Principal Navigator Spring 2022

principal

Vol. 17 No. 3 • Spring 2022 • $9.95

Navigator the magazine of the Ohio Association of Elementary School Administrators

with

LIBERTY JUSTICE

all r fo &

A PREVIEW OF THE 2022 OAESA ANNUAL PROFESSIONAL CONFERENCE AND TRADE SHOW

ohio association of elementary school administrators • oaesa.org | 1

NATIONWIDE HOTEL AND CONFERENCE CENTER • JUNE 15-17, 2022 Join forces with educators across Ohio as we continue the work to create schools that are more equitable for all. As educators navigate the path toward fair and impartial educational opportunities for all students, we must dig deep to acknowledge and challenge problematic issues, seek education, take risks, try to be better, and work actively on improving the world for the historically marginalized students in our schools. This work is introspective and challenging, and ultimately, best done together. Don’t miss OAESA’s 65th Annual Professional Conference, With Liberty and Justice For All, June 15-17, 2022 at the Nationwide Hotel and Conference Center in Columbus, Ohio.

intentionally connect

effectively develop

passionately advocate

Networking

Keynote Speakers

Advance Your Skills

Principal EL

share, learn, play, and grow!

Dr. Salome Thomas-EL

Professional Learning Clinics by colleagues and community resources

is an Award-Winning Principal, Author, and International Speaker

Dr. Andy Jacks

and services for your school

principal navigator 2 | principal navigator • spring 2022

Bring Your Team Nonmembers: $624 (includes membership)

Dr. Jacks is Senior Fellow at the Centers for

One-Day Rate: $199 Retiree Rate: $249

National Association of

shop the latest products

oaesa.org/justiceforall2022

Members/Staff of Members: $349

Advancing Leadership,

Trade Show

Register today at

Elementary School Principals.

Kelly Croy Kelly Croy is a speaker, podcaster, educational consultant, leadership coach, and administrator.

Register Early Register by April 30, 2022 for your chance to win one of two $500 prizes to fund a school project from Horace Mann and DonorsChoose.org

Around the Horn

with OAESA Executive Director Dr. Rebecca Hornberger

A

s we dash toward the end of another school year, I find myself reflecting on how, once again, we have been through an incredibly unique year for educators across our state and nation.

I hope you had a chance to rest and recharge a bit during your spring break as you prepare to put forth your energies toward the end of the school year bustle. This time of the school year, the pace certainly seems to speed up with state testing, wrapping up teacher evaluations, and end of the school year festivities. You have almost made it to the finish line of another surprisingly challenging school year, and it is time to dig deep, focus on self-care, and power through to June. Be sure to reach out to your OAESA colleagues and make those intentional connections for support as well.

As always, while we are rounding out one year, we are inevitably knee-deep in planning the next year, too.

Reflecting on the year past, areas of strength, and issues to improve can be a wonderful way to show growth. In education, we are lucky to be able to have our years and schools start anew annually. It gives us a chance to make changes and improvements to the spaces, staff, and students in our charge.

One area I think every school is constantly trying to improve in is equity. Our OAESA Annual Professional Conference will be held June 15-17 and will focus on the theme, “With Liberty and Justice For All.” I strongly encourage you to attend, along with your any staff member in your district, building, or circle who wants to make school more equitable for all students. Some highlights will include: Our keynote speakers will kick off and close our event with inspirational, practical, and purposeful addresses

that will make you think and kick into action. Don’t miss these presentations by Principal EL, an awardwinning principal, author, and international speaker; Dr. Andy Jacks, a senior fellow for the Centers for Advancing Leadership at the National Association of Elementary School Administrators; and Kelly Croy, a speaker, podcaster, educational consultant, and leadership coach.

Conference clinics will take place throughout the two days, and they are a fabulous way to get hands-on learning in a smaller, personalized environment. We can’t wait for you to witness all the great work that your colleagues from around the state are doing!

This year’s conference will also include workshop sessions by the Ohio Department of Education on the most up-to-date information regarding the Dyslexia legislation and guidebook, along with resources from the Center for Student Supports.

And most importantly, this event is all about connecting with colleagues and honoring all the hard work you’ve done over the last year. We will begin the event with our Welcome Celebration on Wednesday night. It’s a great way to relax before the conference starts and get acclimated to the event.

Additionally, we will close the conference with our awards luncheon, where our 2022 award winners will be recognized in the following categories: Hall of Fame School Award, Ohio Principal of the Year Award, Outstanding Second-in-Command Award, Outstanding Central Office Award, Secretary of the Year Award, and the D. Richard Murray Award.

Have a wonderful end to your school year, and we would love for you to join us in June!

ohio association of elementary school administrators • oaesa.org | 3

Revised for OPES 2.0!

FEEDBACK TOOL

FOR ADMINISTRATORS GROW YOUR SKILLS FOR GREATER IMPACT

A February 2021 research report from the Wallace Foundation confirmed that the impact of the principal is second only to that of the teacher in school-based factors that affect student achievement.

WHY UTILIZE OAESA'S 360° FEEDBACK TOOL?

•Updated. The tool is aligned to the revised 2018 Ohio Standards for Principals •Expedient. The tool gives quick, relevant information about job performance •Informative. Get honest, anonymous feedback from supervisors and staff •Valuable. Save precious time by using the feedback as evidence for OPES 2.0 •Personalized. The tool provides customized feedback for areas of strength and growth •Growth-Oriented. Track professional development over time •Economical. At $100 per person, each participant gets unlimited, yearlong access to the tool

WHAT CAN OAESA'S 360° FEEDBACK TOOL DO FOR YOU? "Through this assessment, I realized I am perceived stronger in areas where I felt I needed the most work. This tool helped me make data-based decisions that truly make me a better educational leader."

SIGN UP TODAY AT OAESA.ORG OR CALL 614.547.8087

4 | principal navigator • spring 2022

ABOUT THE PRINCIPAL NAVIGATOR

tableofcontents

EDITORIAL SERVICE TEAM & READERS Matt Bradley, Highland Local Schools Natalie Buchanan, Franklin Local Schools Tammy Elchert, Ed.D., Carey Ex. Village Schools Alexandra Nannicola, Champion Local Schools Nick Neiderhouse, Ed.D., Maumee City Schools Katie Nowak, New Albany Plain Local Schools Cathryn Rice, Xenia Community Schools Dan Sebring, Bay Village City Schools Paul Young, Ph.D., retired Stephen Zinser, retired

in every issue 3

Around the Horn

6

OAESA Board of Directors

8

SAIL for Education

22

Central Office Connector

With liberty and justice for all Dr. Becky Hornberger

Earning your superintendent’s licensure Cathryn Rice Justice, equity for our students with disabilities Dr. Julie Willoughby

24

Health Matters

26

Legislative Update

28

We’re Booked

29

The Chalkboard

30

OAESA/SAIL TEAM Rebecca Hornberger, Ph.D., Executive Director and Associate Dean at Concordia University Chicago Mark Jones, Associate Executive Director Nancy Abrams, Business & Office Manager Patty Cooper, Executive Administrative Specialist Melissa Butsko, Graduate Program Specialist Mary Mitton-Sanchez, Director of Communications

Our 2021-2022 Leadership

EDITORIAL POLICY 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.

Working towards comprehensive asthma management Mimi Sang and Olivia Lauer National Advocacy: 2022 NAESP National Leaders Recap

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

Prep for OAESA’s summer conference with these reads News from your association

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.

Welcome New Members

Connect to our new and renewed OAESA members

in this issue 13

Achieving Equity with Alternative Discipline Methods

14

Upholding Values and Beliefs to Build Our Community

16

Kids Voting Ohio: Voter Education for Civic Empowerment

Dori Gatta MacMillan Matt Bradley

Matina Bliss

18

With Liberty and Justice for All: Intervention Plans

20

Afterschool Programs: Essential for Equity

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

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

Dr. Paul G. Young Michele Ritchlin

ohio association of elementary school administrators • oaesa.org | 5

OAESA’s 2021-2022

Board of Directors Executive Committee

PRESIDENT

PRESIDENT ELECT

PAST PRESIDENT

NAESP REP

Kesh Boodheshwar

Carrie Sanchez

Abbey Bolton

Cathryn Rice

Port Clinton Middle Port Clinton City Schools csanchez@pccsd-k12.net

Berea-Midpark High Berea City Schools

boodheshwar@gmail.com

ZONE 1 DIRECTOR

Ryan McGraw

ZONE 2 DIRECTOR

Chad Hinton

Zone Directors ZONE 3 DIRECTOR

Tecumseh Elementary Xenia Community Schools cpettic@gmail.com

ZONE 4 DIRECTOR

Sue Brackenhoff, Ph.D. Nick Neiderhouse, Ed.D.

