. Darling-Hammond (2013) explained that teacher quality is the personal characteristic that an educator brings to the teaching profession.

Research has shown that the following teacher qualities have a positive impact on teacher effectiveness: a strong content knowledge of the subject area to be taught, as well as a knowledge of how to teach the content to others; an understanding of how to support diverse learners in their academic growth; the ability to make

observations and both organize and explain ideas; and expertise in adapting and modifying curriculum and instruction based on student needs (Darling-Hammond, 2013).

ing would take place. In her room, getting overlooked simply wasn’t an option—every interaction with her students communicated their importance, both as learners and as people.

Her unconditional love and acceptance also came with the expectation that an attitude of perseverance was essential, and every single student rose to meet this call.

Darling-Hammond (2013) expanded on this idea by explaining that many parents, policy makers, and educators would add the following characteristics to these essential teacher qualities: • support learning for all students; • teach in a fair, unbiased manner;

Mrs. Johann and one of her students

• adapt instruction to help students succeed; • strive to continue to learn and improve; and • collaborate with other professionals and parents in the service of individual students and the school as a whole. (Darling-Hammond, 2013, p. 11) Mrs. Johann’s classroom was a model of effective curricular practices coupled with exceptional pedagogical skills. To support diverse learners, she practiced true differentiation on a daily basis—it was deeply embedded in her daily classroom practices.

For example, students were intentionally grouped in both math and reading based on pre-assessment data. These groups were flexible and changed based on skill acquisition. At the individual level, she also provided work that was based on each student’s needs, much like the individualized work plans that are used in many Montessori classrooms.

Mrs. Johann also used teaching strategies that empowered students with their own learning.

From the first minute that her young learners entered her classroom at the beginning of the year, they were enveloped in an environment that assured that learn-

The “I” Corner

The next essential area of focus in an equity agenda is student discipline.

The Schott Foundation for Public Education (2017) made the following statement about the transformation that is starting to take place across the nation when it comes to positive school climates and equitable disciplinary policies: “Increasingly, schools are moving away from harmful and counterproductive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools. Everyone thrives when a school community is a healthy living and learning climate for all.”

What does a healthy learning environment with effective disciplinary procedures look like from the practitioner’s point of view? In my mind, it looks very much like the interaction I witnessed between Katie and Jacob in Mrs. Johann’s classroom. In this situation, both students were keenly aware of multiple classroom expectations and “ways of doing business.”

They were empowered with the ability to monitor themselves and one another because the classroom was a true community in which all members took care of one another and themselves.

Katie had obviously observed how the “lead learner” (Mrs. Johann) used positive reinforcement to support student learning. Katie also felt empowered with the ability to support others in their learning and did so through her verbal exchange with Jacob. Further, Jacob understood that approval and reinforcement did not have to come exclusively from the teacher. He valued his classmates to provide needed feedback and reassurance so that he could continue his work.

Mrs. Johann reads to her class.

continued on next page...

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...continued from previous page

Another example of Mrs. Johann’s student-centered disciplinary procedures was her “I” corner. Students used this corner to talk out problems or issues that arose on the playground or in the classroom. Mrs. Johann was intentional in teaching students specifically how to use the “I” corner appropriately. It was modeled and practiced repeatedly at the beginning of the year before the corner was opened for community use. For the remainder of the year, students used this space to work out issues and problems as they arose. The benefits of the “I” corner were substantial because the learning process in the classroom continued without interruption while students also learned how to handle conflict in an appropriate and mutually beneficial way.

lars. Combined, they support about 90 percent of the total budget.

How these dollars are distributed within states can manifest in sizable revenue gaps between districts based on the poverty rates of the students they serve.”

In contrast to the adult in the room always doling out reinforcement and/or correction, Mrs. Johann’s students had been intentionally taught that they could provide what is needed to each other. Her classroom did not belong to the teacher; rather, it belonged to the students and they took up the mantle of that responsibility willingly. Most importantly, this willingness to share ownership of the classroom made Mrs. Johann’s students feel valued and important, and those feelings, when deeply engendered and internalized within students, dramatically reduce or even eliminate misbehavior.

She further explained that our phonics instruction was inadequate, piecemeal, and inappropriate for students. They were receiving one type of instruction in preschool, another method in kindergarten, and yet another in first grade. She was blowing the whistle on these ineffective practices and said that she was willing to do whatever it might take to align ourselves across grade levels and commit to a systematic, sequential, and research-based phonics program.

Yet, principals and teachers must work within their fiscal limitations to assure that a lack of funding is never a barrier to student learning. Mrs. Johann taught me how to remove the funding barrier. After attending an intensive phonics training one summer, she immediately hurried over to my office and let me know we were doing our students a disservice and we must rectify the situation immediately.

The fourth area of focus to ensure equitable practices is funding.

As principals, we often feel that funding is outside of our locus of control. However, we must be aware of the disparities in funding across our public schools, and we must commit to level the playing field as much as possible for our students and schools.

However, our building funds for the year had already been fully allocated and there was no money left to devote to this curricular initiative. Mrs. Johann did not let this lack of funding stop her from providing for our students. She solicited local businesses and worked closely with our PTO to raise more than $6,000 to implement effective phonics instruction for preschool through second grade.

The Center for Public Education (2016) explained that “money is the clearest indicator of educational equity between districts. The largest share of school revenue comes from state and local dol-

This phonics initiative was just one example of the many ways that Mrs. Johann was able to move mountains for the students and staff, and thus reinforce the value and worth of each and every

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learner at our school. In an educational environment in which many factors feel beyond our control, educators such as Mrs. Johann remind us that we do, in fact, have the ability to significantly influence our students and their learning.

As we continue to address the essential aspects of equity in education, we must embrace every opportunity to transform our

classrooms and our schools. It is a moral imperative that lies at the core of our responsibility as educators. John Dewey’s (1915) words continue to ring true today: “What the best and wisest parent wants for his own child, that must the community want for all of its children…All that society has accomplished for itself is put, through the agency of the school, at the disposal of its future members.”

References Center for Public Education. (2016). Educational equity: What does it mean? How do we know when we reach it? Retrieved from http://www.centerforpubliceducation.org/educationalequity Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teacher College Press.

Darling-Hammond, L. (2017) An equity Q&A with Dr. Linda Darling-Hammond. Retrieved from http://www.hunt-institute.org/resources/2017/09/an-equity-qa-with-dr-linda-darling-hammond/ Dewey, J. (1907). The School and Social Progress. Chapter 1 in The School and Society. Chicago: University of Chicago Press: 19–44.

The Schott Foundation for Public Education. (2017). Retrieved from http://schottfoundation.org/issues/school-climate-discipline

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ELEMENTARY Essentials

STICK TOGETHER™ ANTIBULLYING PROGRAM TAMMY WAGNER, EdD

S

tick Together™ is a free, character-education program offered to schools by Project Love and Duck Tape®. The program provides a fun and different way for students to explore the important social-emotional learning concepts of kindness and sticking together to combat bullying and negative behaviors.

Stick Together™ was developed with schools in mind. Their team has taken into consideration the small amount of extra time schools and organizations have to provide special programs by creating a short, easy-to-implement program design. It is packaged so that it can be presented in a 45- to 50-minute session using your own teachers, counselors, coaches, staff, or high school-age students as the program facilitators. It creates a new and interesting way for you to encourage a positive group climate in your building or program, inspiring a culture of kindness, caring and respect in your schools that will inevitably lead to success in the classroom, hallways, playgrounds, gyms, and more.

The program is recommended for children in the age range of grades 2–6 but is available for any age group in your clubs, organizations, elementary, or K–8 building. Using a combination of tools, the program mixes large group discussion, video elements, hands-on activities, and a writing exercise to keep participants interested and engaged. The lesson culminates with participants pledging to “stick together” as they write their individual names on pieces of Duck Tape® and post them together on a provided banner. This banner can hold the pledges/ names of up to 150–200 students. After the program, the banner can be displayed prominently in your building as a constant reminder to be kind, caring and respectful to others.

Project Love and Duck Tape® provide a step-by-step, how-to guide for your facilitator(s) along with the necessary handouts and materials.

All you have to do is print the handouts and organize the program logistics by arranging the participants and room setup.

My counselor and I had the opportunity to present this program in September 2017. We were very pleased with the overall message and outcomes for our school. We chose to present it to students in grades four and five in two small sessions, approximately 60 students each.

The lesson materials were very easy to follow and were of good quality. Several weeks prior to the scheduled event, we were e-mailed a detailed program lesson plan. We printed copies for ourselves, watched the kindness chain video, and printed out copies of the writing activity for students. One week prior to the scheduled event we received a box of materials that included the following: several rolls of different-colored duct tape, stickers, a large vinyl poster with grommets, and bookmarks. On the day of the event, we hung the Stick Together™ poster up where it could be reached by students, set up chart paper to record student responses, and had our video screen down and tables set up with markers and small strips of duct tape. We presented the program following the General Program Outline with a few modifications: 1. Make introductions and welcome participants.

2. Brainstorm the definition of kindness and present a video—an example of how a Kindness Chain works at https://www.youtube.com/user/LifeVestInside?disable_polymer=true .

3. Practice a visioning exercise: What do you want your school or program to be like?

4. Participate in a large group discussion: Stick Together™—What does this mean?

5. Do the Duck Tape® Pledge and Banner Activity.

6. Do a writing activity: Personal Commitments.

7. Give away items.

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Our teachers helped out during step five, assisting students with writing and sticking to their pledges. Teachers also handed out the stickers and bookmarks—either during the program or back in their classrooms. We also had teachers do the writing activity in their classrooms.

Our students greatly enjoyed the presentation. As of writing this article, it’s the end of October, and we are revisiting the messages with booster discussions in the classroom led by teachers and our guidance counselors. Students respond well to the idea of “sticking together” and are using these words to support each other. They have requested to watch the “life vest” video again and enjoy sharing their acts of kindness. One day, I hope our school can create its own “chain of kindness” video to share with others.

Please see Dr. Wagner’s bio on p. 19.

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Strategies for Ensuring

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ver the last decade, a myriad of terminology has confused educators and left them questioning their moral purpose in education. Educators often heard words or phrases, such as closing the achievement gap, equality, equity, and excellence. Not only did these words confuse educators— worse yet, they mystified and baffled parents. I have had numerous conversations and Bobby Moore, EdD debates with educators and parents about the policies, practices, and intentions associated with these words and phrases. No wonder many schools struggled with coherence as well as the alignment of their strategies and practices to support struggling learners and enrich the learning of students who were proficient.

For years, many of our schools focused exclusively on closing achievement gaps, thinking this was equity. Perhaps the intention of the policies enacted across the country (to ensure equity for all students) was not to abandon the education of students who were mastering academic standards. However, because of the accountability system—heavily focused on punitive ratings for schools not closing achievement gaps and growing subgroups—this is exactly what happened.

Several years ago, I heard a speaker draw what I thought was a perfect analogy to what equity should look like. The speaker shared, “Equality is as if I loaded my truck with sneakers, backed up the truck to a school, and gave each student a pair of sneakers. Equity is not only giving each student a pair of sneakers but making sure they fit.” I always add the following statement to this analogy: Excellence is when you ensure each student has an opportunity to use those sneakers and not only run a mile but run it faster than ever before—and as fast as anyone else. You see, equity should not limit, hold back, or eliminate opportunities for any students. We can ensure equity and have excellence be the goal for every student.

When I was a fifth and sixth grade principal, we always pursued excellence and equity. Our building was in a rural district, and at the time, approximately 40 percent of our students came from poverty—and usually 25–40 percent were entering our building below grade level in math and/or reading. Our focus was not only to close the achievement gap but to have our students be as successful as any suburban district in the state. We allocated as many additional resources as we could and implemented specific strategies to ensure excellence and equity. I always felt we were successful as very few of our students would go on to seventh grade nonproficient in reading or math, and our achievement and value-added data always ranked among the best in Ohio. Our school received national recognition and was even honored to receive the OAESA Hall of Fame Award.

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Below are our specific strategies to ensure excellence and equity.

