Continued: Update from the Ohio Department of Education: Ohio’s State Personnel Development Grant
By Judith Monseur, Ph.D.
Educational Consultant, Ohio Department of Education, Office of Educator Quality

The Ohio Improvement Process (OIP) is Ohio’s strategy for ensuring a systematic and coherent approach for building the capacity of all districts and schools in meaningful and real ways that allow districts to improve instructional practice on a district-wide basis, and make and sustain significant improvement in student performance against grade-level benchmarks aligned with academic content standards for all students across the district.

Ohio employs a tiered model to support the continuous development of regional providers to ensure consistency and quality in the services provided to districts needing a high level of support, as well as to those needing a moderate or low level of support. At the core, a state-level design team comprised of a representative from each of Ohio’s 16 state support team (SST) regions assists the State in developing and deploying training to other regional providers to increase consistency and focus around the OIP. Four members of the state-level design team – referred to as “quad” leads (i.e., four SSTs per each quadrant) – have the additional responsibility of coordinating training and deployment of OIP training to SPDG districts on a quadrant basis and serve as an added layer of support for other regional providers across the state.

Using the Ohio Improvement Process, the SPDG provides professional development and ongoing support to participating districts in the use of processes and tools to improve instructional practice and student performance through the development of effective leadership practices, the effective use of data to identify areas of need, and the development and implementation of focused plans to address the areas of greatest need. Of particular emphasis is the development of effective leadership team structures to perform critical functions and sustain a focus on higher levels of learning for all children across the district. Through the SPDG, districts are working on establishing or refining district leadership teams (DLTs) that are being used to:

1. Set performance targets aligned with district goals;
2. Monitor performance against the targets;
3. Build a foundation for data-driven decision making on a system-wide basis;
4. Facilitate the development and use of collaborative structures;
5. Broker or facilitate high quality PD consistent with district goals; and
6. Allocate system resources toward instructional improvement.

As the SPDG work continues, districts will also be establishing or refining building leadership teams (BLTs) that will be used to:

1. Foster shared efficacy;
2. Build a school culture that expects effective data-driven decision making;
3. Establish priorities for instruction and achievement aligned with district goals;
4. Provide opportunities for teachers to learn from each other;
5. Monitor and provide effective feedback on student progress; and
6. Make recommendations for the management of resources, including time and personnel to meet district goals.

During each of the three years, one cohort of16 districts is invited to participate in the grant, receive three years of support, and partner with the Ohio Department of Education to test out the OIP and associated tools. The first cohort, which began its work in 2007-2008, includes Barberton City, Bellaire Local, Canton City, Ironton City, Lima City, London City, Marion City, Meigs Local, Miami Trace Local, North Ridgeville City, Olmstead Falls City, Springfield City, Warren City, Washington Local, West Geauga Local, and Winton Woods City.

Districts participating in SPDG implementation will provide valuable feedback that will be used to ensure that State-developed products and tools, including professional development, are designed for universal accessibility and applicability to and for every district in the state.

Download Microsoft Word file: The Ohio Improvement Process (OIP): Toward a Unified State System of Support here

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Continued: Ohio Middle Grades Schools Recognized for Best Practices
By Deb Tully

The Forum, along with its partners, has developed and embraced a vision statement that emphasizes the need for schools serving children ages 10-14 to provide an education that is academically excellent, developmentally responsive, and socially equitable. The National Forum believes that when educators simultaneously focus their attention and effort on all three of these elements, the result can be high-performing middle-grades students and schools. (For more information on the Forum and its vision, please visit its web site at http://www.mgforum.org.)

Ohio Joins The National Forum’s Schools To Watch Program 

Seven years ago, the National Forum set out to identify public schools that were well on their way toward fulfilling the Forum’s vision. The schools were recognized as Schools to Watch using a rigorous set of criteria for determining whether and to what extent a school provides an academically excellent, developmentally responsive, and socially equitable education.  In 2004, Ohio joined the program and became a Schools to Watch partner state, identifying Ohio middle grades schools as Ohio Schools to Watch which, in turn, means these schools are nationally recognized as well.