Katie Nowak

New Albany Intermediate School New Albany-Plain Local Schools nowak.3@napls.us

ZONE 5 DIRECTOR

Colleen Mudore

Office of Curriculum & Instruction

Fairborn City Schools sbrackenhoff@fairborn.k12.oh.us

Wayne Trail Elementary Maumee City Schools nneiderhouse@maumeek12.org

Knollwood Elementary Sheffield-Sheffield Lake City Schools cmudore@sheffieldschools.org

ZONE 7 DIRECTOR

ZONE 8 DIRECTOR

ZONE 9 DIRECTOR

ZONE 10 DIRECTOR

Alexandra Nannicola

Susanne Waltman

Natalie Buchanan

Minford Elementary Minford Local Schools rmcgraw@minfordfalcons.net

Maude Marshall Elementary Talawanda Schools hintonc@talawanda.org

ZONE 6 DIRECTOR

T.J. Ebert

Independence Primary School Independence Local Schools tebert@independence.k12.oh.us

Davey Elementary Kent City Schools abolton@kentschools.net

FEDERAL RELATIONS

Central Elementary Champion Local Schools

alexandra.nannicola@championlocal.org

6 | principal navigator • spring 2022

Strausser Elementary Jackson Local Schools sew2jc@jackson.sparcc.org

Little Bolts Preschool Franklin Local Schools

natalie.buchanan@franklinlocalschools.org

Jessica Rardon

Hilliard Tharp Sixth Grade School

Hilliard City Schools jessica_rardon@hboe.org

OAESA needs county representatives and district liaisons. Is your district represented?

Zone Map

Contact your zone director or email info@oaesa.org to find out more information about this opportunity.

Sign up to be a district liaison online: oaesa.org.membership/ district-liaison

Board Representatives

CENTRAL OFFICE

ASST. PRINCIPAL

MINORITY

Bob Buck

Joy O’Brien

Felecia Evans

Office of Teaching and Learning Forest Hills Schools bobbuck@foresthills.edu

Ayer Elementary Forest Hills Schools joyobrien@foresthills.edu

Lander Elementary Mayfield City Schools fevans@mayfieldschools.org

MIDDLE SCHOOL

CLEVELAND DIST.

COLUMBUS DIST.

Matt Bradley

Audrey Staton-Thompson

Andrew Smith

Highland Middle Highland Local Schools matt_b@hlsd.us

Office of Contract Implementation Cleveland Metropolitan Schools audrey.staton-thompson@ clevelandmetroschools.org

Valley Forge Elementary Columbus City Schools ansmith@columbus.k12.oh.us

ohio association of elementary school administrators • oaesa.org | 7

a conversation with OAESA’s NAESP Representative Cathryn Rice

Why did you want to work in education? What inspired you?

manageable—even in the midst of 2020 when the pandemic first began!

When I began my career in education twenty six years What skills did you gain or sharpen through your ago, my goal was to inspire children to love school; program at OAESA with Concordia University ignite their passions, creativity, and curiosity. As a Chicago and how do they benefit you in today’s student, I had several teachers along the way that educational climate?

BYforMAGGIE differentiated instruction me and myBENDER, classmates OAESA/SAIL GRADUATE (though at the time I didn’t know that’s what they It was incredibly beneficial to engage with colleagues were doing). Several of my classmates and I worked from diverse backgrounds and share experiences. on independent projects and were permitted to Additionally, the program allowed me to gather develop the ways that we shared our learning. As ideas for utilization in my own experience as a I got older, those opportunities did not present current administrator. The superintendent licensure themselves as often, but I never forgot how excited I program provided me a wider lens of district was to learn about topics and ideas that I chose. I was operations, functions, and board relations. Engaging fortunate enough to begin my teaching career in the in a mentorship also provided me with a deeper same building where I grew up and where many of understanding of many concepts that helped me my former teachers were still teaching. They became to review and provide feedback regarding human mentors for me in their own ways and I took “the resources and district policies and procedures. best” of their talents to combine them with my own ideas to begin working with children. I hope that the How has your Superintendent Licensure students in my classroom learned to love learning impacted you in terms of your current position and have continued that beyond the walls of my or a position you’d like to attain in the future? classroom!

The Superintendent Licensure has provided me Why did you choose OAESA with Concordia with more context for understanding district level University Chicago for your Superintendent decisions. It has also provided me with the flexibility Licensure? to pursue other opportunities as they arise for the next phase of my career.

As a board member for OAESA for a number of years, I knew many colleagues that had attended What was a challenge you faced during your Concordia’s many different programs. When I made Superintendent Licensure program, and who or the decision to pursue my Superintendent License, I what helped you overcome it? investigated many options, but it was the flexibility of Concordia’s program as well as the program cost I began my coursework in January 2020. One of the that solidified my decision. I found the enrollment, biggest challenges was the pandemic. Like so many registration, and actual courses to be accessible and others, the entire way we had to navigate teaching

8 | principal navigator • spring 2022

and learning pivoted in a way that none of us had ever experienced. As a building principal, this changed the way I had to manage and support my staff and students. This was one of the blessings of having selected Concordia University for my coursework.

Being entirely online already, allowed me to have the flexibility I needed to face the challenges of being a principal during a pandemic.

What would you tell (or what advice would you give) prospective students considering the Superintendent Licensure program at OAESA with Concordia University Chicago?

Another challenge was the final phase of my program, which included the internship. I will say the faculty and Site Supervisor were incredibly supportive and assisted in ensuring that every facet of my internship was successful.

Is there anything else you would like to share?

What was the biggest takeaway from your Superintendent Licensure program?

The Superintendent Licensure gave me a greater appreciation for the role of superintendents.

While the job of a building principal is incredibly complex, the role of a suuperintendent also includes navigating and managing board relations, community engagement, and a deep level of understanding district finances. I feel my program allowed me the opportunity to gain these skills and more.

Talk to graduates of the university. I guarantee they will tell you the program is comprehensive and robust, while also being flexible, affordable, and manageable.

Regardless of your future plans, I would encourage all current building principals to join OAESA as well as complete a Superintendent Licensure program.

OAESA will connect you with colleagues across the state and provide both state and national updates that impact how we perform our jobs. OAESA will also connect us with professional learning opportunities so that we can continue to grow as professionals, like a Superintendent Licensure Program. Finally, pursing the Superintendent Licensure will provide insight and needed perspective regarding understanding the other departments and their functions within the school district and will bring clarity to the decision making process at the district level. I’m grateful to Concordia University for the rich experience provided!

ohio association of elementary school administrators • oaesa.org | 9

thankyou Advocacy & Representation Jana Alig, Groveport Madison Local SD Stacy Barker, Lima City SD Joan Bucy, Columbus City SD Taylor Cox, Hamilton City SD Felecia Evans, Mayfield City SD Dennis Evans, Minford Local SD Aric Fiscus, Fayetteville-Perry Local SD Dawn Hayden, Cleveland Municipal SD Brittani Irvin, Cleveland Municipal SD Zeb Kellough, Bowling Green City SD Michelle Levero, New Albany-Plain Local SD Gretchen Liggens, Cleveland Municipal SD Mary Louit, Mount Healthy City SD Kristi Molter, Swanton Local SD Jonathan Muro, Madison Local SD Tim Neal, Buckeye Local SD Katie Nowak, New Albany-Plain Local SD Tyler Owen, Columbus City SD Cathryn Rice, Xenia Community City SD Sara Roseberry, Hardin-Houston Local SD Barbara Shaner, OAESA Advocacy Specialist Cassandre Smolen, Painesville Township Local SD Glen Stacho, Strongsville City Schools Brent Swartzmiller, Perrysburg Ex Vill SD Anitra Van Horn, Clear Fork Valley Local SD Kelvin Watson, Columbus City SD Kevin Wolf, Wooster City Schools Communications Matthew Bradley, Highland Local Natalie Buchanan, Little Tikes Co. Tammy Elchert, Carey Ex Vill SD Kim Hurst, Chillicothe City SD Julie Kenney, Marion City SD Alexandra Nannicola, Champion Local SD Nick Neiderhouse, Maumee City SD James Nichols, Indian Hill Ex Vill SD Dan Sebring, Bay Village City SD Jeromey Sheets, Lancaster City SD Nick Wilker, Marion Local SD Paul Young, retired Stephen Zinser, retired Membership Sue Brackenhoff, Fairborn City SD Chad Hinton, Talawanda City SD Ryan McGraw, Minford Local SD Andrew Smith, Columbus City SD Jeri Earley, Blanchester Local SD Kevin Gale, Northwest Local SD 10 | principal navigator • spring 2022