Extended Time for Reading and Math By fifth grade, many schools may no longer prioritize both reading and math in their school schedule. We believed not all subjects were created equal, and if you prioritize everything, you have prioritized nothing. We felt that to ensure excellence and equity, we had no choice but to extend our periods to 90 minutes every day in both reading and math. We coached our teachers on how to use the additional time and keep students engaged in their learning.

The additional time allowed our teachers to focus on high quality practices in the classroom without relying on homework. Most of today’s homework assigned by teachers do not meet the criteria of a “Gold Standard Practice,” that is addressed in Anders Ericsson’s (2016) groundbreaking book, Peak. Gold Standard Practice is a level above purposeful practice and is referred to as “deliberate practice.” According to Ericsson, deliberate practice must meet the following criteria: • Is designed and overseen by a teacher or coach familiar with expert performance. In our building, only the literacy and math experts taught these subjects.

• Requires near maximal effort. Our teachers did not sit at the desk when our students practiced their work in class. Our teachers moved around the room and coached and conferenced with the students. Many students were pushed outside their comfort zones yet felt supported in their work.

• Involves specific goals and communicates success criteria. Our teachers posted the students learning targets each day and ensured that every student could answer the following questions: 1) Where am I going? 2) Where am I now? and 3) How do I close the gap?

• Requires specific and timely feedback. This is where homework misses the mark. Many researchers now conclude there is very little impact on learning by assigning homework. Our teachers understood the importance of giving students feedback while they practiced their work in class.

• Involves the student building on previous skills or modifying his or her previously learned skills. Our staff knew it was not formative assessment unless the student and/or teacher altered his or her practice after the feedback.

In fact, we decided to extend science and social studies to 90 minutes a day as well, while teaching them for only one semester. The reason we decided to extend the time for these two subjects was to engage our students with more hands-on or project-based learning and reduce their subject load to three core classes per day instead of four. We were pleasantly surprised with our social studies and science results. Despite only teaching each subject for one half of the year, the opportunity for hands-on learning and more extended

excellence and equity practice in the classroom produced some of the highest social studies and science data in the area.

Diamond of Success To ensure equity for students, schools need to have highly impactful Response to Intervention (RTI) or Multi-Tiered Support Systems (MTSS) in place.

Our school went one step further and redesigned the once familiar inverted pyramid that every RTI program has seen to the shape of a diamond. We called this our “Diamond for Success.” At the heart of this diamond was tier 1 instruction, unpacking standards and designing assessments before instruction. The most important strategy in our model was teachers using formative instructional practices daily and consistently using their common assessments to monitor student learning. Instead of assigning a grade to a student after assessing, our teachers would identify our students as either 1) mastering material or 2) “not yet.” The students who were mastering material would receive interventions on one side of the diamond that included differentiation in the classroom, and additional enrichment periods during the week. Those students identified as “not yet,” would receive interventions on the other side of the diamond, which included additional support in the classroom, up to seven additional intervention periods built into the school schedule each week by the content expert teacher, possibly additional services by an intervention specialist, etc. The beauty of this system was that throughout the year, different students—based on their strengths and abilities—experienced interventions from both sides of the diamond.

Class-Size Reduction There has been much debate on the impact of class size. John Hattie (2009) revealed in his meta analyses of more than 800 studies in educational research, that reducing class size has only a moderate effect (.21) well below the (.40) “zone of desired effect.” However, the Tennessee STAR study project, the largest class-size study ever

conducted, found a much greater impact from smaller class sizes with an effect size of (.60) and above. The class size in this research was between 13–17 students per classroom. Wiliam’s (2006) research indicates that reducing class size is like providing three to four months of learning each year. Reducing class sizes has been reported to have an even greater positive impact on economically disadvantaged and minority students.

So, the question is not if reducing class size makes a difference, the question is whether it is worth the cost when so many other educational practices have greater impact for much less money. For example, using formative instructional practices in the classroom has been reported to be worth a nine month gain of learning for students. However, in our building we chose to leverage the research on class size and have our most struggling students in class sizes of 17 or less. (Reducing class size also will have an impact on facilities. Several years later when I was a superintendent, we reduced the class sizes of all our K–2 classes with huge success.

However, we had to renovate a brand-new building to create additional classrooms.)

Some educators who are focused on “equality” quickly referred to this practice as “tracking,” which, by the way, I am against. I reminded them that each student still had the same rigorous curriculum, same assessments, and same high expectations. We were ensuring equity by capitalizing on the possibility of an additional three- to four-month gain in learning.

Matching Teachers and Students We spent a great deal of time matching students’ interests, abilities, and dispositions to the appropriate teacher. Although we did not have an algorithm used by many of the dating and matching webcontinued on next page...

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...continued from previous page sites today, we spent hours reviewing information, and having conversations with teachers from the students’ previous grade level as well as with teachers from the students’ upcoming grade level to ensure exchange of important information to better ensure a great match and fit between student and teacher.

I was fortunate to have a teacher who worked diligently to ensure every student was in an appropriate class and with a teacher that would be a great fit. We also had an advisor-advisee period every day where teachers worked hard to get to know the student and engage the family. Although not all parents are engaged, using strategies to try to engage the family are important in ensuring equity.

Summary Establishing excellence in equity means schools will do whatever it takes to ensure all students will learn at high levels by providing additional time, support, and resources necessary for success. Schools need to focus on what they can control and not on the influences out of their control (e.g., poverty, family engagement, etc.) to ensure their biases are not limiting factors for student success. These additional supports and resources must also not come at the expense of other children in the school.

Ohio

Your state, your standards, your success.

A rigorous, yet supportive, instruction and practice program that fully prepares students for Ohio’s Learning Standards.

References Ericsson, K.A. & Pool, R. (2016) Peak: Secrets from the new science of expertise. New York, NY: Houghton Mifflin Harcourt.

Finn, J.D., & C.M. Achilles. (Fall 1990). “Answers and Questions about Class Size: A Statewide Experiment.” American Educational Research Journal 27, 3: 557-577.

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Wiliam, D. (2006) Edited transcript of a talk given at the Cambridge Assessment Network Conference. September 15. Cambridge, England

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Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge

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Ohio Mathematics Grades K–8 Ohio Reading Grades K–8 Writing Grades 2–5

About the Author Bobby Moore, EdD, has spent more than 25 years in education as a teacher, principal, and superintendent. As president and CEO of EPIC Impact Education Group, he partners with schools and professional associations across the country to implement high-growth strategies, professional learning for leaders, strategies for creating high performing and positive cultures, as well as keynoting at conferences and school districts. Please contact him at Dr.BobbyMooreed@gmail.com or follow him on Twitter @DrBobbyMoore.

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For more information, contact your local sales representative: Northern Ohio Melissa Martinsen MMartinsen@cainc.com (440) 715-5866

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

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MIDDLE SCHOOL Matters

a must-read book for middle-level administrators

BUILDING EQUITY: POLICIES AND PRACTICES TO EMPOWER ALL LEARNERS

by Dominique Smith, Nancy Frey, Ian Pumpian, & Douglas Fisher book reviewed by Zana Vincent

W

hat do parents and students expect from their schools? They expect a fair shot. That is what the authors of Building Equity describe as they explore fair as being not just equal but equitable.

Colleagues from San Diego’s innovative Health Sciences High & Middle College, which houses students in grades 6–12, the authors imagined a school where “the student body truly represents the diversity of human experience...the culture, educational program, and support services are informed by and sensitive to the student body’s social and emotional needs...all doors are open to opportunities to engage each student in challenging learning experiences...instructional excellence is the norm...[and] the student body is motivated and supported to discover their passions...” (p. 3) With those ideas in mind, the authors developed a Building Equity Taxonomy (BET) with the five following levels:

PHYSICAL INTEGRATION SOCIAL-EMOTIONAL ENGAGEMENT JUST IN TIME SUPPORTS INSTRUCTIONAL EXCELLENCE ENGAGED AND INSPIRED LEARNERS Each chapter provides a deeper investigation into each of the five tenets with examples, look fors, and suggestions for implementation. The BET also comes with a set of aligned data-collecting tools. The tools focus on the equitable practices and outcomes that support the critical equity standards vital to equity in districts and schools. In addition to the BET, a version of the tools is available for both staff and students.

The information presented in each chapter is well organized and provides samples from research as well as teacher-based examples. As I reflect on the value of the information presented, it made one consider the complexity of the multiple aspects of equity while providing a path for the journey. The journey opens the opportunity for in-depth discussions from multiple partners and a clearly defined opportunity for assessing progress.

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SENSORY ROOMS

by Jeffrey Williams

G

araway Local School District recognizes that not all students learn at the same pace. We know that each student is an individual and has multiple pathways to learning. We know that not every student is able to sit still for an extended period of time, and we recognize that not every student is able to deal with loud noises, environmental stimuli, or anything else that may act as a trigger for them to showcase behaviors not conducive to the learning environment. For this reason, we spent our 2017 summer break creating sensory rooms in two of our four elementaries (Miller Avenue and Baltic) for these students.

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Curtis Fisher, the principal at Miller Avenue Elementary, said that Garaway prides itself on putting students first. “At Garaway, all students matter and are loved. Garaway is committed to meeting the needs of each and every student. A sensory room added to our existing accommodations is the best way to do that. We have the confidence and preparedness to know that any new student who comes to Garaway will be in the best of care.”

The conversation regarding sensory rooms began in the spring of 2017 and grew from there with the assistance of our occupational therapist, Brandi Regula, who contributed her expertise to the project. “Self-regulation is something that many individuals are able to do automatically, unconsciously, and on a daily basis.

Whether you are driving to work, teaching a class, or attending those long work meetings, you are continuously regulating your sensory processing needs in order to remain calm, sustain attention to task, and meet the demands of that moment. Your bodies naturally take in sensory input (taste, touch, sight, sound, etc.) from your environment, organize them, and typically create an appropriate response.

“For some students, their bodies are unable to naturally regulate their sensory processing needs. When they take in sensory information from their school environment, their bodies are unable to organize the sensory input they are receiving making them appear tired, bored, frustrated, or overwhelmed. Having access to a sensory room, along with an appropriate ‘sensory diet’ established by

an occupational therapist or certified occupational therapy assistant, can assist students in staying organized, focused, and ready to meet the demands of the classroom.”

Regula added that the rooms at Miller Avenue and Baltic have developed nicely.

“Throughout the summer and the start of the 2017–2018 school year, it has been a pleasure working with the Garaway Local School District in developing sensory rooms for both Miller Avenue Elementary and Baltic Elementary. Both Mr. Williams and Mr. Fisher were very open and willing to entertain ideas regarding appropriate equipment and materials needed for their sensory rooms. The staff at both buildings were very accommodating and worked hard to assist in putting together equipment as well as organizing the sensory room. It was great to work with so many team members who had one goal in mind, which was to provide another resource that would allow students to be successful within their school environment.

What is even more fulfilling about the rooms is that both buildings were able to utilize donations and grant money to fund their rooms, showcasing the tremendous organizations in our area.

The Rainbow Connection provided money through a grant to provide many of the items while local church New Pointe also donated money to the cause at Miller Avenue. Money used from a Baltic continued on next page...

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...continued from previous page benefactor was also essential in purchasing equipment.

The equipment includes everything from tumbling mats to mini-trampolines to therapy balls and weighted balls. There are swings and sand tables to go with large foam blocks and gel-pad elements. Students can use putty or work with pop tubes. They can walk on a balancing board or feel the comfort of a weighted blanket. They can chill in the AquaGlow Jellyfish Hideaway or crash into padded mats.

And the rooms have been used often this year to help students in need of sensory breaks. The teachers and instructional aides have received training from Mrs. Regula, and the students know that they are going to the room to decompress and get a break but they also realize that their ultimate goal is to get back into the classroom.

By taking a student to the sensory room, we are not simply saying, “Stay here and play,” we are utilizing everything we have to calm the student and to get them to the place where they can function with their peers in the regular classroom.

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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.

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Sign up online at oaesa.org/resources/oaesa-360.

Questions? E-mail smith@oaesa.org or call 614.547.8087.

