By: Guest Blogger
Most people agree all students deserve high-quality arts education that develops important skills needed to succeed in today’s competitive workforce. A nationwide public opinion poll conducted by Americans for the Arts this year showed that more than 90 percent of adults believed the arts should be taught throughout elementary, middle and high school. The skills developed through arts learning — collaboration and cooperation, problem identifying and problem-solving, decision-making, design thinking, articulation and critique, constructive communication — are the leadership skills identified as key attributes sought by employers around the world in the 21st century.
Since 1989, the Ohio Alliance for Arts Education, Ohio Arts Council and the Ohio Department of Education have worked together to gather data and periodically report on the status of arts education in Ohio’s schools. The logical extension of this work is to deliver the information in real time. These Ohio partner agencies now have engaged New Jersey-based Quadrant Research to help put annually updated arts education information in the hands of those who care about it most — parents, local school boards, teachers, students and other local stakeholders across the state.
The Ohio Arts Education Data Project launched in September 2018, and Ohio is proud to be among the first few states in the nation to provide online arts education data dashboards to the public!
The online dashboards allow the user to review school, district, county and statewide levels of arts education data. Interactive, color-coded dashboard displays show arts access and enrollment data as reported annually via the state’s Education Management Information System (EMIS) by 3,377 traditional public and community schools. Data for future school years will be added annually, allowing the project to show the status of arts education over time. Demographic data is from the National Center for Education Statistics.
The data for the 2016-2017 school year show:*
- Most students (98.3 percent) have access to some form of arts instruction, while 93 percent of students have access to both music and visual art.
- Eighty-four percent of all students participated in arts education courses. This represents more than 1,413,734 students.
- Participation in music (82 percent) and visual art (78 percent) were by far highest among the four artistic disciplines, which also include theatre and dance. Music and visual art are more widely available in Ohio schools. Out of the total student population, 1 percent participated in theater and fewer than 0.5 percent in dance.
- In 2017, there were 28,258 students, or 1.7 percent, who did not have access to any arts instruction. There were 117,750 students who did not have access to both music and art. However, between 2016 and 2017, there has been a 35 percent improvement (reduction) in the number students without access to any arts instruction.
- Student participation varies greatly between traditional public schools and community schools. In traditional public schools, 86 percent of students are enrolled in the arts as compared to 60 percent for community schools.
- The overall student-to-arts-teacher ratio in Ohio schools is 217 to 1. For visual art, the ratio is 412:1; for dance it is 762:1; for music it is 427:1; and for theater it is 933:1.
- Note that the data does not include any representation of arts instruction provided by non-school entities nor does it include extracurricular arts-based activities taking place in schools.
The project partners look forward to working with stakeholders throughout the state over time, using Ohio’s arts education data, to celebrate successes, identify areas of need, and facilitate sound research on the contributions of arts learning to overall student achievement and school success.
See Ohio Arts Education Data Project at: https://oaae.net/ohio-arts-education-data-project-introduction/
* Summary data and graphics above from:
Morrison, R., 2018. Arts Education Data Project Ohio Executive Summary Report (draft at time of submission)
Tim Katz joined the staff of the Ohio Alliance for Arts Education (OAAE) in 2012 and has been the executive director since 2014. Before that, he served for 15 years as the education director of the Greater Columbus Arts Council.
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By: Steve Gratz
Manufacturing jobs in Ohio are going unfilled, and experts say the problem is projected to get worse.
According to the National Association of Manufacturers, seven out of 10 Americans consider manufacturing a cornerstone of the economy, but only three in 10 want their children to go into manufacturing. Additionally, the National Association of Manufacturers predicts that 3.5 million manufacturing jobs will be created in the next 10 years, but more than 2 million of those will go unfilled.
October is Manufacturing Month and Oct. 5 was Manufacturing Day. Manufacturing Day is a celebration of modern manufacturing meant to inspire the next generation of manufacturers and combat the illusion that manufacturing careers are dirty, low-paid and don’t lead to advancement.
According to the MFG Day website, “Manufacturing Day addresses common misperceptions about manufacturing by giving manufacturers an opportunity to open their doors and show, in a coordinated effort, what manufacturing is — and what it isn’t. By working together during and after MFG DAY, manufacturers will begin to address the skilled labor shortage they face, connect with future generations, take charge of the public image of manufacturing, and ensure the ongoing prosperity of the whole industry.”