Kevin Gehres, retired Jason Orin, Louisville City SD Steven Vrooman, retired Leah Filliater, Buckeye Central LSD Professional Conference Abbey Bolton, Kent City SD Kesh Boodheshwar, Berea City SD Bob Buck, Forest Hills Local SD Craig Caroff, Mayfield City SD Heidi Kegley, Delaware City SD Stephanie Klingshirn, Sidney City SD Melanie Pearn, Mentor Ex Vill SD Carrie Sanchez, Port Clinton City SD Erin Simpson, Wadsworth City SD Professional Learning Ebone Johnson, Columbus City SD Joy O’Brien, Forest Hills Local SD Jessica Rardon, Hilliard City SD Susanne Waltman, Jackson Local SD Lori Green, Groveport Madison Local SD Jamie Hollinger, Anthony Wayne Local SD Nita Meyer, Lincolnview Local SD Stephen Rozeski, Bloom-Carroll Local SD Barry Ward, New Albany - Plain Local SD John Hill, Milford Ex Vill SD Lynne Stark, Clearview Local SD Robyn Floyd, Columbus City SD Colleen Mudore, Sheffield-Sheffield Lake City SD Kevin Wolf, Wooster City Schools Julie Willoughby, Urbana City SD Recognition Scott Astey, Twinsburg City SD Donna Ball, retired Audrey Beining, Ottawa-Glandorf Local SD Kenneth Bernacki, retired Kristin Bowles, Meigs Local SD Bob Buck, Forest Hills Local SD Jacob Campbell, Lancaster City SD Stephanie Churn, Akron City SD Cheri Copeland-Shull, Springfield Local SD Miranda Cunningham-Roscoe, Elyria City SD T.J. Ebert, Independence Local SD Roben Frentzel, Gahanna-Jefferson City SD Corey Fries, Canal Winchester LSD Taryn Fuller, Jonathan Alder Local SD Kevin Gehres, retired Patty Griest, Fairborn City SD Julie Gulley, Worthington City SD

to OAESA’s 2021-2022 Service Team Members Shari Hoskins, Princeton City SD Rachel Jones, Chagrin Falls Ex Vill SD Cheryl Jones, Columbus City SD Kasi Jordan, Princeton City SD Timothy Keller, Ashland City SD April Knight, Columbus City SD Bonnie Kubec, Brunswick City SD Michelle Levero, New Albany-Plain Local SD Michele Loboschefski, Maumee City SD Brian Lyons, Forest Hills Local SD Kati Mann, Brunswick City SD Melissa Moriarty, retired Colleen Mudore, Sheffield-Sheffield Lake City SD Jane Myers, Northwest Ohio ESC Jason Orin, Louisville City SD Brian Orrenmaa, Buckeye Valley Local SD Jay Parks, retired Melanie Pearn, Mentor Ex Vill SD Jessica Rardon, Hilliard City SD Katharine Rateno, Mayfield City SD Eric Riddle, Canal Winchester Local SD Dave Rogaliner, Kenston Local SD Paul Sallada Jr, retired Katie Salyer, Hilliard City SD Patti Schlaegel, Worthington City SD Joycelyn Senter, Princeton City SD Teresa Smith, New Albany - Plain Local SD Glen Stacho, Strongsville City Schools Audrey Staton, Cleveland Municipal SD Steven Vrooman, retired Chad Warnimont, Perrysburg Ex Vill SD Cynthia White, retired Patricia Winland, Worthington City SD Jennifer Woods, Lancaster City SD Stephen Zinser, retired

Want to get more involved with OAESA? Decide what you’re passionate about and join one of our six Service Teams!

Email info@oaesa.org to learn more.

Get the Full Picture of Student Performance and Growth in Reading and Mathematics Tools for Instruction Rosters

Divide by One-Digit Numbers

Assess & Teach

Reports

Help

Regina Moore INSTRUCTIONAL RESOURCE: SUPPORT FOR IMPROVING READING FLUENCY

Objective Divide three-digit numbers by one-digit numbers.

Math Benchmark Performance: WCPM is between 25th and 50th Percentile [and/or] Formative Performance: Instructional reading level is one grade level below Continued instruction and practice with Phonics and High-Frequency Words may be needed for students to read more accurately and with automaticity. Dedicated instruction in Comprehension, Vocabulary, and Fluency is also needed to continue to improve their reading fluency.

Reading Intervention Program

Three Ways to Teach Use Repeated Subtraction to Divide

Diagnostic Status

15–20 minutes

Write “144 4 4” on the board. Have the student estimate the quotient. (between 30 and 40) Explain that the goal is to separate 144 into groups of 4.

Help the student choose a multiple of 4 that is easy to subtract, such as 40.

Explain that it would take too long to subtract 4 over and over, and that subtracting 40 is the same as subtracting 4 ten times. Have the student perform repeated subtraction by 40, keeping track of steps as shown. When

144 2 40 (4 3 10) 104 2 40 (4 3 10) 64 2 40 (4 3 10) 24 (4 3 6)

4s are left and how many 4s were subtracted in all. (36) Compare the quotient to the estimate and use multiplication to check.

Diagnostic Results

Instruction

Diagnostic Growth

Students whose oral reading fluency performance is one or more years below grade level may benefit from an intervention program. See the Educator Guide: PHONICS for Reading at i-ReadyCentral.com/PfREducatorGuide.com for more information. If you do not have a dedicated Phonics intervention program, the following resources can be used to support students on specific Phonics skills.

IF...

Overall Placement

The student’s i-Ready Diagnostic PHONICS placement is more than one grade level below

Grade-Level Support

3

4

9

1

3

24

?

Total area 5 144

• Match Other Consonant Letters and Sounds • Decode Words with Short Vowels • Match Vowel Letters and Long Sounds

Teacher Toolbox

Grade 1 Placement: Sound-Spelling Correspondences

Instructional material and resources

Online Educator Learning Mid or Above Grade Level

Early On Grade Level

15%

20%

One Grade Level Below

45%

Two Grade Levels Below

Three or More Grade Levels Below

Not Completed

5%

15%

0%

• Decoding multisyllable words with closed and open syllables • Decoding words with inflectional endings -s, -es, -ed, -ing, -er, and -est without changes to the base word

• r-Controlled: sound-spellings and decoding words with ar, or, ore, ir, er, ur

i-Ready Central

• Vowel teams: sound-spellings and decoding words with oo, ou, ow, oi, oy, au, aw

Tips, tools, and guidance to support use

Grade 1: Multisyllable Words

• Digraphs: sound-spellings and decoding words with ck, sh, wh, ch, tch, th, ng • Decoding words with initial consonant and final consonant blends • Long vowels: sound-spellings and decoding words with silent e, ee, ai, ay, oa, ow, ea, y, and igh

Online courses that complement teacher PD

30

i-READY TOOLS FOR INSTRUCTION Grade K: Sound-Spelling Correspondences • Match Consonant Letters and Sounds: s, f, r, m, p, l, t

• Decoding CVC words

• Match Vowel Letters and Short Sounds

4

120

RESOURCES* THEN PROVIDE EXPLICIT INSTRUCTION ON: Grade K Placement: Sound-Spelling Correspondences • Letter-sound correspondences for all letters

Tools to address unfinished learning

15–20 minutes

Use the same problem, 144 4 4. Draw a rectangle on the board. First, label the top, side, and area as shown. Ask the student to identify a multiple of 4 that can be multiplied by 10 to get close to 140, such as (4 3 3) 3 10, or 120. Walk the student through the steps for completing the labeling, adding the numbers and symbols as you go. Ask the student to identify the number that is multiplied by 4 to get an area of 24. Replace the ? with 6. Then remind the student that the total length of the rectangle can be found by adding the two segments together: 30 1 6 5 36, which represents what is multiplied by 4 to get 144.

Standards Mastery

RECOMMENDATIONS

10 1 10 1 10 1 6 5 36 144 4 4 5 36

Use an Area Model to Divide

GRADE 3: PHONICS

Oral Reading Fluency Assessments

for long division has often been taught to students through rote practice until mastery. To prepare students to understand the division algorithm, this activity provides three methods of modeling and computing quotients by building on place-value understanding and the relationships of division to multiplication and subtraction.

Students should gain an understanding of what division is as a mathematical operation, which will help them to make sense of fraction concepts, and to identify applications of division in real-world scenarios.

• Soft sounds for c and g: sound-spellings and decoding words with the soft sound for c spelled c, ce and the soft sound for g spelled g, ge, and dge

• Decoding words with inflectional endings -s, -es, -ed, and -ing with changes to the base word • Decoding words that divide between two consonants • Decoding multisyllable words with final syllable le

Sound-Spelling Correspondences • Long Vowel Words with Final e • Words with Initial l, r Blends • Words with Initial s Blends • Words with Final Digraph ck or Double Consonant • Words with Final Consonant Blends • Words with Initial Consonant Digraphs

Multisyllable Words • Inflectional Endings without Spelling Changes • Decode Two-Syllable VC/CV Words • Decode Compound Words • Inflectional Endings with Spelling Changes • Open and Closed Syllables

• Words with Final Consonant Digraphs • Words with Long Vowel Digraphs • Words with Soft c and g • Match y to Long i and Long e • Words with r-Controlled Vowels

*Access i-Ready Tools for Instruction under Assess & Teach > Resources in your i-Ready Connect account. After selecting Reading and the Grade, use the search bar to find a specific Tool for Instruction by title listed here.

Tools and Tips www.i-Ready.com

Number and Operations I Level 4 I Divide by One-Digit Numbers I Page 1 of 2

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at OAESA’s 65th Annual Professional Conference: With Liberty and Justice for All. | June 15–17, 2022

2/24/22 12:07 PM

to OAESA’s 2020 - 2021 Service Team Members! ohio association of elementary school administrators • oaesa.org | 11

editor’s note

I

t’s been three years since OAESA last held our annual professional conference and trade show in person. As we inch closer and closer to June, we are so excited to make this annual event a face-to-face reality again!

Since we last met, so much has happened. A global pandemic, a social justice awakening, a polarized and tumultuous election, countless international conflicts, and more. It feels like a lifetime since we’ve been together, and the load you’ve been carrying is heavy.