THE OHIO DEAN’S COMPACT— MEMBER UPDATE

I feel extremely fortunate to have been the OAESA representative on the Ohio Dean’s Compact for the past two years. I hope to continue to represent our organization and its voice alongside Joe Friess, secondary principal from Wauseon Middle School, Wauseon Exempted Village Schools, and Michael Tefs, EdD, superintendent of Wooster City Schools.

I have received some of the best professional development and resources to share with my staff on the topics of inclusivity, equity, and social justice. At each quarterly meeting speakers from across the United States have shared their perspectives on a range of topics. Some of our past speakers include: • Randall L. De Pry, PhD, professor and chair, Department of Special Education, Portland State University, “Developing More Inclusive Educator Preparation Programs.”

• Michael R. McCormick, superintendent, Val Verde Unified School District, California, “Building A Culture of Innovation.”

• Paul C. Gorski, PhD, founder, EdChange, and associate professor of Integrative Studies, George Mason University, “Strengthening Equity for All Children.”

• Lawrence J. Wexler, EdD, director, Research to Practice Division, Office of Special Education Programs (OSEP), United States Department of Education, “A Federal Perspective on What’s Possible & What’s Right.”

• Celia Oyler, PhD, professor of education, Teachers College, Columbia University, “Getting Out of the Special Education Box: A Long, Unfinished Journey.”

What is the Ohio Dean’s Compact on Exceptional Children?

This organization is a group dedicated to “improving the capacity of teacher education, educational leadership, and related service personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child through collaborative inquiry, meaningful partnership, and collective action.”

Who are its members?

Compact membership is comprised primarily from institutions of higher education with representation from affiliated organizations such as the Ohio Department of Education, PK–12 partners, Ohio Leadership Advisory Council (OLAC), Ohio Federation of Teachers, Ohio Center for Autism and Low Incidence (OCALI), and many more. A core team with representation from the Ohio Department of Education, the Department of Higher Education, the Compact director, the Compact webmaster, and the Compact chairperson and Vice Chairperson, work together to plan and lead the work.

What does it do?

At the core of the compact’s work is the commitment to improve learning and results for all children, especially those from marginalized groups (e.g., students with disabilities, students who are economically disadvantaged). Members believe that all children learn to higher levels when they are taught by adults with the necessary knowledge, competencies, and dispositions. To that end, the compact strives to im-

by Tammy Wagner, EdD

prove the capacity of educators to meet the instructional needs of all students by • increasing the number of inclusive models of teacher and administrative preparation programs; • addressing critical personnel shortages and ongoing professional development in low-incidence sensory disabilities (LISD) such as visual impairment, hearing impairment; • incentivizing research-based innovative practices; and • providing a forum for discussion, dialogue, and collective inquiry and learning.

The compact works to turn theory into practice and foster simultaneous renewal by developing partnerships between institutes of higher education and school districts utilizing a collaborative inquiry process.

How is it funded?

The Ohio Deans Compact on Exceptional Children is supported primarily through a grant from the Ohio Department of Education, Office for Exceptional Children. The compact is operated through the University of Cincinnati Systems Development & Improvement Center, located in Columbus, Ohio.

When was it started?

This organization has been in existence since 2013.

What is a typical agenda for a quarterly meeting?

Meetings typically start in the early afternoon on Thursday with a welcome and overview of the agenda by the compact chairperson, at this time Dr. Mary Lou DiPillo. This is followed by a keynote speaker and updates from state leaders. There is a working dinner with group discussions on the keynote presentation. The next morning committees have a chance to meet and then report out followed by the keynote speaker’s reflections and observations. Incentive grant awardees provide status reports followed by additional updates and next steps.

How can I learn more?

I encourage OAESA members to learn more about this organization and the important work it is doing in educator and principal preparation and licensure, by attending the 5th Annual Statewide Conference and Preconference on January 31 and February 1–2, 2018.

Are there resources that I can use for my staff?

Visit the website at www.ohiodeanscompact.org, and click on the tab marked “Resources.” All of the presentations from meetings and annual conferences are readily available to be downloaded for immediate use along with links to resources for partner organizations. Be sure to check out the OLAC website and its many professional learning modules as well. I have used materials from both sources during staff meetings and professional in-services with my staff at Carey Elementary School.

See Tammy’s bio on p. 19.

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from the desk of MARK JONES

OAESA Associate Executive Director

APPLYING THE CONCEPT

EQUITY to the

of

SCHOOL ENVIRONMENT

O

ne of my favorite tasks as a school principal involved interviewing candidates to fill openings in our faculty. For me, it felt as if I were on a grand quest, scouring the countryside to find just the right new teacher, someone who could be seamlessly integrated into our existing team and provide our students with superb instruction. The interview process allowed me to probe the personality of each candidate, looking for revealing insights into what kind of person I would be granting the awesome opportunity—indeed responsibility—to shape the hearts and minds of our young learners.

In every interview, I tried to assess how the candidate viewed the concepts of equity (fairness) and equality (sameness), particularly as to how these ideas would play out in his or her interactions with students. Often, I would find my entrance into this discussion by asking about his or her intended classroom management style or how he or she wanted to be viewed by students or even what his or her homework policies might involve. All I really wanted to know, however, was if the candidate could articulate the fundamental difference between treating others fairly and treating them equally. And, when placed into a situation where these two approaches were in conflict, which one would he or she choose?

My purpose in pursuing this line of questioning with candidates was simple. Based upon how they explained their notion of these two ideas (often viewed as interchangeable synonyms but are actually very different), I could quickly gain insight into each person’s general flexibility in dealing with complex issues. I could tell if he or she were the type who viewed things from a “black-and-white, right-orwrong” perspective or if he or she were likely to see the subtle shades of gray around the inevitable conflicts that we all face. Indeed, as educators, we’re in the people business, and that means we are dealing with complicated human interactions all day, every day.

In short, I wanted to hire individuals who understood that while there are times it’s appropriate to treat everyone equally, there are also times when it is not. (The classic example here is that if I were

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asked to provide shoes for entire class of sixth graders, and I wanted to treat them equally, I would buy them each a pair of size eight loafers, regardless of the size of their feet.) In contrast, it is always appropriate to treat others with fairness, like matching their new shoes to the size of their feet!

So, beyond this trite illustration, how might the concept of equity play a role in our work in schools? The examples are absolutely endless, but let’s consider a few ways in which the notion of equity might relate to the work of a school principal. Some are obvious, but others may have escaped your recognition as issues of equity.

DISCIPLINE First, let’s consider school discipline. Currently, there is a piece of proposed legislation that, if enacted, will change the options principals now have when it comes to assigning consequences for student misbehavior. Specifically, it will remove the option of suspending or expelling students in grades K–3 for violations of the school code of conduct, with exceptions for only the most dangerous of infractions.

This initiative is being promoted because of the perception that our schools have been far too quick to suspend our youngest learners, without utilizing other methods of correcting misbehaviors. Statistics released by the Ohio Department of Education (ODE) revealed that across the state, there were 34,000 separate incidences of outof-school suspensions in grades K–3 during the 2016–17 school year in Ohio.

More troubling than the number of suspensions, the data also shows a significant disproportionality between suspension rates for students based upon race, with Black males suspended much more frequently than any other subgroup. Additionally, our special needs students are suspended at disproportionally higher rates than their typical counterparts.

We often hear principals say they use suspensions purely as a last

resort. Indeed, if we want suspensions to continue to be viewed as an extremely serious measure of discipline among students and families, we would all be best served by applying it with as much discretion as possible. But, the data does beg the question as to whether the use of out-of-school suspension has been applied equally or equitably. And unfortunately, each instance of serious misbehavior gives our principals the opportunity to reflect on this issue all over again.

ACCESS A second area where equity should be at the forefront of a principal’s thinking occurs when assigning teachers and students into classrooms. Some interesting questions arise from this process: Do you build homeroom groups randomly or strategically? Are students divided in such a way as to afford each teacher in a grade level a similarly balanced roster with respect to academic ability, potential behavioral concerns, gender, etc.? If so, you’ve met the “equal” challenge. Taking it a step further, did you attempt to pair the individual student issues with exactly the right teacher for their individual concerns?

To be sure, balancing all these factors when creating class groups is a difficult challenge! Just because you have a teacher who is excellent at dealing with boys that are diagnosed with ADHD doesn’t mean you should assign them all to that room. If that is your approach, good luck at hanging on to that teacher for very long! But it is important to make an effort to both balance the groups and match the concerns to the teacher most equipped to deal with them effectively. These are hard decisions, and you’ll probably be juggling the ideas of equity and equality throughout the process.

CULTURE Think about your school culture. Is your school a welcoming and affirming place for students and staff? Intentional efforts are typically made to ensure everyone feels included and valued, and evidence of this can usually be found from a plethora of sources. From bulletin-board displays to how staff greets students and visitors, it is generally very easy to get a “quick read” on the climate in a building.

But it is worth asking yourself if certain groups might be getting overlooked. For example, how many children do you have with a parent currently serving in the military? Is that parent deployed now, or is he or she preparing for an upcoming assignment? These children are likely to have a unique set of needs that may not be obvious to school personnel, so a mechanism should be put into place to identify and address them.

Or, consider the needs of your individual staff members. Are some experiencing significant changes in their personal lives that might impact their work with students? Divorce? Childbirth? Health concerns? When these inevitable circumstances arise, are you as the building leader, providing the level of support necessary to assist these staff members? And are you ensuring that the students assigned to them are still experiencing an “equitable educational experience” during the process?

The broad concept of “equity” can be applied in countless ways to our work leading staff and students. While we should always strive to treat everyone and every situation with equity and equality, we must also be cognizant of the difference between these similar concepts, and be ready to articulate them in the application of our decisions.

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SOLVING THE PERFORMANCE GAP: Equitable through an Effective IAT

by Brittany Fleming and Craig Caroff

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W

hen we think of the commitment we make to our students’ learning and what we want them to become, four words/phrases embody our mission for our Intervention Assistance Team (IAT): communication, collaboration, creativity, and critically evaluate. Our IAT at Millridge Elementary shares these principles with our “Profile of a Mayfield Wildcat”—competencies we want students to leave our classrooms with as they transition to the next grade level, graduate from our high school, and enter the workforce or attend college.

At Millridge Elementary, we make every effort to meet the expansive needs of our students by committing to collaborate with our colleagues, being creative and thinking outside of the box, communicating with all necessary stakeholders (in the child’s education), and critically evaluating the effectiveness of the implemented intervention. In conjunction with this framework, we view the IAT process as a proactive approach to providing research-based interventions to address the academic or social-emotional needs of each of our students.

This is the process that has truly aided us in solving the performance gap. Why do we put so much effort into our process? Because each student in our school deserves our best. Our best effort, in turn, ensures that each one of our students becomes his or her very best self as he or she leaves Millridge and continues on his or her educational journey.

That is quite a bit to keep in mind and digest, but we are here to break it down for you. In this article, we will share our process from when we arrived at Millridge to where we currently stand and looking forward to the goals we have for the future of our IAT. As we arrived at Millridge Elementary School in the fall of 2016 and began to understand the previous intervention process in place, we immediately realized the collective team would benefit by bringing coherence to the intervention team through an equitable process. Here is the feedback we received right away: • The intervention process could use consistency and needs to be a collaborative approach.

• The approach needs to have predetermined periods attached to it—discussing one student for an hour and half (what would occur previously) was not acceptable to grade-level teams and an ineffective use of time to benefit ALL students.

• The process needs opportunities for reading intervention specialists to attend meetings to share student progress and discuss next steps, as it is best practice in a true collaborative approach.

• Main objective: To enable all to grow as professionals but most importantly to assist our students to achieve at higher levels and reach their academic and social-emotional potential.

So the magic questions we began to talk about prior to communicating to staff: Where do we start? Where do we want to end up? How do we begin to empower staff so that the meetings are

productive? How can we ensure that all are accountable for the achievement of students?

We began by communicating to staff our vision and purpose of the IAT process, with great emphasis on what it entails and the positive approach the team can take to meet the needs of our growing student population.