The Ohio Schools to Watch (OSTW) Program represents a unique opportunity to work together to identify publicly funded schools serving young adolescents aged 10-14 that meet strict and carefully developed criteria for excellence, including significant improvement in student performance over time. Four partner organizations, Ohio Middle Schools Association, Ohio Federation of Teachers, Otterbein College, and the Ohio Department of Education form the leadership team for OSTW.  Through this enterprise, the participating associations have a chance not only to “speak with one voice” about effective middle-level education, but also to work together to identify and acknowledge best practices in Ohio.

In the four years of the OSTW program, sixteen Ohio schools have been designated.  They are as follows:

Beachwood Middle School; Beachwood City Schools; Cuyahoga County
Bexley MS; Bexley City Schools; Franklin County
Bridgetown MS; Oak Hills Local Schools; Hamilton County
Canaan MS; Jonathan Alder Local Schools; Madison County
Erwine MS; Coventry Local Schools; Summit County
Kilbourne MS; Worthington City Schools; Franklin County
Monticello MS; Cleveland Heights.-University Heights. City Schools; Cuyahoga County
Orchard MS;Solon City Schools; Cuyahoga County
Rapid Run MS; Oak Hills Local Schools; Hamilton County
Solon Middle School: Solon City Schools; Cuyahoga County
Spinning Hills MS; Mad River Local Schools; Montgomery County
St. Henry MS; St. Henry Consolidated Local Schools; Mercer County
Van Wert MS; Van Wert City Schools; Van Wert County
Wantz MS; Miamisburg City Schools; Montgomery County
Wiley MS; Cleveland Heightts.-University Heightts. City Schools; Cuyahoga County
Willard Grizzell MS; Dublin City Schools; Franklin County

For selection, a standards-based process is followed in which schools must complete an extensive application, including a self-study, and they are evaluated against 37 criteria established by the National Forum.  To be considered schools must meet AYP or show value added scores that show average or above average progress in the considered grades, and contain at least one of the following grade levels: 6, 7, or 8 and fill out an application that is also a tremendous professional development tool.  A support team consisting of members of the partner organizations, interested middle grades teachers and administrators, members of the Ohio Learning First Alliance, and other people interested in advancing middle grades education are trained to read applications and conduct site visits.  Groups of four read each application and rate each against a rubric designed for each criteria.  Those schools that are rated at a standard that meets the criteria are selected for a site visit to see the school “in action.”  Site visits are conducted by groups of trained observers numbering between four and ten.  Site visit teams determine if the evidence from their observations meet the threshold of being designated as an OSTW.  The process is completely standards based.  All or none of applying schools may be recognized in a given year.  All schools are given feedback supporting the decision and those not selected are encouraged to apply again.

Once selected OSTW schools become a network of support for each other with sessions set up to address topics of interest and concern.  OSTW schools also open themselves up to other schools around the state for visits and sharing of best practices in order to give support and help to schools who are interested in improving themselves.  OSTW schools also reaffirm each year, citing evidence of what is happening in their schools to continue to improve.  After three years there is another site visit for redesignation.  And the process continues in the spirit of continuous improvement where no one rests on their laurels.

Because the STW criteria were developed by middle-grades experts specifically for middle-grades schools, they represent the best thinking about what it takes to accelerate learning, promote the healthy development of young adolescents, and demonstrate significant improvement in student achievement over time.  Additional information, including the 2008-2009 application materials can be obtained by accessing www.ode.state.oh.us and doing a search for “Ohio Schools to Watch."  To be considered, applications are due by 4:00 pm on October 17, 2008.

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Continued: Southwest Ohio Follow-up: A New Era in Professional Learning
By Michelle Kennedy

As their plan is implemented throughout the year, they discussed how they will continue to meet and evaluate the impact on student learning. The team participated in a scavenger hunt using the Standards for Ohio Educators, which is another tool to use through implementation and evaluation of their plan.  Following the scavenger hunt, there was a brainstorming activity in order to narrow their focus next year’s professional learning.  When the day concluded, the plan was complete.  The synergy created by this group was phenomenal and will guide their work in achieving student success.