Of course educators are used to this, but in the “before times,” we had the ability to meet, connect, celebrate—and maybe even commiserate—together. Sharing a professional development opportunity, a meal, a drink, or a conference experience gave us a chance to recharge with the folks who understand EXACTLY what you’re going through.

So come, seek solutions to improve school for your students, staff, and school communities while you rejuvenate your own educator spirit. You need this chance, and you deserve it.

Here at OAESA, we thank you for taking on your important, challenging work, and we encourage you to persist in your efforts—no matter the obstacles you encounter.

We appreciate you and invite you to care for yourself as a way to continue this crucial work. We hope to see you at our 2022 Professional Conference and Trade Show, With Liberty and Justice For All, June 15-17, 2022 at Nationwide Hotel and Conference Center in Columbus to learn about creating more equitable schools for all.

12 | principal navigator • spring 2022

feature story

Achieving Equity with Alternative Discipline Methods

BY DORI GATTA MACMILLAN, PH.D.

I

can’t imagine in 2020 expelling and suspending kids from school on a regular basis as a means of accomplishing anything.” These were the words of a high school principal in response to my dissertation research. I had set out to discover the perceptions of high school educators’ use of alternative discipline strategies versus the assignment of suspension or expulsion. This interest arrived from my training and personal experience. Professionally, I am employed as a school psychologist who works with students in grades sixth through twelfth. Personally, one of my own children had been suspended from high school.

Several educators representing various roles, like superintendents, principals, athletic directors, school counselors, and teachers, responded to questions asked by me. The questions related to the views of alternative discipline methods employed in relation to educable outcomes. Participants’ answers referred to relationships, individualizing approaches, and accepting the child’s plight. Subsequently, many of the participants responses described various factors influencing a child’s behavior. Overall, there was a consideration for a whole child approach.

This thought revealed an understanding of the numerous aspects that require attention when attempting to apply meaningful consequences to behavior gone wrong. The common insight of those interviewed recognized a benefit in discipline methods that align with an educational component.

The framework with which I viewed and interpreted my findings came from restorative justice. This philosophy considers a respect-based orientation and reciprocation-approach, understanding and empathic aptitude. With this concept in mind, responses to the questions culminated into three themes: 1) Meet the Needs of the Whole Child, 2) Consideration for Causal Concerns, and 3) Empowering Students and Families.

In essence, my findings highlighted the need for clarity in discipline expectations, support from administrators and colleagues, and systemic changes that make the use of alternative discipline methods more readily available. A cooperative approach or team-based intervention, like intervention assistance teams (IATs), allows for brainstorming, collaboration, and opportunity to consider a situation from various angles. In addition, principals who promote alternatives and are backed by policy that delineates Positive Behavior Interventions and Supports (PBIS) further support and promote options in place of student removal. Also, consideration for curriculum that explicitly links social emotional learning and behavior change with emotional control adds to the potential in creating and addressing alternatives.

Examples of PBIS might incorporate social emotional learning, like Second Step or Alternatives to Suspensions (ATS) that uses a restorative curriculum. Second Step is a social emotional curriculum known to improve student behavior. ATS is a curriculum that concentrates on a student owning and recognizing their behavior, creating replacement strategies, and making amends to those who were harmed directly or indirectly.

While completing an assignment in graduate school, I employed an evidence-based intervention called Check and Connect. It incorporated weekly meetings with a student to forge relationships among educators, students, and families. The emphasis was on the benefits of an education, but also addressed behavior and attendance.

The simplistic take-a-way from my investigation revealed an understanding that alternatives are necessary, they must be crafted to address individual scenarios, and when done with care and compassion they have the potential to improve and nurture relationships. The shared understanding of those interviewed recognized a benefit in discipline methods that align with academic and behavioral changes.

They recognized the challenges associated with the endeavor, such as time, trust, and commitment. They also realized the potential change when putting forth the effort.

Dr. Dori Gatta MacMillan is a school psychologist who works with grades sixth through twelfth at Niles City Schools in Niles, Ohio. She recently earned her Ph.D. in Educational Leadership from Concordia University Chicago adding to the scholarly information of the perceptions and use of alternative discipline methods at the secondary level.

Resources: Collins, J.C. & Ryan, J.B. (2016). Extension of positive behavioral supports from the school to the bus: A case study. The Journal of At-Risk Issues, 19(1), 29-33.

Higgins, B., & Tyler, B. (2017). The alternative to suspension model: Discipline in the ‘with.’ Leadership Matters, May-June, 36-39.

Ohio Department of Education. (2016). Resolution.to clarify Intent of student suspensions for Ohio school districts [Paolo DeMaria]. Retrieved on February 4, 2018. https://education.ohio.gov/getattachement/StateBoard/State-Board-Reports-and-Policies/Certified-Suspension-Resolution.pdf.aspx.

Richard Albrecht, N.M., & Brunner, M. (2019). How positive behavioral supports and social-emotional curriculum impact student learning. The European Journal of Social and Behavioural Sciences, 24(1), 2789-2804. DOI: 10.15405/ ejsbs.245 Zehr, H. (2015). The little book of restorative justice. Skyhorse Publishing, Inc. ohio association of elementary school administrators • oaesa.org | 13

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Upholding Values and Beliefs to Build Our Community

BY MATT BRADLEY

P

eople are the heart of Highland Middle School, Highland Local Schools, and ultimately, the Highland Community. We believe that each of us has the unique responsibility to make Highland a special place to learn, work, and live. Our values and beliefs are the foundation, but it is our behaviors and actions that make it happen. We believe that each of our students can learn and find successes each and every day. At Highland, we aim to be aligned to set of values and behaviors that contribute to the success of our students. It is up to each of us to uphold it and make it happen.

One of our beliefs is that learning never stops in the pursuit of greatness.

As the principal of Highland Middle School, I try to model being a lifelong learner. The two main ways I try to grow my knowledge are through books and podcasts. Recently, the most influential books that have impacted my work as a building principal are Chatter by Ethan Kross, How to Change by Katy Milkman, and Think Again by Adam Grant.

In Think Again, Grant describes the research in having an open mind and a willingness to “think again.” This book challenged me in many ways. Specifically, Grant encourages us to think like scientists: “Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons we might be wrong – not for reasons we must be right – and revising our views based on what we learn.” Grant’s podcast WorkLife is another must-listen!

“Another one of our beliefs at Highland is that community is built when everyone is known, valued, and included.”

In Chatter, Kross describes “chatter” as the negative self-talk that happens to nearly all human beings.

He then provides simple ways to combat the “chatter.” At Highland Middle School, our school counselor and I have used these strategies to guide discussions with students. Specifically, when students are dealing with stress (who isn’t?!), we use Kross’s strategy of “distanced self-talk” to “step back from the echo chamber of our minds.” We encourage students to speak to themselves in the third-person or imagine that they are giving advice to someone else dealing with the same issue.

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In How to Change, Milkman describes the research behind successful changes in behavior. At HMS, I encouraged our teachers at the start of 2022 to create a New Year’s Resolution or “One-Word” and then provided them with resources to Milkman’s “fresh start effect.” Milkman’s podcast Choiceology is a go-to listen for me, too.

Another one of our beliefs at Highland is that community is built when everyone is known, valued, and included. In our building specifically, we aim to know our students through mentoring. Our mentorship program began five years ago. We wanted students to be known and have at least one adult in the building in which they had a deep relationship. This has grown to today’s iteration where the first 30 minutes of each day is dedicated to 1:1 check-ins and community building within the mentor groups.

Knowing, valuing, and including everyone also means serving.

At Highland Middle School, we provide weekend meals through our in-house food pantry. Community members donate items and

through the work of our amazing school counselor, students are given food to bring home each Friday. We also have a clothes’ closet where we provide clothing items that students or families may need.

Last, we believe that by creating a safe environment and empowering students at Highland, we have a great place to live, learn, and work. Many of the ways have been described above, but one additional way we create an emotional safe environment is by creating environments that are “psychologically safe.” This phrase was originally coined by Dr. Amy Edmondson of Harvard Business School (author of another wonderful book, The Fearless Organization).

Psychologically safe environments foster a climate of respect, trust, and openness in which people can raise concerns and suggestions without fear of reprisal.

At HMS, we want students to feel respected and trusted, and that school is a place they are able to truly be themselves. We want students to be willing to speak or volunteer without fear or embarrassment. Our teachers, then, treat all students with respect and create an environment where all students are known and heard. But psychologically safety does not just apply to students: our teachers and staff must feel that safety as well. They trust and respect grade-level teammates and building staff and in turn, are able to speak openly and honestly without fear of reprisal.

In Think Again, Grant emphasizes the importance of psychological safety: “…rethinking is more likely to happen in a learning culture (vs. a performance culture).…the foundation of a learning culture is psychological safety.

In performance cultures, the emphasis on results often undermines psychological safety; we also censor ourselves in the presence of experts who seem to know all the answers – especially if we lack confidence in our own expertise.”

As stated above, we believe that each of our students can learn and find successes each and every day. At Highland, we aim to be aligned to set of values and behaviors that contribute to the success of our students. It is up to each of us to uphold it and make it happen.