It took a while for the process to sink in, as it was a shift in mindset. (And no, there were not any forms that teachers had to fill out—this is a great way to get buy-in right away!) We have followed and have found success in a relatively standard protocol: Scheduling Logistics • We set two dates per month where we book a halfday substitute teacher for classroom teachers with 30-minute time slots available. We have learned to try our best to have a K–2 and 3–5 day, if possible, to allow team members the opportunity to make age-appropriate recommendations with each grade-level band.

• Classroom teachers are made aware of all IAT meeting dates for the year at the opening staff meeting.

This puts a deadline in place so the team is prepared for each meeting.

Identifying Students in Need • Classroom teachers email the IAT with the name of the student and the specific area(s) of concern—academic and/or social-emotional.

• IAT leaders send Outlook calendar invitations to all relevant team members. We strive to know the specific area of academic and/or social-emotional concern prior to meeting so that we can invite relevant related service personnel and ultimately utilize everyone’s time effectively.

IAT Meeting Agenda • IAT meets and starts with discussing the positive attributes and strengths of a student. The team strives to build upon the student’s strengths when developing an intervention action plan.

• Within Google Drive, individual folders for specific academic and social-emotional skill set were created and shared with the entire staff. The folders contain various research-based interventions that can be implemented with the general education classroom.

Follow Through To ensure there is consistency in the process, follow-up IAT meetings are scheduled approximately 7–8 weeks after the initial meeting. This is best practice to evaluate student progress in response to the intervention plan put in place.

At the follow-up IAT meetings, the team critically evaluates stucontinued on the next page...

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...continued from the previous page dent progress and the effectiveness of the intervention plan. We further develop our collaborative plan and consistently make decisions that are data-driven and are in the best interest of the individual student.

From the initial meeting to where we stand now, we continue to recognize that this group is a problem-solving and creative team.

Part of being equitable to our students involves meeting their specific needs, no matter how simple or complex they may be. Our main objective is always to take them from point A to an identified point B in a way that enables each to self-advocate and reach new heights in their learning or social-emotional development.

With teamwork (see graphic), we believe that anything is possible.

To ensure that teamwork plays a consistent role in our approach, we take advantage of a number of opportunities in our building that really make students feel better about themselves, gain confidence in their skills and ultimately achieve at a higher level. Perhaps these ideas will inspire you to think outside of the box as well: • Utilize high school students from our EXCEL Tech Teach program to work with students throughout the school day on particular skill deficits.

• Plan for students to receive LLI or Reading Recovery services with one of our reading intervention teachers.

• Align the schedule so that our older students can reinforce math skills/concepts they are working to master by teaching them to younger peers who need assistance.

• Setting up home-school behavior contracts where all parties involved in the child’s education sign the agreement that involves incentives and consequences (both immediate and long-term) at school and home.

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• Write social stories collaboratively with students to address a wide range of topics so that they can begin to take ownership of their behavior with the ultimate goal that they will be a role model for others.

• Work with high school staff to allow a student to act as a mentor to our younger students to foster enhanced level of self-confidence surrounding particular skills (academic or social/emotional).

• Utilize online resources as a tool for additional intervention by providing login information to parents and asking them to communicate progress to us.

• Encourage students to communicate their progress to their families through SeeSaw, an app used to share progress on any content area. Within reading instruction (as well as other attributes of language) students work towards collaboratively developed goals. Focus areas can be highlighted (main idea, supporting details, story analysis, etc.).

As we move forward into the remainder of this year and next, we know that we will need to continue to reinforce the success of many and will continue to look for methods to refine our process.

Here are some next steps for us as a building-based team that we look forward to achieving: • Enhanced communication with families using a standard letter that communicates exactly what we are working to achieve with their child. This will foster a true team/collaborative approach with all necessary stakeholders.

• Continue to refine our list of research-based interventions and empower teachers to become experts in different skill areas, eventually having a critical mass be responsible for recommending updates to the Google Drive folder.

Streamlining the process of collaborating with related service personnel within our IAT process. We continue to work on integrating speech-language, articulation, and fine-motor interventions into the general education classroom. An equitable and efficient approach is a central part of an effective IAT process—one that

provides students with the tools to truly excel and reach new heights in learning. By continuously reinforcing through this process—that as a team—we can provide for any student in our building, we are truly engaging in meaningful work that, in the end, will directly cause true progress.

About the Authors Brittany Fleming and Craig Caroff work at Millridge Elementary in the Mayfield City School District.

Brittany is the school psychologist and Craig is the principal of the school. Brittany completed her undergraduate work at John Carroll University and graduate schoolwork at Kent State University. Craig received his undergraduate degree in early childhood education from Baldwin-Wallace University and his master’s degree at Ursuline College in educational administration.

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43

LEGAL Report

PUBLIC RECORDS LAW DENNIS L. PERGRAM OAESA Legal Counsel

This article is designed to provide a very brief overview of some of the parts of the public records law that, due to litigation, are continually changing.

For purposes of the public records law, a “record” includes any document, device, or item, regardless of physical form or characteristic. This could include an electronic record, created or received by or coming under the jurisdiction of any public office of the state or its political subdivision that serves to document the organization, functions, policy, decisions, procedures, operations, or other activities of the office. A public record means any record kept by any school district pertaining to the delivery of educational services (Section 149.43 of the Ohio Revised Code). At first glance, the definition of a public record may not seem to be ambiguous or complex; however, a great deal of litigation has resulted from disagreements over what constitutes a public record.

Section 149.43(E) further provides that all elected officials (school board members), or their appropriate designees, shall attend training approved by the Attorney General. Each board of education must also adopt a public records policy in compliance with Section 149.43 and shall distribute the public records policy to the employee of the board of education—who is the records custodian, records manager, or otherwise has custody of the records—and shall require that employee to acknowledge receipt of the copy of the public records policy.

With respect to the availability of the public records policy, section 149.43(E) provides, in relevant part, as follows: The public office shall create a poster that describes its public records policy and shall post the poster in a conspicuous place in the public office and in all locations where the public office has branch offices. The public office may post its public records policy on the internet website of the public office if the public office maintains an internet website.

A public office that has established a manual or handbook of its general policies and procedures for all employees of the public office shall include the public records policy of the public office in the manual or handbook.

There is a long list of records that does not constitute public records, and those records are identified in three pages of the statute, along with definitions and a catch-all that prohibits a release of records prohibited by state or federal law which would include, but not be limited to, Family Educational Rights and Privacy Act of 1974 (FERPA) and Ohio’s Privacy Act (Chapter 1347 of the Ohio Revised Code). Consequently, it is understandable why board members or their designees must receive training and designate one person as the records custodian.

The statute further provides that to facilitate broader access to public records, the public office or records custodian shall organize and maintain public records in a manner that can be made available for inspection or copying, and upon request, all public records responsive to the request shall be promptly prepared and made available for inspection to any person at all reasonable times during regular business hours. If, however, the requestor of a public record has made an ambiguous or overly broad request, or has difficulty in making a request for copies or inspection of public records, or if the board of education or the records custodian cannot reasonably identify what public records

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are being requested, the board or the records custodian may deny the request but shall provide the requestor with an opportunity to revise the request by informing the requestor of the manner in which the records are maintained and accessed.

One particularly troublesome issue arises when there has been a request for a teacher’s personnel file. The records in that file may also be subject to the collective bargaining agreement; however, the union cannot bargain away the public’s right to public records under state or federal law. A request for social security numbers, criminal record checks, and other documents protected under the privacy laws is not proper. This is not a call that should be made by the principal or assistant principal, and the matter should be submitted to the records custodian, who may wish to consult with legal counsel before making a determination.

If the request for public records is ultimately denied—in part or in whole—the board or the records custodian must provide the requestor with an explanation, including legal authority, setting forth why the request was denied. If the initial request was submitted in writing, the explanation shall also be provided to the requestor in writing. The statute further provides that if a person is allegedly aggrieved because the board or the records custodian has failed to promptly prepare a public record and make it available to the person for inspection or by any other failure to comply with the obligations under the law, the allegedly aggrieved person may choose one of two (but not both) courses of action.

One of the courses of action is a “mandamus” action and must establish that he or she has a clear legal right to the public records and that the school board or custodian of records has a clear legal duty to provide them and that he or she does not possess an adequate remedy at law. If the requestor is successful, he or she may be awarded statutory damages at the rate of $100 for each business day of noncompliance, up to $1,000, court costs, and reasonable attorney fees. There are defenses and exceptions that could result in the reduction or elimination of the statutory award or the reasonable attorney fees. The other course of action is the filing of a complaint with the clerk of the Court of Claims or the clerk of the Common Pleas Court. This alternative of filing in the Court of Claims is designed to be more expedient and less costly than a mandamus action.

Unfortunately, principals and assistant principals sometimes are the recipients of public records requests—sometimes formal and sometimes informal. Due to the complexity of the law, the most prudent course of action is to alert the records custodian that a request has been made and to follow the direction of the records custodian.

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LINES of EQUITY I

by Paul Young, PhD

t happens every day in schools across Ohio. A teacher instructs students to form a line, and inevitably, some child pushes and shoves to get to the head of the line. Kids seem to possess an inherent instinct to outmaneuver each other to be the line leader—and win the teacher’s attention.

To contain that chaotic routine, one teacher decided to surprise students and change procedures by naming the last child in the line as the leader. Another day a midline child was selected, and each subsequent day, a different child was chosen, always at a dissimilar place in line.

So, what happened over time? The teacher created a more equitable method of selecting a line leader—an important status position for youngsters. But inadvertently, the teacher also curbed enthusiasm and stifled kids’ instinct to be first.

Defining Equity

In your school, what do the terms equal, equity, fair, and adequate mean? Do your stakeholders have a clear understanding of the words? Are teachers consistently explaining their meaning? Is everyone on the same page? And what does it mean to be on the same page? Are the words constraining or liberating?

There have always been misunderstandings and challenges regarding these words. The discernment between what is equal, equitable, fair, and adequate often creates conflict among parents as well as students old enough to compare and contrast. I think we believe (and teach), as our nation’s founding fathers suggested, that we are all created equally and have the same rights under the law.

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And in public schools, within our democracy, we strive to assure that every student develops the skills and knowledge necessary to pursue dreams.1 Yet as adults, we realize that life is not always fair.

It seems that differing lines of thinking about what is equal, equitable, fair, and adequate create gaps in opportunity, integration, motivation, and excellence. Just as with the simple act of forming classroom lines, many actions intended to be equitable can lead to outcomes that thwart intended results.

Equity in Funding

No doubt, principals must pursue lines of equity that include adoption of policies and practices that promote democracy in high-quality, inclusive learning experiences. Everyone deserves to get what they need to succeed. That’s adequacy. But there are p.2, Building Equity: Policies and Practices to Empower All Learners (Smith, Frey, Pumpian, & Fisher, 2017) 1

differences between adequacy and equity. For example, a California court ruling in 1976 (Serrano v. Priest) was supposed to make school district finances roughly equal throughout that state.

Twenty years later, DeRolph v. State (1997) became a landmark case when the Ohio Supreme Court ruled that the state’s method for funding public education was unconstitutional. At that time, the court ruled that the state’s funding system failed to provide for a thorough and efficient system of common (public) schools as required by the Ohio Constitution. As in California, the court directed the legislature to find a remedy. Sadly, however, problems with the school funding systems in Ohio and California—and many other states—still exist.

Can we ever achieve lines of equity for all of our schools? Can we

close gaps? If every school district received an equitable amount of funding that was also determined to adequately meet kids’ needs, what would—or should—prevent ambitious parents from providing even more for their kids? Do any of us really want to thwart their desire to go above and beyond, even if their initiatives exasperate the gaps?

Equity in Teaching

When I ask my college freshmen (many of whom are aspiring teachers) what they liked most about their favorite K–12 teachers, their answers often reflect elements of fairness. When I probe their understanding of fair, many describe being treated the same.

When they respond that way, I ask everyone to begin writing with continued on the next page...

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...continued from previous page only their left hand. The discussion that ensues helps them understand the difference between fair and equal.

Students are not the same. Teachers are not the same. Principals are not the same. Everyone has different needs, motivations, and goals. Our schools are different! We’d be pretty boring if we were all the same. Conformity, uniformity, and creativity make strange bedfellows.