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Continued: Southeast Ohio Follow-up: A new Era in Professional Learning
By Kellie Hayden

Killion and Hirsch recommend that schools use their experts in professional learning.  The committee plans on using experts in the building to lead the Differentiation workshops early next school year. The committee meets monthly and is actively involved in building decisions on professional development. Attending Joellen’s workshop has helped focus the group on what is important in educating students and helping teachers. 

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Continued: Book Review: The Strategic Teacher by Silver, Strong, and Perini
By Latasha Turner
Assistant Principal, Columbus City Schools

At first glance, I thought this was just another book of ideas that would leave teachers with the need for ways to implement the strategies.  Upon further examination, I discovered this book is filled with many examples, variations, planning guidance, and steps of implementation for each strategy.  The overarching theme of this resource is differentiation by teaching to student learning styles.  Each learning style is explained and supported by four research-based strategies.  The last section of the book has strategies that incorporate all four learning styles. 

One of the most helpful features in the book is the Strategic Dashboard that appears at the beginning of each strategy.  The Dashboards are divided into six panels and answer the questions of unit design fit, learning style engagement, Understanding by Design components, hidden literacy skills, Marzano's instructional effectiveness, and the types of knowledge the strategy teaches.  This book is exceptional and

I highly recommend it be part of both the novice and experienced teacher's toolkit.  It is also a great resource for administrators when a need for suggestions on effective classroom instruction occurs.

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Continued: Try This: Idea for Your Next Professional Learning Session
By Larry Pfrogner

QUESTIONS

1. According to the U.S. Constitution, if the vice-president of the United States should die, who would be the president?
2. A man who lived in a small town married 20 different women in that same town. All of them are still living, and he never divorced any of them. Yet he broke no laws. How could he do this?
3. A man was putting some finishing touches on his house and realized that he needed something that he did not have. He went to the hardware store and asked the clerk, "How much will 150 cost me?" The clerk in the hardware store answered, "They are 75 cents apiece, so 150 will cost you $2.25.” What did the man buy?
4. Fifteen percent of the people in a certain town have unlisted telephone numbers. You select 200 names at random from the local phone book. How many of these people can be expected to have unlisted telephone numbers?
5. In the Thompson family, there are five brothers, and each brother has one sister. If you count Mrs. Thompson, how many females are there in the Thompson family?
6. A taxi driver picked up a fare at the Hyatt Regency Hotel who wanted to go to the airport. The traffic was heavy, and the taxicab's average speed for the entire trip was just 40 miles per hour. The total time of the trip was 80 minutes, and the customer was charged accordingly. At the airport, the taxi driver picked up another customer who wanted to be taken to the same Hyatt Regency Hotel. The taxi driver returned to the hotel along the same route that he had used just before, and traveled with the same average speed. But this time the trip took an hour and 20 minutes. Can you explain why?
7. A clothing store ordered 80 new dresses. Each dress cost the manager $40. The total hill was $3200. After he had placed the order, the store manager discovered that had he ordered 100 or more dresses, he would have received a 10% discount. If the manager had ordered five more dresses, how much more would he have had to pay?
8. One day a woman hailed a passing taxicab. On the way to her destination, she chattered incessantly. The taxi driver got annoyed. In desperation, he finally said, "Lady, I can see in the mirror that you are trying to talk to me. I'm very sorry, but I cannot hear a single word you are saying. I am extremely hard of hearing, and my hearing aid has not worked all day." When the woman heard this, she stopped talking, feeling very sorry for the driver. But after she got out at her destination, paid her fare, and watched the cab drive away, she suddenly realized that the driver had lied to her. How did she know that the driver had lied?
9. Susan gets in her car in Boston and drives toward New York City, averaging 50 miles per hour. Twenty minutes later. Ellen gets in her car in New York City and starts driving toward Boston averaging 60 miles per hour. Both women take the same route, which extends a total of 220 miles between the two cities. Which car is nearer to Boston when they meet?
10. On a certain house two halves of a roof are unequal: The right half slopes downward at an angle of 35 degrees, whereas the left half slopes downward at an angle of 75 degrees. Suppose a rooster lays an egg right on the peak of the roof. On which side of the roof can the egg be expected to fall?