MFG DAY is a growing movement. It empowers individual manufacturers and creates a space for all manufacturers to come together. Collectively, they can address their shared challenges, improve their communities and create opportunities for future generations.
There are more than 200 events in Ohio in 2018. Although a majority of the events already have taken place, there are still several events scheduled throughout October. You can find events in your area here.
Manufacturing covers a wide gamut of occupations from assembler to engineer. Job search expert Alison Doyle shared in a recent post that, “Because manufacturing is such a broad field, there are many manufacturing job titles which encompass a variety of job descriptions. Manufacturing involves creating new products, either from raw materials or from pre-made components. Typical jobs might involve working on the mechanical, physical, or chemical transformation of materials to create these new products. Manufacturing plants and factories need more than just people who work on a production line, an efficient operation requires employees in numerous roles, including management and quality assurance.”
According to OhioMeansJobs, there are more than 18,000 jobs available in manufacturing. Of those jobs, 3,100 entry-level jobs pay less than $30,000; more than 4,000 are middle-income jobs that pay between $30K-$49K; more than 4,400 are upper middle-income jobs paying between $50,000-$79,000; nearly 3,300 are high-income manufacturing jobs paying between $80,000-$99,000; and more than 3,600 jobs pay more than $100,000 annually.
Districts and classroom teachers can expose students to careers in manufacturing. You can find numerous examples on the MFG website. Additionally, teachers can utilize guidance on integrated coursework to learn how to integrate real-world manufacturing examples into their lessons.
There are many opportunities for educators to highlight manufacturing careers for students. This would be a great conversation for school leaders to have with their Business Advisory Councils. Furthermore, districts can build relationships with industry leaders and begin the conversation about providing students with work-based learning opportunities. Implemented properly, work-based learning can provide students with authentic experience and credits that count toward graduation.
If your district participated or plans to participate in activities during Manufacturing Month, please share your experiences in the comments below.
Dr. Steve Gratz is senior executive director of the Center for Student Support and Education Options at the Ohio Department of Education, where he oversees creative ways to help students in Ohio achieve success in school. You can learn more about Steve by clicking here.
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By: Guest Blogger
Editor's note: This blog was originally published on Nov. 2, 2017 but some things are so good they deserve another look! Christa wrote this blog when she worked at the Cincinnati Department of Health. She is now the Senior Manager, External Relations for the Health Collaborative in Cincinnati. We are re-running the post so everyone gets a chance to learn about the HOPE curriculum.
I am not a teacher by profession, but I try my hardest to be a good one. I have great admiration for what classroom teachers do every single day across the world. Whether it was a part of previous positions I’ve had or currently in public health — teaching has always been an integral part of my work. In addition to teaching, I’ve had the opportunity to work with youth on prevention education curriculums ranging from tobacco to communicable disease. None have been as challenging as attempting to address the opioid epidemic.
I don’t claim to have all the answers to solve the opioid epidemic across this country, but I wish I did. It has torn apart families, crumbled portions of our workforce and completely rocked the medical community. This epidemic has no road map. There is no established, evidence-based practice that says if you do “x,” then you will receive “y” as a positive result.
As a public health professional, I try to think of ways to avoid adverse health outcomes. While this sounds oversimplified, prevention is the backbone of public health. Working for the Cincinnati Health Department, I am a witness to the constantly moving pieces of this epidemic — from endless overdose data, to potential policy changes, to Quick Response Teams and resource identification.
Working from different angles on this epidemic, I felt more could be done on the prevention side. I was fortunate to find an organization willing to fund a prevention initiative. My project is entitled Not Even Once. Not Even Once aims to implement the HOPE (Health and Opioid Prevention Education) curriculum at Oyler School. Oyler was strategically selected as a pilot site for HOPE due to the high number of overdoses in the surrounding neighborhood. Prevention curriculums like HOPE are key — key to saving lives, saving resources and most important, preventing youth from ever starting to abuse drugs.