Regardless, principals need to lead schoolwide discussions with students, staff, and parents about the meaning and understandings of equal, equity, fair, and adequate. They must cast a vision of equitable goals and opportunities that identify and address each student’s instructional needs within a classroom environment that is caring, compassionate, and committed to justice. Equity requires a growth mindset. It is an attitude that fosters empowered, engaged, and inspired forms of thinking and learning. It implies giving as much advantage, consideration, or latitude to one person as to others. That might become a practice of matching the greatest teachers with the students who need them the most.

portunity should read. Putnam grew up in northern Ohio during an age where education was supposed to help level the playing field. Public schools were to be the “great equalizers.” But now, he cites disparities of access to good childcare, health care, summer camps, schools, civic institutions, and more as a crisis in equity of opportunity. Participation in extracurricular activities is often cited as a visible example of inequity due to many obstacles that limit student involvement (e.g., pay to play, lack of money, parental support, and transportation). His research provides a call to action for principals to lead initiatives that remove barriers to extracurriculars and to assure that kids are able to start their involvement at a young age.

Equity in Parental Engagement

How can principals lead their staffs to engage parents who possess very different motivations, aspirations, needs, and responses to what happens? Establish three engagement goals:3 • Expand all parents’ knowledge about and confidence with the concepts of schooling. Informed and confident parents collaborate better with school personnel, support students at home with positive parenting behaviors, and lead to an increase in student participation in school activities.

Equity in Student Management

For principals, perhaps the greatest misunderstanding among students, parents, and staff of equal, equity, fair, and adequate emanates from their interpretation of consequences and biases related to disciplinary infractions. It is possible that the concept of isonomy, or equal treatment under the law,2 contributes to disputes of disciplinary rulings. But resolving all disciplinary problems the same way works no better than prescribing a similar cure for all headaches.

Teaching stakeholders how equity is considered when developing disciplinary philosophies, practices, and processes for managing students must be an ongoing part of principals’ work. A fair line of treatment of students does not mean they must all be treated the same.

Equity in Special Education

Inclusion is a term symbolizing the equitable treatment of students in the least restrictive environment (LRE). But treating students equally does not mean they are being treated fairly. To quickly prove the point, ask students in a class wearing glasses to remove them. Without corrective forms of eyewear, students are equal— but, as we’d all agree, that’s not fair!

The concept of least restrictive environment, as it applies to a special education student, refers to the classroom placement where he or she can have the most freedom to succeed. But shouldn’t LRE be an adequate classroom environment where all children’s needs are met? Adequacy is the minimum. We want a line of adequate opportunities for everyone.

Equity in Opportunity

Perhaps more than others, opportunities that empower all learners is what building equity is all about. Systems, policies, and operational structures influence access, which can lead to inequities. The widening line between the haves and have-nots is skillfully documented in Ohio native Robert Putnam’s Our Kids: The American Dream in Crisis. It is a book every principal interested in equal opEqual justice under law is a phrase engraved on the front of the United States Supreme 48 Court building in Washington, DC. 2

• Create a welcoming and culturally responsive school climate. Schools where parents are greeted warmly, invited to visit classrooms to observe, know teachers well, share two-way feedback, and strive to overcome cultural barriers are viewed as havens of fair and adequate acceptance and treatment.

• Increase opportunities for parent leadership and influence. Equitable forms of participation and decision-making in the educational process are positively linked to student achievement and parent satisfaction.

Principals must assure that their school has a welcoming climate.

School culture encompasses how things are collectively done, school climate is how the school feels.4 When families feel welcome at school, the message kids perceive is that school is important.

Relationships are built and maintained every day. Principals must define the type of engaged relationships they envision between parents and the school, remove systemic barriers, and assure that lines of communication support both the school culture and climate in positive ways.

Summary

Effective principals strive to remove biases and obstacles so that all students and their families have a fair shot at success in school.

Throughout our history, efforts to make schools fair—desegregation, Title IX, IDEA, ADA—represent examples of how lines of equity have dramatically changed the physical integration, socio-emotional engagement practices, attitudes, opportunities, and responsibilities of the education community. This work will never end, because as principals know, it is very fair and good to treat people differently within lines of equity.

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Learn more about equitable school-parent collaboration at www.education.uw.edu/epsc. p. 36, Building Equity: Policies and Practices to Empower All Learners (Smith, Frey, Pumpian, & Fisher, 2017).

Recommended Reading

Ishimaru, A., Lott, J., Fajardo, I., & Salvador, J. (2014). Towards Equitable Parent-School Collaboration: Developing Common Parent Engagement Indicators. Working Paper, College of Education, University of Washington.

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

Smith, D., Frey, N., Pumpian, I., & Fisher, D. (2017). Building Equity: Policies and Practices to Empower All Learners. Alexandria, VA: ASCD.

About the Author Paul G. Young, PhD, is an adjunct professor at Ohio University-Lancaster. A retired teacher and elementary school principal, he served as president of the Ohio Association of Elementary School Administrators (OAESA), the National Association of Elementary School Principals (NAESP), and as president & CEO of the National AfterSchool Association (NAA). He is the author of numerous books and articles for principals, teachers, aspiring teachers, and after school professionals. Mentoring Principals, coauthored with Dr. Jeromey Sheets and Dustin D. Knight, administrators in Lancaster City Schools, is available from Corwin Press. He can be reached at paulyoungohio@gmail.com and on Twitter @paulyoungohio.

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LEGISLATIVE Updates

by Barbara Shaner, OAESA Advocacy Specialist

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ith the focus in this issue on excellence in equity, it’s a good time to take a look at what’s happening at the statehouse. As you know, the decisions made by lawmakers on a regular basis have an impact on public schools. In fact, OAESA members are among the most affected individuals in Ohio by the education policies adopted by state policy makers. However, even when intentions are good, changes in law are not necessarily equitable for school districts and students.

For instance, in recent years, Ohio has changed its criteria for school district report cards, amped up the educational rigor for students and increased the state’s focus on teacher performance.

While these changes may stem from a desire to help all students be successful in a competitive global economy, simply passing laws with new requirements and standards does not make it so.

Beefing up Ohio’s accountability standards, while laudable in some regards, does not mean students will benefit equally. In fact, one could argue that we have not yet addressed the underlying reasons for why some students and districts struggle while others achieve excellence.

OAESA has recently been engaged in a number of discussions on legislative proposals and initiatives aimed at changing expectations on student behavior and academic performance. Yet in every instance, we learn more about the link between the emotional stability of students and their ability to learn, and between poverty, emotional health, and achievement. We often see legislative proposals aimed at eliminating the symptoms of these problems, rather than treating the underlying cause.

EXAMPLE

There is currently a legislative proposal (not yet introduced as a bill) that will restrict an administrator’s discretion in student discipline options, such as out-of-school suspension for grades K–3.

As it currently stands, the proposal does not include provisions for covering the cost of alternatives to the use of suspensions—things like additional staffing to oversee in-school suspension rooms; the one-on-one time with students involved with a comprehensive Positive Behavior Interventions and Supports (PBIS) program;

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and the necessary counselors, social workers, and mental health professionals to support students’ emotional needs. Based on overwhelming feedback from OAESA members, it appears many districts lack the capacity to effectively implement the proposal’s alternatives to suspensions. Without providing adequate additional resources, simply removing suspensions as a disciplinary tool for school administrators is premature.

Students are presenting signs of stress and behavioral issues with increased regularity because of insecurity at home, mental illness, hunger, etc., many of which reflect larger societal problems. We believe that until these issues are addressed, those same students will continue to experience challenges as adults even without having ever been suspended from school.

Again, this is just one example where equity among students and schools is at stake when legislative proposals, while well-intended, need our expertise and input. We urge OAESA members to engage their own House and Senate members in dialogue regarding excellence in equity.

The following is a short list of pending legislation affecting OAESA members.

HB 200—VOUCHER EXPANSION

Dubbed the “Opportunity Scholarship Program,” the bill proposes to combine the Cleveland voucher, EdChoice voucher, and EdChoice expansion voucher into one program, and it extends voucher eligibility to families based on household income, rather than the performance of the resident public school. The bill was recently amended to reduce the eligibility level from the “as-introduced” 400 percent of poverty, to an income threshold for families at, or below, 300 percent of the federal poverty level.

Voucher amounts would be $5,000 for students in K–8 and $7,500 for high school (prorated based on income). Recent amendments removed the bill’s Education Savings Accounts (ESAs) that would have set aside any unused portion of the voucher amount to be applied towards private school tuition for future K–12 tuition. The bill proposes to fund the voucher directly from the state (rather than being deducted from school district payments), but of course the voucher expansion would put a much bigger strain on the state budget and the dollars available for public school districts.

There is a companion bill in the Senate (SB 85); however, more hearings have been held on HB 200. The cost of the proposal has

big implications for the state budget, so it’s unlikely its provisions (if passed) could be implemented before the next budget bill is deliberated in 2019.

HB 360—ANTIBULLYING AND HAZING

HB 360 requires a public school student be suspended for up to ten days for the first offense of harassment, intimidation, or bullying and be expelled for up to 182 days for the second such offense in the same calendar year.

It requires mandatory community service for students suspended or expelled for such offenses and requires school districts and schools to provide tutoring and academic support for suspended or expelled students and to allow them to take all required state assessments. HB 360 requires districts and schools to provide counseling services, upon parental consent, for students suspended or expelled under the bill.

This bill requires districts and schools to offer counseling services for the victims of harassment, intimidation, or bullying. It also establishes advance-notice procedures, an appeals process, and return-to-school procedures for students suspended or expelled for harassment, intimidation, or bullying.

Exempted from the bill’s suspension and expulsion policies are students in grades K–3 and students who have developmental disabilities. The bill has had two hearings in the House Education and Career Readiness Committee.

SB 105—MONTH DESIGNATION-OHIO PRINCIPALS

The bill designates the month of October as “Ohio Principals Month.” It specifies that the purpose of this designation is to honor the service of all elementary, middle, and high school principals, and to recognize the importance of school leadership in ensuring that every child has access to a high-quality education. The bill has passed out of the Senate Education Committee and is awaiting approval by the full Senate.

SB 216—EDUCATION DEREGULATION BILL

This bill was developed by a group of public school superintendents from Northwest Ohio. The Senate Education Committee has held three hearings on the bill. SB 216 covers a range of education issues including the following: • Enacts changes similar to those recommended by the Educator Standards Board for OTES • Narrows the licensure categories to two grade bands—K–8 or 6–12 • Allows the district superintendent to hire a teacher who does not hold the proper license • Specifies that educational assistants would not have to have a license or permit if they are not working under a program funded by the federal government • Removes the education, health, and character qualifica-

tions from the requirements of education aides • Increases the tenure requirement for non-teaching employees from the current two and three years to six and seven years • Makes changes to the requirements to be licensed as a substitute teacher • Prohibits the state board from requiring teachers to have professional development in gifted education when they are not certified • Eliminates the KRA and shifts the third-grade reading guarantee provisions to be based on grades 1–3 • Prohibits students from enrolling in a College Credit Plus course if the same course is offered at the high school level • Splits the cost of textbooks between students and the school district (50/50) unless the student is economically disadvantaged • Removes “excused absences” from the determination of a student being “excessively absent”

SB 240—REGARDING TEACHER/PRINCIPAL EVALUATION (OTES/OPES)

This bill was introduced in the Senate in mid–December by Sen. Lehner and has several bipartisan cosponsors. It effectively codifies many of the recent recommendations for revisions to our OTES and OPES framework made by the Educators Standards Board. If enacted in the first half of next year, these changes could potentially be enforced as soon as the 2018–19 school year. Key components of the bill include the following: • Requires at least two “high-quality” measures of student performance to be used as evidence in teacher’s evaluations • Maintains the flexibility to stagger formal evaluations of teachers rated as Skilled every other year, and those rated as Accomplished every third year, as long as the evaluator determines they are making progress on their professional growth plan • Eliminates the requirement that measures of student growth account for 50 percent of each evaluation, instead permitting that multiple measures of student progress can be used as evidence within the formal evaluation rubric • Prohibits the use of shared attribution of student performance data among teachers in a district, building, grade, content area or other group • Includes the development of a professional growth plan based upon the results of the evaluation process • Prohibits the use of Student Learning Objectives (SLOs) For more information about the information provided here, or other legislative proposals not listed, feel free to contact Barbara Shaner at barbaracshaner@gmail.com.