ANSWERS

1. The president. The death of the vice-president has no effect upon who is the president.
2. The man is a minister. The critical word in this problem is "married." The man married the various women, but he did not himself become married to them.
3. The man was buying house numbers. His address is 150, so he needs three numbers for a total cost of $2.25.
4. None. Unlisted numbers do not appear in the phone book.
5. Two. The only females in the family are the mother and her one daughter. Who is the sister to each of her brothers?
6. Eighty minutes and one hour and twenty minutes are the same amount of time.
7. $200.00. Because the store manager still was not buying 100 or more dresses. He received no discount. .
8. The lady knew that the taxicab driver was lying because he had taken her to the destination that she had orally asked him to take her to.
9. Each car is at the same distance from Boston when they meet, as the cars are immediately next to each other.
10. Roosters don't lay eggs.

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Continued: Yes to T.O.P. -- No to I.S.S.
By Teresa Fitch
Paraprofessional Educator, Reynoldsburg City Schools

In 2005-2006, the T.O.P. program, the students would be in the program ½ day, full day, and sometimes, more than one day depending on their infraction. Students/Staff would only get two, ten-minute breaks and a half hour lunch.  There was no talking or sleeping and they were required to work on school assignments for the day.  The way the program was run last year was not effective.  Even though I assisted them with their work, the students would still get behind in their academics, especially science, art, music, and gym, since these classes are hands-on. Most of the time, the students would not have enough work to do for the day.  I had packets prepared for them to work on until the end of the day.  Due to disabilities, some students were unable to maintain the guidelines of I.S.S.  I would give the students three strikes. Once a student received a third strike, a telephone call would be made to a parent or guardian.  If the behavior were still negative, the student would then be sent to the office, facing a possible suspension for their actions.  T.O.P. would also have a lot of “frequent flyers” a.k.a. repeat offenders. This was very stressful; it was not productive or beneficial for the students.

In 2006-2007, in T.O.P. the students only “serve” thirty minutes, as long as their behavior is not negative. Those students with negative behavior receive additional time, five minutes for each infraction. The saying is “You worked your way in here, now you need to work your way out.”   They are not allowed to talk, sleep or goof-off in any way.  They are required to complete a behavior form which allows/requires them to think about what they have done and what they should do differently the next time a conflict arises.  While they are in T.O.P., we also discuss their infraction/situation.  I do call the parent or guardian each time a student is in T.O.P., placing the responsibility back on the student.  Once the student has completed their behavior form, they work on class work or a packet that I have prepared for them until it is time to go to class.  Also this year, there is more documentation for the program. There is an Excel spreadsheet that is completed daily and then sent to administrators and counselors on a weekly basis.  The data includes important documentation such as the number of students who have been in T.O.P., what school they previously attended, race, gender, time of day, teacher/class, and how many times that student has been in T.O.P. for the year. The data allows us to see if the student is coming to T.O.P. during a specific class or for specific reason(s.)  Also, the data tells us the student could be bored, have a personality conflict or that a particular class may not be their favorite subject.  These are just a few examples of the different avenues to track students or to see if the student requires more assistance/intervention.

The way the program is administered this year allows the students to miss fewer academics.  They’re in T.O.P. and then sent back to class.  It isn’t common to have repeat offenders in the same day.  We still have “frequent flyers,” but fewer than last year.  With our repeat offenders, we are investigating their actions further to see what is specifically causing their behavior and we are trying to come up with a resolution/solution.  The program is what it is, a Time-Out Program.

My recommendation for the T.O.P. Program for the future is as follows.We need to have separate cubicles so that students can’t see each other.  I will continue talking to the students about their infraction and come up with ideas of how they can handle it in the future.  Calls should still remain in place and an email sent to the teacher and administrators about the conversation with the parent.  The teacher is responsible to do a follow-up with the parent.  Before teachers start class they need to review daily with the students what the behavior expectations are and what the consequence will be if they misbehave.  That way the students know what is expected.  Seminar needs to remain in place.  I recommend that role-playing should be added to seminar.  Staff and students need to play out situations like disrespect towards a teacher or student, the proper way to participate in class, and how to be dressed properly, etc. on a regular basis.

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