Committed to helping educators equitable.com/educators

Matt Bradley has been the principal of Highland Middle School in Morrow County since 2015. He currently serves on the OAESA Board of Directors as the Middle Level representative. You can contact Matt via email at matt_b@hlsd.us and via Twitter @MrBradleyHMS. References Grant, A. (2021). Think again: The power of knowing what you don’t know. Viking.

Kross, E. (2021). Chatter: The voice in our ead, why it matters, and how to harness it. Crown Milkman, K. (2021). How to change: The science of getting from where you are to where you want to be. Portfolio.

Equitable is the brand name of the retirement and protection subsidiaries of Equitable Holdings, Inc., including Equitable Financial Life Insurance Company (NY, NY) and Equitable Distributors, LLC. Equitable Advisors, LLC (member FINRA, SIPC)ohio (Equitable FinancialofAdvisors in MI &school TN). GE-3334989 (11/20)• (Exp. 11/22) | 15 association elementary administrators oaesa.org

feature story

Kids Voting Ohio:

Voter Education for Civic Empowerment

BY MATINA BLISS

F

or democracy to thrive, informed and active young voters across all races, ethnicities, and ages are needed. However, in Ohio, we see the biggest turnout numbers in the white population over the age of 50. Younger voters, and in particular people of color in the 18–29 age group, have the lowest voter turnout rate with many unregistered to vote.

One way to address this inequity is by providing a strong civics curriculum to students throughout their educational career. Taking the uncertainty out of basic civic activities during the school years, allows for an easier transition into a civically engaged adult.

When students are given the opportunity to explore civic participation like voting, becoming educated about your country, joining or supporting a political party, or volunteering, it breaks down the barriers of fear and intimidation.

Civic education empowers students to be well-informed and active citizens, regardless of their age, race, or socioeconomic status.

Unlike many other states, a civics course is not required to graduate in Ohio.

Although the Ohio Social Studies Model Curriculum includes civics learning standards from 3rd grade through 8th grade, and again in American Government, these requirements do not provide a pathway to informed voter engagement. How can we expect young people to be engaged in our democratic processes if they are never provided the tools and resources necessary to participate?

Programs like Kids Voting Ohio (KVO) create voter habits and voting engagement that are necessary here in Ohio. Nationwide studies show that schools have failed to prepare students to vote as adults, particularly black and brown students. Activities like mock elections and voter registration drives, create and build voting habits, inform future voters, and prepares students to be active and engaged citizens in our democracy. With the barriers to voting in all parts of the country, providing students with these critical resources can also equip their parents to participate.

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Mock elections have proven to be successful in increasing the voter turnout rates in younger populations. A 2009 study on civics education in Vermont found that 96 % of students who participated in at least one mock election reported planning to vote in upcoming presidential elections, compared with 78 % of students who did not participate. The numbers are similar for state elections: More than 90% of students who participated in at least one mock election reported planning to vote in a state election, compared with 70% of students who did not participate in mock elections.

KVO exists to promote the citizen engagement of Ohio youth through a free, nonpartisan voter and civics education program for students grades 3-12. KVO offers completely free programs to schools and educators, including mock elections.

The KVO Mock Elections are interactive, exciting, and provide a wealth of knowledge around informed voting. KVO recognizes that many teachers are over-worked and are often unable to bring additional activities and subjects to their classroom that fall outside subject standards and requirements. With this in mind, participating in KVO mock elections is simple and requires little to no extra work for teachers. KVO staff customize all the ballots, create voter IDs for students, provides all the curriculum and information necessary for mock election prep, and provides participating schools with “Future Ohio Voter” stickers.

Voter registration drives are also critical for those students 18 and older. Unfortunately, voter registration among 18-19 year olds is on the decline in Ohio. According to a 2020 study done by Tufts University CIRCLE, voter registration lagged in 2020 in comparison to 2016. There was a 18% drop in voter registration among 18-19 age group. Additionally, according to a 2014 Pew Research Survey, 62% of unregistered voters and 61% of registered voters have never been asked to register to vote.

The primary purpose of the KVO Voter Registration Drive is to address the low voter registration rates and voter turnout of Ohio’s youngest voters by registering high school students over 18 across the state. Going to the schools directly to register voters while providing them with clear voting information and instruction, reduces barriers to voting, increases their likelihood of participating in future elections and emphasizes the importance of this critical civic duty. While registration is just the first step to voting, it is necessary to increase voter turnout rates in Ohio.

According to the American Bar Association, people with disabilities have been less likely than the general population to vote in past elections. KVO works with Disability Rights Ohio (DRO) to ensure students with disabilities have equal access to voter registration and receive information on their voting rights. Kids Voting Ohio has resources specifically for voters with disabilities to ensure they have access to accurate voting and election information and know their rights and what laws protect them when it comes to voting.

KVO is committed to creating lifelong voting habits in children by providing students with critical voter education, government function education, and all the resources necessary for informed civic engagement. With student events and experiences brought to the schools, KVO can help to create a pathway for informed civic engagement. As a nonprofit organization, schools and educators have access to the free, yet robust, KVO resources that engage students with a social studies standards-aligned curriculum. Together, KVO and school districts can encourage and empower students to participate in their civic responsibilities as United States citizens.

Matina Bliss is the program director for Kids Voting Ohio, a free nonpartisan voter and civics education program for Ohio students grades 3-12. Kids Voting Ohio offers completely free programs to schools and educators including mock elections, social studies standards-aligned curriculum, student scholarships, teacher training sessions, opportunities for student events and experiences, and resources for educators, students, and community members. For more information, visit www. kidsvotingohio.org.

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feature story

With Liberty and Justice for All How an intervention plan can eradicate injustices for all students

BY PAUL G. YOUNG, PH.D.

I

woke up from a nightmarish dream recently. I saw myself as a principal, ready to lead the Pledge of Allegiance during the morning announcements, but suddenly unable to remember the words. When I awoke from the dream, I grabbed my phone on my bedstand to Google the pledge, reassuring myself of the words and their meaning.

As a principal for nearly 20 years, I supervised the daily recitation of the Pledge of Allegiance more than 3,500 times. My staff, students, and I had it memorized. Many days, the recitation became so routine that no one thought much about it. That is, until you can’t recall the words!

“I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.”

It was those final few words - indivisible, with liberty and justice for all - that had become a fog in my memory. After I reassured myself of what they were, I started reflecting on them and wondering whether, as the leader of my school community, if I had actually fulfilled that pledge to my country by treating all of my students in ways that today, 20 years later, they would affirm and acknowledge that my staff and I worked hard to address injustices and violations of their freedoms.

During my time of reflection, my thoughts centered on one particular student, Adam. He was a third grader, small for his age, with a filthy mouth. His vocabulary–somewhat limited during language arts class–was filled with more four-letter words than anyone else on the playground. He was a bully, and other kids bullied him. He was perpetually in trouble. He came from an impoverished, single-parent home. He had few, if any, friends. Most kids purposefully tried to stay away from him. He was constantly seeking attention in any way he could get it. His academic progress was stalled by daily behavioral issues.

As I reflected, I wondered if as a third grader he could have fully understood the scope of the injustices he was experiencing in his life at that time. He was poor. His father was nowhere to be found.

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Our team suspected that he was malnourished, sleep deprived, and experiencing trauma at home. Today, knowing the research findings about adverse childhood experiences (ACEs) from the Center for Disease Control (CDC), we would have identified the potential for a very high score. His attention-seeking behaviors were interfering with his opportunity to freely learn, and his personal conduct was also violating the freedoms of the other kids in his class.

My staff and I had discussed Adam’s case during Intervention Assistance Team (IAT) meetings for several years. None of the interventions we had implemented seemed to be effective or result in desired change.

Then one morning, Adam’s third grade teacher proposed a unique management/supervision plan. It eventually became known throughout our school as the “Adam Plan.”

She had drafted an adult supervision proposal for Adam in which all staff members were to be accountable for his whereabouts from the time he stepped on the playground for morning line-up until he was dismissed in the afternoon. He was instructed to report to the morning duty teacher, whoever that was. Each duty teacher was notified that they were to be on the lookout for him. Adam was to become the “shadow” of that adult. He was not allowed to be further than earshot away. Once the morning bell rang, the duty teacher passed him off to the next adult, and that adult to the next and so forth. Adam’s teacher had prepared a schedule and identified the staff members that Adam would interact with under direct supervision.

Adam’s desk was always placed within close proximity to the teacher.

He was never to be allowed in the boys’ restroom with others. He was to use the restroom alone, but if necessary, the teacher would select a responsible and trusted student to go with him who Adam would not intimidate.

It took some convincing to get all of the adults involved to agree to the plan. I gave it my full endorsement. I recognized that it might appear to be punitive for Adam, but the return on investment of everyone’s time could also provide a respite for other kids.

We agreed to try the intervention plan for a couple weeks. Adam’s teacher explained her expectations to the young boy and his mother.

She was supportive of anything we might try.