What makes HOPE different is that it is the opposite of most anti-drug programs. It is pro-youth empowerment; pro-good decision-making; pro-self-respect. Kids are told, “No,” enough. This curriculum puts them in the driver’s seat of their own lives. It gives them the tools to use throughout their lives to build resiliency, self-respect and community awareness. It goes beyond basic knowledge, skills, behaviors and attitudes and turns it into functional health knowledge.
A few learning objectives of HOPE are:
- Understanding the components of healthy, safe and respectful choices;
- Identifying trusted adults;
- Knowing how to ask for help; and
- Understanding the differences between over-the-counter and prescription medicines.
I started teaching HOPE in June 2017 for ages 9-13 and will continue through December. From the moment the project began, I was astounded by the openness of the kids and their profound awareness of this epidemic right on their doorstep. One night a few weeks into class, my phone rang — it was a parent of a child in class, and I wasn’t sure what to expect. Again, I was taken aback by her honesty. She stressed how difficult it is as a parent to talk to her children about what’s going on 15 feet from their doorstep. Instead, she tells her kids to “always stay inside” instead of playing at the park across the street.
Some people have told me that kids in certain drug-ridden parts of town are “lost causes.” I vehemently disagree with this, especially with my kids. Because they have HOPE. I believe in the village. I believe we will overcome this epidemic one day, with people who have rallied together to empower others to fully utilize talents to create a society of empathy.
This project would not be possible without the generosity of the Carol Ann & Ralph V. Haile, Jr./U.S. Bank Foundation, People’s Liberty and especially Dr. Kevin Lorson, Ohio Association for Health, Physical Education, Recreation and Dance president and professor and Physical Education program director at Wright State University. I am eternally grateful that he was willing to take a chance on me to implement HOPE.
Christa Hyson works for the Health Collaborative in Cincinnati. Previously, she was a health communication specialist at the Cincinnati Health Department and project grantee for People’s Liberty. While at the Cincinnati Health Department, she combined her public health skills and youth prevention education to execute, Not Even Once. Click here to learn more about the Hope Curriculum.
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By: Virginia Ressa
Ohio recently hosted its first Future Ready Schools Institute, which I was lucky enough to attend. Prior to the institute, my knowledge of Future Ready was limited to an understanding that the focus was on personalizing student learning. As a specialist in the Office for Exceptional Children at the Ohio Department of Education, I was hoping to learn how the Future Ready Schools initiative supports teachers in meeting the needs of Ohio’s diverse learners, including our students with disabilities, gifted students and English learners. It turned out to be a great two days and well worth the travel and time away from the office. I learned more than I expected and was left thinking about how the Future Ready Framework and its focus on personalized student learning can help Ohio work toward supporting the whole child.
Future Ready Framework
The Future Ready Framework has seven key categories or “gears,” with personalized student learning at the center. The outside rings emphasize the cyclical nature of transformation and the importance of collaborative leadership. Check out the framework on the Future Ready Schools website.
What I like about this graphic is that personalized student learning is right there in the middle, at the center of all of those other important pieces that are essential to successful school improvement. The framework details how each of the gears supports the goal of personalized learning. Clicking through and reading the content in the Future Ready Framework is a bit daunting at first — there is a great deal of content to engage with. Self-assessments can be used to encourage leadership teams to question and analyze their current practices, an essential step to any improvement effort. You’ll also see links to many evidence-based resources, research reports and case studies of successful reforms. There are even rubrics to assess our adult practices! Another nice feature of the site is that the content links take you back to the ideas in the seven gears — a consistent reminder they are all connected.
Personalized Student Learning
Being at the center of the framework, personalized student learning is called out as having the greatest importance in this model. You might think defining personalized learning is easy or obvious, but a quick Google search told me otherwise. So, how do the folks at Future Ready Schools define personalized student learning? They offer a couple of different descriptions depending on which “gear” you are focused on — I like the description connected to Curriculum, Instruction, and Assessment:
Educators leverage technology and diverse learning resources to personalize the learning experience for each student. Personalization involves tailoring content, pacing, and feedback to the needs of each student and empowering students to regulate and take ownership of some aspects of their learning.