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One Knock= MANY Opportunities!

Meeting students’ and parents’ needs with an engaging community partnership Nick Neiderhouse, EdD

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ow can school leaders champion for equity in their schools? One answer may be as easy as knocking on the neighbor’s door. This is what Wayne Trail Elementary, a fourth and fifth grade building in Maumee City Schools, did two years ago at All Saints Lutheran Church. However, before this life-enriching story is told, it is important to recognize the difference between equity and equality in our schools. With equity being providing each child with what a child needs and equality being providing all students with the same, I believe that if we want to close the achievement gap for our subgroup populations, we must first close the equity gap that exists in our schools. This is our daunting duty as leaders, and I advocate that we aim to do exactly what we want our teachers and students to do: take a leap of faith.

We know that we learn and grow from mistakes and mistakes can come from risks. In 2016, Wayne Trail took a risk with All Saints Lutheran Church, and it has paid off threefold—parent information night, summer meal program, and tutoring program.

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Similar to many districts, we know the statistics. In 2009, the dropout rate of students living in low-income families was about five times greater than the rate of students in high-income families (Chapman, Laird, Ifill, & KewalRamani, 2011). Furthermore, Finn and Rock (1997), in their study of more than 1,800 students living in poverty, found that school engagement was a key factor in whether students stayed in school.

Understanding these statistics is one notion, but doing something about it takes an “improvement with a purpose” mindset.

In early 2016, at Wayne Trail, we asked ourselves, “What are we going to do differently athis year, not only to improve the entire school but to improve the achievement of our economically disadvantaged students?” We found one answer in the word engagement. Jensen (2013) cited seven engagement factors in his book, Engaging Students with Poverty in Mind. These include: health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, relationships, and stress level. With all of these factors in mind, our school has focused mainly on the three engagement factors of relationships, health and nutrition, and mindset.

RELATIONSHIPS

To start this endeavor, we wanted to take one roadblock out of the equation for success: transportation. Families who struggle with transportation issues are typically less likely to come to school for a typical parent night. Therefore, instead of parents coming to our school, we went to them. Our school counselor and I located one of the farthest

geographical areas in our district from our school and then jumped in the car. We were looking for a site to host our next Parent Information Night (PIN). While we did knock on one organization’s door without much response, our next knock has made all of the difference. We approached All Saints Lutheran Church with our plans to find a host site, and Pastor Brenda Piper answered the door with open arms. Her church was in a key location, not only because it was in a far northwest corner of our district, but there is also a dense population of district families and students who reside around her church and within walking distance.

In the fall of 2016, our first PIN hosted 35 families and consisted of free (donated) food for attending families, games (pumpkin/face painting, bounce houses, dancing, and yard games) for students, and four separate resource stations (reading, math, financial, and guidance) for parents.

This is where the first engagement factor, relationships, not only started with the church, but with the students and families. While some teachers engaged in the outside games with the students and even broke out in dance, other teachers were inside providing valuable free resources and tips for parents.

For instance, the district math coach offered tips and practiced strategies with parents so they could practice the Common Core math at home with their children. The school librarian passed out free nonfiction books from the school library that were less circulated due to most information being available on the Internet.

students enjoying a bounce house at PIN

Parents also signed up for county library cards, and the reading coach offered literacy resources and tips on reading with students at home. We had a financial advisor discuss the importance of budgeting and savings and also share information about the state 529 plans for college. Lastly, our school counselor engaged in conversations on how parents can address students’ social and emotional needs at home to improve behaviors. All of these resources had students leaving with a smile because they had a chance to engage in play with their teachers, and parents were loaded with methods to help their students at home throughout the year. With 2016 being the first year for PIN, we also decided to offer it again this fall in 2017. This year, we had one less station to increase time spent in others and nearly doubled our family attendance with 65 families! With one of the main purposes of meeting parents where they are located geographically, a follow-up survey indicated that 38.9 percent of the parents attended because of the close proximity location!

HEALTH AND NUTRITION

While we thought these nights at All Saints were successful as the teachers built stronger relationships with the students and parents in a deeper, more open, and authentic manner, we did not know that our first knock on their door would open other opportunities. In the spring of 2017, I received a call from Pastor Piper. She said that she had been contacted by an agency that offers free meals to students over the summer, and All Saints church was in an ideal continued on the next page...

painting faces on pumpkins

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the Math Strategies Station at PIN

location for students to walk to eat lunch every day. This excited both the pastor and me because we know that students’ health is paramount for their learning and development. This local agency called Connecting Kids to Meals has the mission: “To provide hot, nutritious meals at no cost to children in low-income and underserved areas throughout the entire year” (Connecting Kids to Meals, 2017). This agency then partnered with our school district and other agencies, such as the Maumee Rotary and other churches, to set up volunteer spots to pick up, serve, and clean up lunches every day in the summer at All Saints. Last summer, the church consistently served approximately 25 students daily (Monday through Friday) nutritious lunches from June to August. As I volunteered in the summer, it was a heartwarming experience to see my students eat a nutritious lunch that they may not have had if this program did not exist. In addition, students were surprised to see their principal serving them food, and it offered an excellent opportunity for me to continue to build my relationship with them in the summer!

MINDSET

At this point, one may be asking—where is the direct correlation to students’ academic success since we discussed increasing parent support and relationships and meals for students? This solution once again lies in a church with open arms.

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I was contacted by an All Saints board member in early summer of 2017, and he said that their board was interested in doing more service outreach and wanted to offer our school academic assistance through an already established tutoring program in the Toledo area called The Learning Club. This board member wanted to know if we could get approximately 25 students to attend regularly after school from October to May. Without hesitation, I committed my building and knew that if I partnered with the other elementaries, we could make this happen. An added benefit for these students and families is that our district transports these students to this free after-school tutoring service. The Learning Club, with the funding support from the church, offers students academic assistance in reading and math as well as prizes for improvement and a meal before returning home for the night. A February 2017 teacher feedback survey from The Learning Club indicated that 91 percent of the attending students improved their students’ math and reading skills. In addition, the students who attended at least 75 percent of the time, 83 percent improved at least one grade level in math and reading (Apgar, 2017). This organization aims to motivate students to improve their mindset so that they can learn and achieve.

This program has the ability to shift struggling learners’ attitudes into, “positive attitudes about their own learning capacity, and when teachers focus on growth and

the Guidance Station

change, rather than on having students reach arbitrary milestones, student engagement increases” (Jensen, 2013, p. 13).

While the year is still young to track the direct success of The Learning Club, we do have some indication of improvement. As a partial byproduct of all of these efforts in one year, we have managed to increase our annual measurable objectives (AMOs) from 68.9 percent to 70.5 percent in English language arts and 68.9 percent to 73.4 percent in mathematics with economically disadvantaged students. While these gains may not seem significant, we feel that we are headed in a positive direction and are making gains that are not always reflected on a state report card. For instance, we have established an engaging partnership with All Saints Lutheran Church, and as Pastor Brenda Piper commented in November: “I was so excited because this tapped into both my past calling as an educator and my present calling as a pastor. So, All Saints opened its doors to the parents and children who lived around the church. This collaboration gave me an opportunity to meet the people of the neighborhood and introduce myself. It also let the children know that there was a place in their neighborhood that could be seen as a ‘safe harbor.’”

As educational leaders, if we aim to be equitable for our students and families, where we provide and meet their needs, we must take risks. During a conversation in November, Pastor Brenda Piper graciously stated, “I am very appreciative to Wayne Trail for thinking outside of the box and

including our church in reaching out.” This “box” may mean breaking out of the school walls and pouring out ourselves more into our community. As public schools, while we cannot necessarily control who comes into our schools, we can control how we choose to engage with our students, par-

ents, and community. At Wayne Trail, we have discovered that if we start with building relationships and partner to provide one of the most basic hierarchy of human needs (nutrition), we can change mindsets of students and these minds are the most precious ones of all!

REFERENCES

Apgar, D. (2017). The Learning Club of Toledo: Annual Report Fiscal Year 2016–2017. (Pamphlet). Sylvania, OH. Chapman, C., Laird, J., Ifill, N., & KewalRamani, A. (2011). Trends in High School Dropout and Completion Rates in the United States: 1972–2009 (NCES 2012-006). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/ pubs2012/2012006.pdf.

Connecting Kids to Meals: Nourishing Families, Changing Lives. (2017, Nov. 9). Retrieved from http://www.connectingkidstomeals.org/.

Finn, J.D. & Rock, D. A. (1997). Academic Success among Students at Risk for School Failure. Journal of Applied Psychology, 82(2), 221–234.

Jensen, E. (2013). Engaging Students with Poverty in Mind. Alexandria, VA: ASCD.

About the Author Nick Neiderhouse, EdD, has been an administrator for the past seven years and is currently the principal at Wayne Trail Elementary in Maumee City Schools. He earned his doctorate from Bowling Green State University in Leadership and Policy Studies in 2013. Dr. Neiderhouse has also contributed to the Prinicpal Navigator previously with articles in the spring of 2016, the fall of 2016 and the spring of 2017 editions.

Achieving results in Academics, Leadership and Culture

DO YOU SEE MY POTENTIAL?

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Health ISSUES

?

WHAT IS MSP ANN CONNELLY

Supervisor, School Nursing Program, ODH

MSP=MEDICAID SCHOOLS PROGRAM

ral or order is required prior to the service being provided, or there MSP is a way that schools can receive payment from Medicaid for will be no reimbursement by MSP for the services rendered. health-related services provided in the school setting. Some schools have used their MSP funds to hire more healthcare staff, to pur- Specific direct services covered under MSP include physical (PT), occupational (OT), and speech and language therapy (SLP); nurschase equipment, or to use for other purposes. ing services; audiology; medical equipment and supplies; medical MSP has been available to Ohio schools since 2009. It is similar— transportation; and administrative activities such as service coordibut not identical—to the old “CAFS” program that ended in 2005. nation. Medical equipment and supplies could include items such As with any other fiscal program, there are conditions that must be as insulin strips, modified utensils, walkers, and assistive devices if met for schools to receive reimbursement from MSP for healthcare they are included on the Medicaid–eligible student’s IEP and used only in the school setting. Schools can also bill for the licensed services provided. healthcare provider’s time spent documenting and any other paperwork required for participation in the program.

MSP reimburses schools for medically necessary health services: 1. provided to Medicaid–eligible students ages 3 to 21 years;

HOW DO WE PARTICIPATE?

To participate in MSP, school staff must participate in a Random Moment Time Study (RMTS) that helps determine the amount of 2. written on an Individualized Education Program time spent providing services to eligible children. School healthcare (IEP); and providers will be contacted during the RMTS and asked three ques3. provided by a licensed healthcare professional. tions about what they are doing at the moment and with whom. In a process much too complicated to address here, this information is Only entities that have responsibility for a student’s IEP can be an used to calculate the reimbursement rate. For further details, please MSP provider, which limits MSP to traditional public school dis- see the Ohio Department of Education link in the resources at the tricts and community, or charter schools. While Educational Ser- end of this article. vice Centers (ESCs) and other entities may provide licensed healthcare providers and deliver care in these schools, they must work WHAT ABOUT SCHOOL-BASED HEALTH CENTERS? through subcontracts with school districts to deliver services on If your school is lucky enough to have a School-Based Health Centheir behalf. ter (SBHC), services provided there are NOT typically eligible for MSP reimbursement. SBHCs have other mechanisms for payment All school-based services reimbursed by Medicaid must be ordered, for services that are not part of MSP. referred, or prescribed by a physician or “licensed practitioner of the healing arts.” These prescribers include physicians (MD or DO), WHAT IS THE FREE CARE RULE? advanced practices nurses (NP or CNS), or physician’s assistants You may have heard discussions about federal changes to what is (PA) with a Medicaid National Provider Identifier (NPI) or with an called the Free Care Rule. Historically, schools have been unable to “ordering, referring, and prescribing” (ORP-only) provider num- bill MSP for services provided to eligible students if the same serber. The prescriber’s name and number must be included on claims vices have been provided to all students for free. In late 2014, The in order for the school to receive reimbursement. A medical refer- US Department of Health & Human Services Centers for Medi-

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care & Medicaid Services revisited the Free Care Rule (please see the link to the letter under Resources). Current federal guidance allows states to choose to allow reimbursement for such services if it is allowed under the State Plan Amendment (SPA). In Ohio, the current SPA does not allow for such free care reimbursement.