Within two weeks, the name-calling and foul language (especially on the playground) had stopped. Adam had lost his “freedom” to threaten other kids when they were out of sight of the playground supervisors. Likewise, other kids could no longer tattle and blame things–some of which were not Adam’s fault–on him. Adam’s attitude improved. He seemed to like the plan because, as we discovered, he liked getting the one-on-one positive attention adults were giving him. We didn’t know it at the time, but we were implementing a form of what Education Leadership (EL) would later describe as a “2 x 10 Conversation.”

Our intervention plan was an attempt to regain the trust of a very challenging student. He was encouraged to talk with every adult who was assigned to supervise him (as well as the other kids on the playground and elsewhere). He soon grew to enjoy and respond appropriately to that attention.

Those informal conversations, at first, were initiated by the adult(s). Soon, Adam would start talking on his own. Each day, his sense of trust grew stronger. We were able to direct his thinking to focus on the competencies of social emotional learning (SEL) – (1) self-awareness, (2) selfmanagement, (3) social-awareness, (4) relationshipbuilding, and (5) responsible decision-making. His anger and any resistance to our plan dissipated. His attitude improved. So did his grades. Complaints from the parents of other students in his class also came to a halt.

The Motivation for Sharing This Story During my tenure as a principal, I struggled with what was then called “leveling the playing field.” My school was identified as a Title I school. We received extra funding that provided access to learning opportunities commonly found in more affluent school communities. I worked to provide fairness and equity for the disadvantaged without trying to impose on the freedom and rights of others. Perhaps like you, I felt that every child deserved a right to learn in the least restrictive environment (LRE). But I struggled most with those situations where one child’s disruptive behavior interfered with others’ opportunities to teach and learn.

Most of my students were obedient. As in any population, there always were, and always will be, a few outliers who challenge every principle we value. Adam was one of those kids. But we were intentional about creating a better learning environment for him (and his classmates), one in which he would experience a sense of belonging and value.

Our intervention might have appeared harsh to some, but it worked.

We were intentionally trying to create opportunities for success, not only for Adam, but his classmates. Creating structures within an inclusive environment where he had little wiggle room eventually increased his sense of belonging and value. I share our story with the hope that the intervention might help your team, and other children, in whatever way you might modify it fit your unique setting.

I also discovered during my principalships that when all of the adults (not just some) knew how to supervise and manage students effectively, our challenging kids were less likely to get into situations where they would become disruptive. Bullying at school can be reduced by intentionally increasing effective adult supervision.

While a principal, and as a teacher, I’d often get furious when things became disruptive. Somewhere in my tenure I learned to become curious, rather than furious, and start reflecting and analyzing why things happened as they did. What I discovered was that most kids–and adults–performed in undesirable ways when they did not know or understand what my expectations were. I had to teach! My staff wanted consistency, and I expected it. My staff performed better when they knew I would be inspecting what I expected.

Summary Times are tough. Every generation feels that.

People love to complain about current conditions and dream of better times gone by. But if you learn to tackle the situations at hand, teach your expectations, and do what your gut tells you is best for every child, you will make steady progress, fulfilling the meaning of justice and liberty for all.

No one can expect more.

Recommended Reading Dearborn, G. & Sturgeon, S. (2019) Yeah, But What About This Kid? Tier 3 Behavior Interventions That Work. Portsmouth, NH: Stenhouse Publishers.

Fisher, D. & Frey, N. (2016). Show & Tell: A Video Column / Two Times Ten Conversations. Education Leadership, Volume 74, Number 1, ASCD. Maxwell, J. (2021). Leading in Tough Times: Overcome Even the Greatest Challenges with Courage and Confidence. New York: Hachette Book Group, Inc. Mendler, A. (2001). Connecting with Students. Alexandria, VA: ASCD. About the Author Paul G. Young, Ph.D., is retired from professional service as a teacher, Lancaster elementary school principal, afterschool program director, and an adjunct professor at Ohio University-Lancaster. 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 afterschool professionals. He is a frequent presenter at OAESA, NAESP, Ohio Music Education Association and Ohio Afterschool Network conferences. He can be reached at paulyoungohio@gmail.com and on Twitter at @paulyoungohio.

ohio association of elementary school administrators • oaesa.org | 19

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Afterschool programs are essential for Ohio kids, families, and equity Schools must engage with them

BY MICHELE RITCHLIN

W

hen COVID-19 closed schools across Ohio in March 2020, afterschool programs didn’t miss a beat. They expanded their hours and services to provide safe space and remote learning support for students and to support schools’ virtual and hybrid educational models. Afterschool programs distributed meals, made home visits, and connected parents to health care, employment, and food assistance resources.

are more likely to miss out on afterschool due to cost, access, and lack of available programs.

Fortunately, we have a tremendous opportunity through the American Rescue Plan (ARP) to fund afterschool programs that our kids and families rely on. The plan gives Ohio’s state and school district leaders decision-making power over more than $4 billion to help students recover. This means there’s potential to ensure access to afterschool for every child who wants to enroll.

Now, while we continue to monitor the coronavirus variants as the school year progresses, afterschool programs will continue to be critical partners for schools and parents. The “Decades of research stand pandemic has highlighted the essential services provided by afterschool behind afterschool programs. programs. Today’s students need a more robust, equitable learning environment Studies show kids who attend that empowers them to realize their full potential. Afterschool is a key partner in them make gains in math and building a stronger, more fair, and inclusive support system that kids and families need reading, and improve their to thrive—particularly as the pandemic has left many families struggling and made school attendance, work habits, inequities worse.

The Federal ARP funds are designed for school districts to partner with community based organizations to support our youth and families in dynamic, diverse ways we have only imagined. Local districts need support from community organizations like existing 21st Century Community Learning Centers programs, local libraries, museums, science centers, and parks and recreation to help provide fun, engaging, hands-on activities for Ohio’s youth.

These community organizations can also increase workforce capacity and provide grades, and classroom behavior. positive adult mentoring for students.

As valuable as afterschool programs are, afterschool programs and 21st They are less likely to repeat a Existing they have been historically underfunded century community learning centers in Ohio. Right now, 3 out of 4 programs grade or use drugs, and more throughout Ohio have relied on these across the country are at risk of losing staff relationships for years to provide robust or closing their doors completely, despite summer and afterschool programs. You likely to graduate. the ever-growing demand for them. can locate a program in your district by using the Find a Program data map on our Now more than ever, kids need the academic enrichment and creative website., oanohio.org. learning opportunities that afterschool programs offer. However, more than 814,000 Ohio youth are waiting for an available spot in Decades of research stand behind afterschool programs. Studies an afterschool program. The gaps are greatest among low-income, show kids who attend them make gains in math and reading, and African-American, and Hispanic families. improve their school attendance, work habits, grades, and classroom behavior. They are less likely to repeat a grade or use drugs, and more Rural families also face barriers to summer and afterschool program likely to graduate. participation. With more than 1 in 3 rural parents reporting that cost was an important factor in their decision not to enroll their child in a Afterschool is extremely popular among families nationwide. Parents summer program and 1 in 5 rural parents say that summer programs value afterschool, believe their kids benefit from it, and want public were not available in their community. We know afterschool works, funding for programs to expand opportunities for kids in underserved but youth from rural families with low incomes and families of color neighborhoods. A recent survey found 87% of Ohio parents favor

20 | principal navigator • spring 2022

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public funding of afterschool and summer learning opportunities, and 71% say afterschool programs help parents keep their jobs or work more hours.

students, families and staff throughout the school year, including during remote learning in the pandemic. We are grateful for their commitment and partnership.”

The summer program at South Euclid Lyndhurst Schools, Greenview campus is an absolutely amazing and successful model that leverages school and community partnerships. This program demonstrates the partnership between school districts and community based organizations to utilize federal funds to provide structured academic enrichment for students throughout the summer. The program utilizes district teachers, student services staff, and administrators along with several community organizations that come to the Greenview Campus to provide high quality, evidence based enrichment. Partners include, but are not limited to, Making a Difference Consulting (a mental and behavioral health provider), D.A.N.C.E. Therapy©, The Phe’be Foundation (financial literacy), art, physical education, French class, and archeology. Transportation and meals are also included.

Without more state and local investments, many of Ohio’s afterschool programs won’t survive. With the American Rescue Plan, we have the opportunity to forge a new future where every child is cared for, included, educated, and inspired.

As Assistant Superintendent of Student Services and Stratetic Partnerships Melissa Thompson states: “Our Superintendent, Dr. Linda N. Reid and our Board of Education believe in the importance of school-community partnerships. Therefore, including our partners in the planning and implementation of our summer program was simply an extension of the services and support they provide to our

The pandemic taught us that we need more places and opportunities for young people to learn, more educators, and more resources.

Moving ahead, we must build on the innovations and lessons of the pandemic, especially the critical role community organizations, like afterschool programs such as the South Euclid-Lyndhurst City Schools played in supporting students and families.

We urge our legislators and district leaders to ask kids what their local program means to them, and use resources from the American Rescue Plan to address the unmet demand for afterschool programs so Ohio’s children can thrive.

Michele Ritchlin has been working in the afterschool profession since 2008. In October 2020 she was named the executive director of the Ohio Afterschool Network. Contact her via Twitter @ohioafterschool.

ohio association of elementary school administrators • oaesa.org | 21

centralservices

connector

JUSTICE, EQUITY FOR OUR STUDENTS WITH DISABILITIES

BY JULIE WILLOUGHBY, PH.D.

