17 minute read
SAIL for Education
a conversation with OAESA’s NAESP Representative Cathryn Rice
Why did you want to work in education? What inspired you?
When I began my career in education twenty six years ago, my goal was to inspire children to love school; ignite their passions, creativity, and curiosity. As a student, I had several teachers along the way that BY MAGGIE BENDER, OAESA/SAIL GRADUATEdifferentiated instruction for me and my classmates (though at the time I didn’t know that’s what they were doing). Several of my classmates and I worked on independent projects and were permitted to develop the ways that we shared our learning. As I got older, those opportunities did not present themselves as often, but I never forgot how excited I was to learn about topics and ideas that I chose. I was fortunate enough to begin my teaching career in the same building where I grew up and where many of my former teachers were still teaching. They became mentors for me in their own ways and I took “the best” of their talents to combine them with my own ideas to begin working with children. I hope that the students in my classroom learned to love learning and have continued that beyond the walls of my classroom!
What skills did you gain or sharpen through your program at OAESA with Concordia University Chicago and how do they benefit you in today’s educational climate?
It was incredibly beneficial to engage with colleagues from diverse backgrounds and share experiences. Additionally, the program allowed me to gather ideas for utilization in my own experience as a current administrator. The superintendent licensure program provided me a wider lens of district operations, functions, and board relations. Engaging in a mentorship also provided me with a deeper understanding of many concepts that helped me to review and provide feedback regarding human resources and district policies and procedures.
How has your Superintendent Licensure impacted you in terms of your current position or a position you’d like to attain in the future?
Why did you choose OAESA with Concordia University Chicago for your Superintendent Licensure?
As a board member for OAESA for a number of years, I knew many colleagues that had attended Concordia’s many different programs. When I made the decision to pursue my Superintendent License, I investigated many options, but it was the flexibility of Concordia’s program as well as the program cost that solidified my decision. I found the enrollment, registration, and actual courses to be accessible and manageable—even in the midst of 2020 when the pandemic first began!
The Superintendent Licensure has provided me with more context for understanding district level decisions. It has also provided me with the flexibility to pursue other opportunities as they arise for the next phase of my career.
What was a challenge you faced during your Superintendent Licensure program, and who or what helped you overcome it?
I began my coursework in January 2020. One of the biggest challenges was the pandemic. Like so many others, the entire way we had to navigate teaching
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.
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.
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.
What would you tell (or what advice would you give) prospective students considering the Superintendent Licensure program at OAESA with Concordia University Chicago?
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.
Is there anything else you would like to share?
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!
thankyou to OAESA’s 2021-2022 Service Team Members
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 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 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
Divide by One-Digit Numbers
Objective Divide three-digit numbers by one-digit numbers.
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.
Three Ways to Teach
Use Repeated Subtraction to Divide 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
4s are left and how many 4s were subtracted in all. (36) Compare the quotient to the estimate and use multiplication to check. 144 2 40 (4 3 10) 104 2 40 (4 3 10) 64 2 40 (4 3 10) 24 (4 3 6) 10 1 10 1 10 1 6 5 36 144 4 4 5 36
Use an Area Model to Divide 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. 4
120 30
24 ?
Total area 5 144
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INSTRUCTIONAL RESOURCE: SUPPORT FOR IMPROVING READING FLUENCY Oral Reading Fluency Assessments
GRADE 3: PHONICS
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
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.
RECOMMENDATIONS IF... The student’s i-Ready Diagnostic PHONICS placement is more than one grade level below THEN PROVIDE EXPLICIT INSTRUCTION ON: Grade K Placement:
Sound-Spelling Correspondences
• Letter-sound correspondences for all letters • Decoding CVC words
Grade 1 Placement:
Sound-Spelling Correspondences
• 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 • r-Controlled: sound-spellings and decoding words with ar, or, ore, ir, er, ur • Vowel teams: sound-spellings and decoding words with oo, ou, ow, oi, oy, au, aw • 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 Multisyllable Words
• 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 • 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
RESOURCES* i-READY TOOLS FOR INSTRUCTION Grade K:
Sound-Spelling Correspondences
• Match Consonant Letters and Sounds: s, f, r, m, p, l, t • Match Other Consonant Letters and Sounds • Match Vowel Letters and Short Sounds • Decode Words with Short Vowels • Match Vowel Letters and Long Sounds
Grade 1:
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 • 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 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
*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.
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Visit us at Booth #52
at OAESA’s 65th Annual Professional Conference: With Liberty and Justice for All. | June 15–17, 2022
iready-principal-navigator-magazine-ad-oh-2022.indd 1 2/24/22 12:07 PM
to OAESA’s 2020 - 2021 Service Team Members!
editor’s note
It’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.