While your colleagues in some other states may be talking about this change, as of this writing, no changes have been made in Ohio.

WHAT IS MAC?

MAC=Medicaid Administrative Claiming. MAC is a mechanism that allows local public health departments to be reimbursed, in part, for their efforts that assist low-income Ohioans in enrolling in Medicaid and accessing appropriate Medicaid–covered services.

Such reimbursable activities include Medicaid outreach (informing individuals about the benefits of Medicaid and how to apply for it); referral, coordination, and monitoring activities to enable individuals to access Medicaid covered services (including arranging transportation and translation services); facilitating Medicaid eligibility determinations; and system level activities such as program planning, coordination and healthcare provider relations.

If your school contracts with the local public health department to provide school nursing or other Medicaid eligible services to your students and families, that health department might be able to do MAC claiming for services provided in your school and elsewhere.

Similar to the RMTS used by MSP, MAC requires a quarterly time study week to measure percentage of time spent on MAC activities and non-MAC activities. Reimbursement is based on the results of the time study. More information about MAC may be found at the link in the resources.

CAVEATS

• All MSP-billed services must be provided to students who are Medicaid eligible.

• All MSP-billed services must be on the Medicaid eligible student’s IEP. If a student receives healthcare services that are not included on the IEP—or if the Medicaid eligible student does not have an IEP—then MSP will not reimburse for those services.

• All MSP-billed services must be performed by a licensed health professional. For example, if a Medicaid–eligible student’s IEP includes a tube feeding or medication administration that is performed by a health aide who is not licensed by the Ohio Board of Nursing, then MSP will not reimburse for those services.

• If your school has a low percentage of students that are

Medicaid eligible, it may not be cost-effective for you to participate in MSP. • If you do not have a prescription or orders for healthcare services, including SLP, MSP will not reimburse for those services.

CONCLUSION

While schools are not in the business of being healthcare providers, many students benefit from receiving healthcare services in the school setting. Schools may struggle with finding the funding to provide appropriate healthcare providers and services to accommodate the needs of students. For Medicaid eligible students with IEPs, MSP funding may be a way to help pay for those healthcare providers and services. In addition, if your school works with local public health to provide healthcare services, they may be able to benefit from MAC funding. Working with partners in Medicaid, public health, and education can help improve the health outcomes and academic achievement—attendance, graduation rates, test scores, etc.—of your students.

RESOURCES

The Ohio Department of Education Ohio Medicaid Schools Program at http://education.ohio.gov/ Topics/Finance-and-Funding/Programs/The-Ohio-Medicaid-Schools-Program CMS Free Care Rule Letter (2014) https://www.medicaid.gov/federal-policy-guidance/downloads/ smd-medicaid-payment-for-services-provided-without-charge-free-care.pdf The Ohio Department of Health Medicaid Administrative Claiming http://www.odh.ohio.gov/about/ finmgmt/whatismac.aspx

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Tell us your story...

This past fall, OAESA’s executive director, Dr. Julie Davis, and associate director, Mark Jones, visited members’ schools as part of their travels throughout Ohio for fall zone meetings. Check out the photos of their journey!

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BRIDGING THE GAP: How We Took Our School from FAILING to ACHIEVEMENT in Just Two Years

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by David Rogers

n 2015, my school, Lexington Elementary School, was faced with a harsh reality when the school received failing grades on the state report card for Gap Closing. Although the school was meeting the state-required scores for passing individual tests, our subgroups were not performing to state standards.

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Subsequently, Lexington was placed on the “Watch School” list by the Ohio Department of Education. Watch Schools must implement an improvement plan to close gaps among low-achieving subgroups by targeting resources and interventions for the following year.

and came to the conclusion to implement a Co-Plan to CoServe model of teaching for all grade levels. In order to track our success, we set two goals for the entire school in fluency and attendance. We tracked progress on a monthly basis.

The implementation of this process did not come without As Lexington Elementary’s principal, I knew this was a red resistance or hesitation from staff members. The initial year flag, and changes needed to be implemented. It was difficult was met with challenges, but we focused on providing our for me to accept Ds and Fs when I knew our staff was going staff members with continuous professional development and above and beyond to help our students succeed. support. Additionally, we made the decision to eliminate student resource rooms that In order to improve, we offered students who rehad to create a plan to set MARLINGTON LOCAL SCHOOL DISTRICT - Lexington Elementary quired extra help guidance up our students for sucon all subjects and shifted cess. We focused our plan to providing content-speon implementing changes cific intervention specialin our Positive Behavior ists providing support on 2015 - 2017 Interventions and Support solely one subject.

(PBIS) program, utilizing partnerships with higher After two years of using 2015 2016 2017 GAP CLOSING education institutions and this approach and analyzAnnual Measurable Objective 58.3% 37.9% 89.9% the Ohio Improvement ing our monthly results, Component Grade F F B English Language Proficiency 50% .8% 86.7% Process (OIP). the staff members at LexMath Proficiency 66.7% 75% 93% ington Elementary School have realized amazing reOhio Improvement Prosults and have embraced cess–Five-Step Process 2015 2016 2017 PROGRESS this process.

OIP is a five-step process Overall C A A Gifted D C D that focuses on collecting Lowest 20% C C A PBIS Initiatives and charting student data Students with Disabilities C B A Knowing there is a direct to identify performance Component Grade B B link between challenging issues and analyzing stubehaviors and student sucdent work specific to this cess, we focused on providdata. Based on this data, 2015 2016 2017 TEST RESULTS ing additional support to shared expectations are es3rd Grade ELA 82.1% 59.7% 81.8% 3rd Grade Mathematics 76.9% 75% 85.9% our students who needed tablished for implement4th Grade ELA 80.7% 69.4% 74.3% it the most through PBIS. ing changes, and then the 4th Grade Mathematics 68.4% 81.9% 90.5% 4th Grade Social Studies 87.7% 88.9% 100% We developed a set of bechanges are implemented 5th Grade ELA 71.4% 71.4% 74.3% havior standards called across all classrooms. Fol5th Grade Mathematics 82.9% 76.8% 68.9% the “Duke Pride Expectalowing the implementa5th Grade Science 77.9% 80.4% 82.4% tions.” These expectations tion, data is collected and set a standard to hold stuanalyzed. dents accountable for their behavior. Specific behavior plans In order to begin the OIP five-step process, we created a are put into place for students needing extra support, and building leadership team comprised of one teacher from their behavior is tracked weekly to help them increase their each grade level, an intervention specialist, technology assis- rate of academic success. tant, school psychologist, school counselor, speech language In addition to the implementation of the PBIS program, we pathologist, and me. introduced leadership opportunities for all students, includThroughout the year, we tracked data through Google Forms ing the Lexington Leadership Academy, student council,

STUDENT GROWTH

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Guys with Ties, and Girls in Real-Life Situations (GIRLS).

These leadership programs have helped students become accountable for their actions and take responsibility for their educational opportunities.

Bridging the Gap

In 2017, Lexington Elementary School’s grade for gap closing went from an F at 58.3 percent in 2015 to a B at 89.8 percent in 2017, just .2 percent away from an A. I attribute this success, not only to the implementation of the aforementioned programs and processes but also to the hard work and dediPartnership with Higher Education Institution Our district is fortunate to have a university in our own back- cation from our staff. They worked tirelessly to track student yard. Working with a higher education institution benefits all behavioral and academic data and found new research-based instructional strateparties involved. gies that have proven We have partto be effective in our nered with the MODELED AFTER REQUIREMENTS IN ORC 3301-35-15 AND THE OHIO PBIS NETWORK classrooms.

University of Mount Union edLexington Elemenucation program TIER The student is having difficulty with behavior using the classroom behavior plan. Teacher tries alternative positive reinforcement and behavioral interventions for a minimum of 4 weeks. School counselor may be involved. All interventions tary has continued for three years, are documented with frequency and results. to utilize these best and the partnerBEHAVIOR CONTINUES practices as we move ship has been a forward and continhuge success. StuYES NO ue to close the gap dents from the Continue strategies for student learning. university serve as We recently added tutors in the classTargeted Interventions a new data room to room, working TIER The teacher requests an assistance meeting from the school psychologist in creating a targeted behavior plan. Others involved may include the school counselor and SLP. The principal and parent should be aware and may attend any our building, located in small groups meeting. The plan should be implemented for a minimum of 6 weeks prior to any changes in the plan. Behavior is documented during the implementation and results are sent to the school psychologist regularly. The school psych will in our instructional to help students consult with Director of PS as needed. coaches area, where individually or SOME WHAT EFFECTIVE? PATTERN OF SIGNIFICANT PROBLEM BEHAVIOR? we track data and to co-teach the meet on a monthclass. In addition NO YES YES Plan may be changed and ly basis to discuss to tutoring in the Continue strategies implementation continues grade-level specific classroom, we needs. implement a roTIER bust after-school FBA/BIP Process School psychologist begins procedure for completing an FBA and a BIP is completed and implemented for a minimum of We have seen great program called 6 wks. Meeting consists of teacher, parent, counselor, school psychologist, and intervention specialist if needed. Tier III interventions are implemented. Director of Pupil Services will be notified at this time and all documentation sent. improvement and “Raider Helpers.”

SOME WHAT EFFECTIVE? success over the past This program alfew years and hope lows Lexington NO YES to continue to build Review and revise BIP. Assess data. Director of PS Continue interventions and review criteria for fading plan students to work involved in all meetings. Is disability suspected? upon this success for in small groups years to come. Alwith students Continue follow-up, review data, modify as needed.

School psychologist regularly informs Director of PS of progress though we started out from the universiin a failing position, it ty on their homeis remarkable the imwork. Not only provements a school do the university can realize when students serve as team members come together, meet on a monthly basis, and tutors, but they mentor our students, setting a great example focus on the areas that matter most to students’ progress. for positive behaviors.

B EH AVI O R PRO T O C O L

1 2

3

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CLASSROOM

DO

YOUR BEST

Make good choices Be positive

HALLWAY

Walk at all times Keep hands and feet to self

RESTROOM

Stay in your area Keep bathroom clean Talk in quiet voice

CAFETERIA

PLAYGROUND

Keep area clean and throw food/ trash away

Share friends

Stay in own personal spaces

Keep hands and feet to self

Use utensils appropriately

Use kind words

Share equipment

BUS

Keep hands and feet to self Keep the bus clean

LATCHKEY

Play safe

USE

GOOD MANNERS

Use materials in an appropriate manner

Wash hands Keep hallway organized and neat Close Lockers

Throw away trash Leave all supplies in hall or classroom

Use indoor voice Use table manners

Use kind words

Wait your turn

Use quiet voice

Win and lose with positive attitude

Use kind words

Get in line quietly and quickly when whistle blows

Stay in your seat facing forward

Stay in playground area

Listen to bus driver

Keep hands, feet and objects to self

Be respectful Pay attention

KEEP ON TASK

Stay in assigned area Ask to leave class Follow directions

Stay quiet Walk on right side Have permission to be in the hallway

Leave when finished

Quiet in lunch line Stay seated

Be on time

EXPECT TO LEARN

=

Have all materials ready Participate appropriately

Stay in your line Walk and face forward

Respect others privacy

Dress appropriately for weather Ask to leave

Use equipment safely Landscaping is to be left alone

Turn in homework

Enter and exit class quietly

PE

Full participation/ work to your potential Use equipment properly Play with body in control

Use “Please,” “Thank you,” and “Excuse Me”

MUSIC

Keep aisles clear

Watch for your stop Leave bus with all belongings

SUCCESS

Stay in latchkey areas Ask for permission to leave

Expect to share friends Homework can be done Share areas and materials

Use indoor voices Speak when it’s your turn Follow all staff and leader directions

Wait your turn Use sportsmanship and show respect Help others when you can

Use assigned equipment as directed

Follow rules

Sit correctly on chairs

Include everyone

Take care of instruments and supplies Listen carefully Participate in class

Play fairly Play safely

Wear appropriate shoes Use restroom before class Refrain from socializing during instructions

About the Marlington Local School District

The Marlington Local School District is located in Alliance, Ohio, about 20 miles west of Canton, and is comprised of three townships: Lexington, Marlboro, and Washington. With an average enrollment of approximately 2,500 students, Marlington has a graduation rate of 92 percent. Marlington is a rural school district, set amid acres of picturesque farmland. The district capitalizes on its rural roots and provides students learning opportunities in horticulture, landscaping, natural resources, and oil and gas.