S

tudents with disabilities need educators who strive for equity by providing necessary academic and social/emotional supports.

The Urbana City Schools District Leadership Team formed a Students with Disabilities Subcommittee to find ways to provide these supports. This subcommittee has initiated many positive changes including bringing co-teaching professional development to the district and asking district staff to find ways to move to a more inclusive setting for our students with disabilities.

The subcommittee studied ways to increase student motivation and engagement and sought ways to find ways to increase our students’ self-efficacy. Students with high self-efficacy believe that they can learn and are motivated to do the work necessary to achieve goals.

The subcommittee is now completing multiple book studies on topics related self-efficacy.

The first book we read, Self-Esteem and the 6-Second Secret (Podesta, 2001), focused on the importance of giving positive attention. Spoiler alert, the 6-second secret is to spend more time giving compliments than giving complaints. Podesta (2001) provides specific examples of how we can make this change.

After reviewing our second book, 15 Positive Behavior Strategies to Increase Academic Success (Johns, 2015), staff walked away with golden nuggets such as the following:

be discussed at an upcoming subcommittee meeting, is a great resource for new teachers and for teachers who are looking for ways to improve their classroom environment. Khalsa (2007) provides multiple examples of how we can strengthen our relationship with students by being empathetic, even with the toughest of students.

Teachers reading this book are provided with strategies, lessons and activity sheets that could be used throughout their career.

As our Students with Disabilities Subcommittee wraps up this school year, our next likely discussion will be how to share what we have learned to the rest of the staff. The dispersion of what we have learned from our study (see the references below) has the potential to increase our students’ self-efficacy and in turn provide justice and equity to our students with disabilities.

Dr. Julie Willoughby is the Director of Curriculum and Instruction for Urbana City Schools. She has twenty-six years of experience in PreK-12 Education, including eleven year experience as an elementary principal and four years as curriculum director. You can contact Dr. Willoughby julie.willoughby@ urbanacityschools.org and via Twitter @JulieWilloughb1.

References: Johns, B. (2015). 15 positive behavioral strategies to increase academic success.

Corwin Press.

Encourage students to make statements that connect their success to their efforts and reinforce those statements. Plan out how you will intersperse difficult work with easy work. Add student learning choices. Be an active listener: Ask, how can I help you? Tell me what you’re having trouble with? Let’s review the directions together.

Khalsa, S. (2007). Teaching Discipline & Self-Respect. Corwin Press.

Our last book, Teaching Discipline & Self-Respect (Khalsa, 2007), to

Podesta, C. (2001). Self-esteem and the 6-second secret. Corwin Press.

22 | principal navigator • spring 2022

Levenson, N. and Cleveland, C. (2019). 10 best practices for improving special education. Retrieved April 6, 2022 from https://dmj.dmgroupk12.com/ articles/improving-special-education

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Advancing Teacher Effectiveness for Ohio Educators

THE SEARCH IS OVER! how to get more involved in OAESA how to become a district liaison or county representative how to maintain a connection between my district and OAESA how to get info and updates first how to build involvement on my resume how to get involved with minimal time commitment how to build relationships across the state how to be an advocate for administrators how to be a servant leader how to impress my superintendent

OAESA needs county reps and district liaisons. Is your district represented?

Email info@oaesa.org to find out more information about this opportunity.

Sign up to be a district liaison or county rep online: oaesa.org.membership/ district-liaison

how to develop my capacity

ohio association of elementary school administrators • oaesa.org | 23

healthmatters WORKING TOWARDS

COMPREHENSIVE ASTHMA MANAGEMENT

The Ohio Department of Health Asthma Program and the School-based Asthma Management Program (SAMPROTM)

BY MIMI SANG AND OLIVIA LAUER, ODH ASTHMA PROGRAM

A

sthma is the most common chronic disease in children and one of the leading causes of school absenteeism.

Asthma symptoms can include wheezing, coughing at night or early in the morning, chest tightness, and shortness of breath, resulting in fatigue and restrictions in performing daily activities.

Asthma is a major public health concern in the United States.

As of 2014, asthma is one of the top 20 reasons for emergency department (ED) visits in the U.S., accounting for approximately 1.7 million visits every year1. Of the 10 U.S. cities that had the highest rate of asthma-related ED visits, four were in Ohio: Dayton, Cleveland, Akron, and Columbus1. While emergency care may be necessary due to an asthma attack, effective asthma management can help reduce asthma-related ED visit rates and hospitalization rates.

One in two children with asthma report school absences due to asthma each year. These asthma-related absences influence academic achievement, leading to decreased levels of reading proficiency and increased risk of learning disabilities. Improving health and school-related outcomes for children with asthma requires the use of school-based partnerships that focus on integrated care coordination amongst families, clinicians, and school nurses.

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The ODH Asthma Program (ODHAP) focuses on leveraging partnerships and policies to expand EXHALE strategies created by the Centers for Disease Control and Prevention (CDC).

CDC has determined that EXHALE strategies, based on the best available evidence, can improve asthma control and reduce health care costs. The EXHALE strategies include Education on asthma self-management, X-tinguishing smoking and exposure to second-hand smoke, Home visits for trigger reduction and asthma self-management education, Achievement of guidelinesbased medical management, Linkages and coordination of care across settings, and Environmental policies or best practices to reduce asthma triggers from indoor, outdoor, or occupational sources. ODHAP utilizes these strategies to provide resources and support to people with asthma and their caregivers across the state.

A comprehensive approach to increasing asthma support ensures that efforts and resources are focused on improving learning and health. ODHAP partnered with the engineers of School Asthma Management Program (SAMPROTM) to promote the free online toolkit, developed by the Summit Stakeholder Workforce. SAMPROTM is a central resource to assist students with asthma and their families with consistent management of their conditions at school.

There are often significant barriers to comprehensive asthma management, including a lack of communication among families, clinicians, and school nurses. This results in: • Students without access to asthma medications, including rescue medications, in school.

• Students exposed to asthma triggers at school.

• School nurses who are unaware of the asthma management plan developed by the health care provider.

SAMPROTM advocates four components to integrate schools, and specifically school nurses, within the asthma care team.

These components are: 1. Creating a Circle of Support among the families, clinicians, and schools nurses centered around the child with asthma.

2. The creation and transmission of Asthma Management Plans to schools. This includes an Asthma Emergency Treatment Plan for emergency management of asthma symptoms and an individualized Asthma Action Plan for each child with asthma. A standardized Asthma Action Plan is available.

3. A comprehensive Asthma Education Plan for school personnel.

4. A comprehensive Environmental Asthma Plan to assess and remediate asthma triggers at home and in school.

The SAMPROTM toolkit includes: • A slide set to learn how to approach the SAMPRO TM program and support the creation of a Circle of Support in hospitals, clinics, and schools.

• Tools for engaging clinicians, school nurses, and families to establish the Circle of Support, and how to foster good communication between these groups.

• Information to help use and transmit Asthma Emergency Treatment Plans and Asthma Action Plans.

• Tools for school nurses to provide asthma education to school personnel.

• Additional resources to support effective school-based asthma management.

This toolkit is intended for school nurses, education administrators, clinicians, and healthcare administrators who are interested in implementing SAMPROTM at their school or organization.

Users are encouraged to complete the free registration process to download all available SAMPROTM materials included in the toolkit. The included tools will provide information for implementation of SAMPRO™ into local communities.

Sources 1. Asthma and Allergy Foundation of America (AAFA). Asthma Capitals Report, 2019.

2. https://www.cdc.gov/healthyschools/asthma/index.htm

ohio association of elementary school administrators • oaesa.org | 25

legislativeupdate

O

ne of the facets of our mission is to passionately advocate for our members. In order to live this mission, the OAESA Executive Committee—Kesh Boodheshwar, President; Carrie Sanchez, President-Elect; Abbey Bolton, Past President; and Katie Nowak, NAESP Representative—along with NAESP Zone 3 Representative April Knight, joined OAESA Executive Director Dr. Becky Hornberger, OAESA Associate Executive Director Mark Jones, and OAESA Advocacy Specialist Barbara Shaner to attend the NAESP National Leaders Conference March 1-3 in Washington, DC. Nearly 200 elementary and middle-level administrators from across the country gathered in the nation’s capital to undergo leadership training and advocate for legislative and funding priorities on behalf of Ohio principals.

“Having an opportunity to speak to our legislators about the current state of education through the lens of the principalship was monumental and a once-in-a-lifetime event,” OAESA Past President Abbey Bolton said. The team at OAESA also had the opportunity to hear and get a selfie with US Secretary of Education, Dr. Miguel Cardona.

“His words resonated with the 350 administrators from around the

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country,” Bolton said. “In that moment, we felt united, refreshed, and ready to fight for education—in our Capitol, in our State and in our Schools!”

The OAESA team worked collaboratively with the administrators from OASSA: “The collaboration amongst the Ohio teams to advocate for the needs of school leaders was second to none. Ohio has a profoundly strong team,” OAESA President-Elect Carrie Sanchez said.