About the Author David Rogers is the principal of Lexington Elementary in Marlington Local Schools. With more than ten years in education, Rogers graduated from Kent State University with a bachelor’s in early childhood education and a master’s in educational leadership. He began his career teaching second and third grades, later transitioning to an elementary assistant principal. He has been the principal of Lexington for the past eight years. Rogers is also an adjunct professor at the University of Mount Union. You can reach the author by e-mailing him at d_rogers@marlingtonlocal.org.

63

Sorry...WE’RE BOOKED! Tessie tame her tongue. When Mrs. Hardy’s reminders and talking stick have no impact on Tessie’s talking— and her classmates begin actively avoiding her nearly constant barrage of chatter—Mrs. Hardy introduces Mr. Abel, the school counselor. Tessie is ready for some real learning about taming her tongue.

We all know a Tessie or Tommy. More importantly, as educational leaders, I hope we all know (and are also the kind of) adults who have patience and knowledge to lead children and adults toward being better listeners, conversationalists, teachers, and leaders.

Mr. Abel begins to help Tessie by asking her to imagine what a good listener does. Tessie knows what good listeners do and she knows that it is hard work. Mr. Abel has good strategies for teaching Tessie how to tackle the hard work of being a good listener. His initial advice is valid for all of us, “When your tongue wants to speed off, that’s a sign you need to slow down.” He continues to teach her how to do just that, and guides her to developing a few of her own strategies. Together they create a plan which Tessie proudly shows her parents. This story makes it clear that working hard over time allows Tessie to be successful in taming her tongue. She even turns her tongue into a terrific science project for all, which includes a fun fact for children regarding a Tibetan greeting.

Tessie, and eventually Tommy, are children who have a whole lot to say: that in itself is not a bad thing. Tessie’s tongue speeds off and over others. She has no idea that listening and thinking are important parts of communication. (Watch for the TLT triangle.) She is excited to share everything, every time. Fortunately, Tessie’s teacher is a kind adult who makes several attempts at helping

This book is well illustrated and provides solid and straightforward guidance for grownups in the final three pages titled “Tips for Helping Talkative Children”, which includes some tips for educators and some things to avoid. Talkative children exist in every school, and this book is a resource you will likely want to use and share: I already have!

written by Melissa Martin illustrated by Charles Lehman reviewed by Traci Kosmach principal, Riverview Elementary Stow-Munroe Falls City Schools

64

written by Todd Nesloney and Adam Welcome reviewed by Dan Sebring, principal, Normandy Elementary, Bay Village City Schools

Have you ever gone down the slide during your students’ recess?! If yes, you rock! If not, why not?! I have done this at times during my own students’ recess—it is completely unexpected, and students love it! (See chapter 20.) What would you do if you discovered other secrets that changed everything? Those “secrets” may be contained within the pages of Kids Deserve It! And as you can probably tell by the title, the real secret to our career is routinely remembering and reorienting ourselves around why we became educators in the first place. This book calls to the hearts of teachers and administrators, begging us to look at learning and schooling through the eyes of our elementary students. At a time when external pressures and demands seem to drive all of our efforts, we also have the pressure to maintain conventional thinking and judge ourselves by test scores (See chapter 19). Don’t give in to those isolated pressures. Push back and invite a few other educators to read through this book with you. “Get off the island” (Chapter 2) and collaborate to reconsider your classroom or school through the eyes of your students. After reading this book, you can join a movement of educators who have read this book before you. Join the conversation on Twitter (#KidsDeserveIt) to connect with those beyond your building. Rediscover your love of teaching—because after all, our kids deserve it!

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!

65

Zone 1

WE L C ME ‘s New Members

David Bennett Jeremy Clark Tracie Cowgill Jenni Domo Dustin England Cassie Lunsford Thomas Mitchem

Zone 2 Jennifer Ament Ryan Britton LaDora Hill Heather Hoelle Andy Miller Courtney Miller Joe Miller Austin Morgan Bryan Siebenaller Nathaniel Snow Sherry Thompson Catherine Trevathan Kimberly Westrick Kevin Williams Kendra Young

Zone 3

Tim Zieroff

Christopher Abke Alicia Anstine Tonishia Burgan Amanda DeMange Kristal Etter Melissa Fogt Wendy Grimm Najwa Jones Elizabeth Overman Kimberly Overman Allyson Thurman

Zone 4

Andrew Duncan Sean Flemmings Brian Fruchey Jerome Haupert Angela Heffner Adam Hoffmann Kristal Lockwood Jessica Longenberger Crystal Madson Kristi Molter Amanda Ogren Rebecca Rosenbauer Julie Sanford Michael Smith Kasey Thormeier

Zone 5

Jake Alferio Paula Baldwin Julie Brunke Cristin Cicco Molly Clapper Brittany Cromer Supriya Culliton Robert Figuly Matthew Holsinger Donna Knight Krist Manley Sarah Martin Rebecca McArthur Elizabeth Nickoli Charles Ridenour Shane Sullivan Nicholas Toney Melissa Warner Eric Yetter

Zone 6

Michael Anderson Theodore Bickley Joseph Bomba Tara Bruce Angela Christopher

Iisha Collier Veronica Diggs Kimberly Ford Kimberly Gil Lindsay Glass Lawanda Johnson Sunaina Kelly Kelli Knapp Brian Madigan Mary McDade Gary McPherson Karen McRill Kevin Nash Jacqueline O’Mara Rashelle Porter Karl Schneider Celeste Smith Eric Smith John Story Tamika Taylor-Ivory Takiba Thompson Colleen Toth Jonathan Travis Ashley Vargo Julianne Walker Natalie Wininger Dominick Wobser

Sandy Womack

Rachel Woodburn

Zone 7

Zone 8

Jim Chisholm Cindy Deevers Melissa Forde Seth Hartmann Christopher Haynes Julie Hazy Bethany Hudson Michael Janatovich Sara Lukacs Patricia Lyden Melissa Malone Barbara Marrama Schmidt

Judith Moschella Heather Myers Sharon Ragan Jason Ray Jennifer Ritter Katie Rumbarger Andrea Ryan Burt Stellers Kyle Teague Aadrian Thomas Megan Watson Michaela Wolfgang

Doug Dusenberry Samuel Gamertsfelder Patrick Garrity Shannon Griffin Erika Harris Brandon Hellemann Brynn Hoffman Stephanie Howell Robin Hyde Shannon Kandler-Clemons Leslie Kelly Tiffani Long Annette Losco

Mary Clevenger David Fesemyer Missy Kandel John Karamas Anythony Meiser Lucas Parsons Chase Richards Matthew Stanley Melissa Wagoner Kevin Wolf

Zone 9

Renae Church Jackie Farnsworth Joshua Ischy Joseph Oliverio Frank VanKirk

Zone 10

Margaret Alexeeff Terra Baker Rian Burnett Jamie Clark Richard Cooper Dorethia Dee Copas Nicole Dunn

Kyle Miller Margaret Moretti Kerri Myers Matthew Pentiuk Jodie Pierpoint Katherine Powell Gene Smith Danita Thornton Amy Wallick Mary Weeks Sarah Wilcox

SPRING REGIONAL MEETINGS ZONE ONE

ZONE TWO

ZONE THREE

ZONE FOUR

March 7, 9:00 a.m.–Noon March 12, 5:00–7:00 p.m.

Scholastic Book OSU Endeavor Ctr., Rm. 160 Fairs Warehouse 1862 Shyville Rd. 5459 West Chester Rd. Piketon, OH 45661 West Chester, OH 45069 (This is an EdCamp!)

March 7, 4:30–6:30 p.m. April 19, 5:00–7:00 p.m.

ZONE FIVE BRIO Waterville Primary School March 6, 4:30–6:00 p.m. @ The Greene 457 Sycamore Ln. The Steer Barn 4459 Cedar Park Dr. Waterville, OH 43566 1144 E. Wyandot Ave. Beavercreek, OH 45440 (This is an EdCamp!)

Upper Sandusky, OH 43351

ZONE SIX

ZONE SEVEN

MARK your CALENDAR! ZONES SIX & EIGHT

ZONE NINE ZONE TEN March 8, 5:00–7:00 p.m.

March 15, 5:00–7:00 p.m.

Menche’s Brothers, Shops of Green March 9, 9:00 a.m.–Noon March 14, 4:30–6:30 p.m.

Panini’s Muskingum County ESC The Rusty Bucket 3700 Massillon Rd. 7580 Fredle Dr. Muskingum Room 180 Market St. Uniontown, OH 44685 Broadview Heights, OH 44147 Painesville, OH 44077 205 North Seventh St. New Albany, OH 43054 (Akron/Canton) (Joint meeting with OASSA) (Joint meeting with OASSA) Zanesville, OH 43701 -ANDMarch 7, 5:00–7:00 p.m.

The Boneyard 101 E. Royalton

OAESA regional meetings are FREE, thanks to the generosity of our valued corporate partners—AXA, Curriculum Associates, Horace Mann, Istation, FranklinCovey, Lexia Learning, 66 66 National Geographic Learning, and myON.

March 22, 4:30–6:30 p.m.

J. Gilbert’s 1 E. Campus View Blvd.

Columbus, OH 43235

Ohio Association of Elementary School Administrators Membership Benefits Membership Types & Annual Dues Professional $275 ($375 for Plus Level*)  Pre-K through grade 8 building administrators working under an administrative contract below the level of superintendent  Central office or administrative/supervisory positions with an interest in elementary or middle-level education  Retired/rehired into any of the above listed positions Aspiring $60 ($160 for Plus Level*)  Educators aspiring to become Pre-K through grade 8 administrators not currently working under an administrative contract Associate $60 ($160 for Plus Level*)  Full members of Ohio-based organizations serving school administrators (BASA, OASBO, or OASSA)  Pre-K through grade 8 educators not working under an administrative contract Retired $60.00  Retired and no longer serving under an administrative contract  First year of retired membership is a no-cost gift to you. Note retirement date on the form and return it to the OAESA office.

Institutional $60.00  Affiliated colleges and universities

BENEFIT CHART Professional

Associate

Retired

Institutional

Aspiring

Professional Development Opportunities On-Site Advocacy

Legal Defense Fund Accessibility

Consultation (regarding administrative and quasi-legal issues)

Publications Online Access to Job Vacancies Reduced Rate Registration

Governmental Representation at State & National Levels Staff Presentations

Voting Privileges for OAESA Elections

Ability to Hold Elected Office

Ability to Serve as a Committee Member *OAESA 360˚ Feedback Tool The Ohio Association of Elementary School Administrators 360° Feedback Tools for Principals and Teachers were designed to offer busy educators insights into their job performance through our webbased assessment system. Upgrade to a Plus-level membership to access this valuable feedback tool. For more information, visit oaesa.org.

Membership Renewal All OAESA Membership level dues are owed annually. The first membership renewal notices are emailed 30 days prior to a renewal date. Second notices are mailed to the member’s preferred address during the month of renewal. E-mail any questions to membership@oaesa.org.

67

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.

DATE!

June 13-15, 2018 at the

Hilton Columbus at Easton

!

PSuperheroes U M A E for Kids T Professional Conference 2018