Overall, the team left feeling positive about the experience.

“What a great experience to visit our Congressmen and their staffs on Capitol Hill. It was a good reminder that they really need to be able to put a local face with the issues they are voting on in Washington,” OAESA Advocacy Specialist Barbara Shaner said. “More than one legislative aide commented that they appreciated hearing from educators on the front lines.”

Want to learn more about how you can get involved on the OAESA Advocacy Service Team? Email info@oaesa.org to learn how you can get involved with this group!

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Kristin Folta

Laura Boothroyd

Director of Partnerships

Director of Partnerships

ohio association of elementary school administrators • oaesa.org | 27

we’rebooked

OAESA’s conference keynote reading list

THE EQUITY AND DISCIPLINE WIN SOCIAL JUSTICE 50: Critical Questions for Improving Opportunities

UNTHINK BEFORE BED:

BY Principal Baruti Kafele (Principal EL)

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BY Dr. Andy Jacks

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and Outcomes for Black Students

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BOUT THE BOOK: How do you ensure that no student is invisible in your classroom? How do you make the distinction between equity as the vehicle versus equity as the goal for each of your students? What measures do you take to ensure that you are growing as a culturally relevant practitioner?

Can your students, particularly your Black students, articulate, beyond emotional reactions, the injustices that surround them?

The foregoing are not trick questions. Rather, they are those that best-selling author Baruti K. Kafele poses and on which he suggests you deeply reflect as a teacher of Black students.

The questions that Kafele asks in this book will help enhance your own understanding of race, systemic racism, and racial justice and guide you in developing strategies and lessons that speak to Black students in ways that truly support their achievement.

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BOUT THE BOOK: Your school is defined by how you support your most struggling students!

Why did we become school leaders and teachers? To educate, uplift, and inspire all students. So when things go wrong, why do schools seem to use exclusion as a first reaction, especially for kids that need to be in class the most? What can schools do instead to improve student behavior and help everyone involved feel supported along the way?

As a principal, Dr. Andy Jacks was driven to find the answers to these questions. The result is Discipline Win, an insightful and timely book based firmly in twenty-first-century educational realities. Winning in discipline is more than just dealing with misconduct and Discipline Win is full of ideas and practical suggestions that will actually make a difference to achieve the behavior balance we all want in schools.

A CHILDREN’S BOOK ON MINDFULNESS WORDS AND PICTURES BY Kelly Croy, Port Clinton City Schools BOUT THE BOOK: Unthink Before Bed is the perfect bedtime book with over forty, beautifully colored illustrations and a whimsical rhyme reminiscent of Dr. Seuss. Follow the bedtime adventure of a young boy and his dog as they learn how to prepare their mind for bedtime. Written and illustrated by a veteran educator of thirty years and a father of four. This is Kelly Croy’s second book. Unthink Before Bed teaches children (and adults) how to slow down, build a routine, get to bed, and fall asleep. Woven into every stanza and illustration are the ten, secret lessons of mindfulness. Reduce anxiety, worry, and stress. Fall asleep happily. Get a peaceful night’s rest.

BE SURE TO CATCH PRINCIPAL EL, DR. ANDY JACKS, AND KELLY CROY DURING THE KEYNOTE SESSIONS AT OAESA’S 2022 ANNUAL PROFESSIONAL CONFERENCE AND TRADE SHOW JUNE 15-17!

chalkboard

did you know?

CALL FOR ARTICLES Submit your article for the fall issue of the Principal Navigator magazine.

Articles are due July 15.

Please contact navigator@oaesa.org for more information on this opportunity!

TEAM UP!

news from the association

OAESA is now accepting teams for the 21-22 Ohio Instructional Leadership Academy. Get your principal/teacher leader team together and email info@oaesa.org by Oct. 1 about this evidence-based, grant-funded opportunity.

OAESA RECOGNITION PROGRAMS

CONGRATULATES OUR 2022 AWARD WINNERS!

2022 Ohio Principal of the Year: Vicki Hudepohl, Fairborn Primary School, Fairborn City Schools OAESA 2022 Outstanding Central Office Adminstrator Award: Ericka Thompson, District Coach, Forest Hills Schools OAESA 2022 Secretary of the Year Award: Joyce Paradise, Fishcreek Elementary, Stow-Munrow Falls City Schools OAESA 2022 D. Richard Murray Award: Dr. Julie Davis, former Executive Director of OAESA and SAIL for Education 2022 Hall of Fame School Winners: Fairborn Primary School, Fairborn City Schools - Principal Vicki Hudepohl Hull Prairie Intermediate, Perrysburg Exempted Village Schools - Principal Scott Best Sherwood Elementary School, Forest Hills Schools - Principal Dan Hamilton Summit Elementary School, Forest Hills Schools - Principal Michele Sulfsted Vincent Elementary School, Clearview Local Schools - Principal Lynne Stark

Award Nominations for the 2022-2023 school year will open in the fall.

PD IN THE USA

If you’re looking for more professional development during the summer, check out NAESP’s National Conference for administrators of grades pre-K through 8, July 15-17 in Louisville, KY. #NAESP22

M O R A L E BOOSTER Trying to think of ways to boost morale at the end of the year?

Mark your calendar and be sure to celebrate wherever and whenever possible!

May

3-7: Teacher Appreciation Week 4: Teacher Appreciation Day 6: National Nurses Day 9: Mother’s Day 12: School Nurses Day 31: Memorial Day

June

1: LGBT Pride Month 14: Flag Day 19: Juneteenth 20: Father’s Day

July

4: Independence Day

August/Sept.

Back to School!

ohio association of elementary school administrators • oaesa.org | 29

welcome

ZONE 1 Betheney Bay Jason Burton Charity Wilhelm

ZONE 5 Amanda Bradford Kristin Fazio

ZONE 2 Renee Achtermann Stephanie Baber Tonda Carroll Adam Cooper Todd Isgro Susan Vincent Tim Walker ZONE 3 Michael Browning Emily Byers Meredith Grieser Carrie Jones Terress Monroe Cassandra Schoch ZONE 4 Monica Liwo

ZONE 6 Lauren Barker Patrick Barrett Stephen Funderwhite Iranette Hall Jamilyn Hoehn Deborah Lyde Carla Martin Michael Pellegrino Rebecca Rigdon Jaci Swango ZONE 7 Tim Neal ZONE 8 Kaitlyn Ashbrook Susan Cook Santino Cordero-Carter James Pawlyk

to OAESA’s new and renewed members ZONE 9 Jessica Rudolph ZONE 10 Andrea Clark Nichole Cooper Chelsie DeFluiter Tori Fedak Greg Gantt Tyler Holmes Christina Ifill Rachel Mentzer Amanda Patterson Katie Piacquadio Rebecca Pyles Shannon Riell Adham Schirg Tracy Stewart Erica Sypek William Warfield

callingall retirees

Retired members are a major asset to our association.

As a token of our appreciation, your first year of retired membership is FREE! Email membership@oaesa.org for more information.

memberreminder

New job? New school? New house?

Contact info@oaesa.org to update your information so you don’t miss a thing!

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ohio association of elementary school administrators serving all administrators pre-k through 8

membership form Tell Us About Yourself!

Name

Position Title

Preferred E-mail Address

(used for website login)

___ ___ ___ ___ ___ ___ ___ ___

Professional Plus Professional Aspiring Plus Aspiring Associate Plus Associate Retired Institutional

$395.00 $295.00 $160.00 $60.00 $160.00 $60.00 $60.00 $60.00

For membership definitions, please view back side.

For $100, your professional, aspiring, or associate membership can be upgraded to a PLUS membership allowing 12-month access to the OAESA 360 Feedback Tool.

Alternate E-mail

School

(optional National Membership) School Address

___ ___ ___ ___ ___ ___

School City, State, Zip Code

School Phone

Active Institutional Active Assistant Principal Emeritus Associate Aspiring Principal

$235.00 $280.00 $195.00 $80.00 $135.00 $80.00

Method of Payment ___ ___

School District

___

Home Address

Home City, State, Zip Code

Home County

Full Payment (Check or credit card) Purchase Order #________________

(Payment due within 30 days – See expiration policy) Payroll Deduction: Includes $25 processing fee. Maximum of 10 equal installments.

Total:__________ Card Type: _MasterCard _Visa _Discover _AmEx Card Number

Cell Phone

Expiration Date Twitter Handle

Cardholder Name Signature

Preferred Address

Home

School

Membership renewal date________ Memberships not renewed within 30 days of the renewal date (above) will be considered expired.

Dues paid to OAESA are NOT deductible as charitable contributions.

Make check payable to OAESA for both OAESA and NAESP membership dues. Annual membership dues are nonrefundable.

How did you hear about us? ___Email __ Website ___Brochure ___Monthly e-newsletter ___Colleague __ Social media ___Mailing/Flyer ___Magazine

Ohio Association of Elementary School Administrators ● 445 Hutchinson Avenue, Suite 700 ● Columbus, OH 43235 ● oaesa.org ohio association of elementary school administrators • oaesa.org | 31

445 Hutchinson Ave. Suite 700 Columbus, OH 43235

Register Today • June 15-17, 2022 32 | principal navigator • spring 2022