I like how this description uses the phrase “learning experience” because it acknowledges that learning is ongoing and not a set of isolated events. The description also includes two high-impact, research-based formative instructional practices: feedback and student ownership of learning. However, the most important word in that description is “empowering.” We can and should empower our students to be active participants in planning, regulating and assessing their learning. Empowering students to participate in decision-making provides opportunities for students to reflect on their learning, think critically about their work, self-assess and determine next steps toward success.
Personalized Student Learning in Ohio
The State Board of Education and the Ohio Department of Education recently approved a strategic plan, Each Child, Our Future. One of the plan’s three core principles is equity, stressing that, “Appropriate supports must be made available so personal and social circumstances do not prohibit a child from reaching his or her greatest aspiration” (Ohio Department of Education, 2018, p. 10). A focus on personalized learning will accelerate Ohio’s work toward implementing the principle of equity.
Aligned with Ohio’s strategic plan, Future Ready Ohio is working to advance authentic, personalized learning experiences. Future Ready Ohio helps districts develop comprehensive plans to achieve successful student learning outcomes by 1) transforming instructional pedagogy and practice while 2) simultaneously leveraging technology to personalize learning in the classroom. Future Ready Schools and the Future Ready Ohio effort can help districts as they work to contribute to Ohio’s strategic plan.
I encourage not only educators, but families and community members as well, to learn more about Future Ready Ohio. Did I mention the FREE resources available? Free self-assessments and rubrics are available to assist districts with creating and implementing action plans focused on empowering students to be ready for the future. I’ve just touched on one aspect of the framework — there is so much more to learn about the resources available to Ohio districts. For more information, contact Stephanie Donofe Meeks, the director of Ohio’s Future Ready work, and be sure to read her excellent blog posts.
Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.
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By: Guest Blogger
Editor's Note: September is Attendance Awareness Month. A few weeks ago, staff blogger Brittany Miracle shared tips for districts to improve attendance in their schools. This week, we hear from a career center that recognized the importance of student attendance and created a program to improve attendance.
Twenty-one days — the amount of time research shows a person needs to establish a new habit. That’s the foundation of a strategy to improve student attendance at Scarlet Oaks Career Campus in Cincinnati.
Scarlet Oaks launched Play 21 in 2017 to help students be more accountable for attending school consistently. The concept is simple; students sign a chart in their first and second period classes and when they’ve reached 21 consecutive days of attendance, they can enter a drawing for prizes. Posters around campus serve as reminders of the program.
At the end of the quarter, prizes are awarded to 21 students whose names are drawn. The prizes are relatively small: $10 gift cards, special parking privileges or early release to lunch, for instance. Recognition, though, is a real motivator. The school posts the winners’ names on video monitors throughout the campus.
Through Play 21:
- Students can see their progress each day and know when they’re reaching the 21-day goal;
- Students who falter—who miss a day during that period—can start over and still succeed during any given academic quarter;
- Students who win prizes get public recognition for their success;
- Students develop new habits.
“We’re trying to change the culture from punitive to positive,” said English instructor Stephen Tracy. That is, instead of focusing on punishing those who miss school, the Scarlet Oaks staff celebrates those who attend regularly.
The Scarlet Oaks Attendance Committee, comprised of a group of instructors (both academic and career technical), administrators, a counselor, a custodian and a cybrarian (librarian), wanted to eliminate the mindset that schools take for granted that students will attend. “Some of our students have barriers they have to overcome just to get to school in the morning,” said Roger Osborne, an exercise science instructor.
Osborne said Play 21 helps to provide an incentive for students to give extra effort. One student, for instance, missed the school bus but paid for an Uber ride to get to school on time.
And though Play 21 resulted in 10 students having perfect attendance in 2017-2018, that’s not necessarily the only goal. “We’re recognizing good, improved AND perfect attendance to school,” said Assistant Dean Ramona Beck.
Play 21 takes a holistic approach to attendance, combining student responsibility, teacher encouragement and administrative support. “The sign-in sheet is a daily check for both the teacher and student,” Beck said.
The hope is that, in just 21 days, students are developing good habits for a lifetime.
“They’ll be going to work when they leave us,” said Osborne. “We’ve got to get them ready. This aligns with our mission of preparing students for real life.”
Jon Weidlich is director of Community Relations at Great Oaks Career Campuses in Southwest Ohio. He has worked with and written about students of all ages, as well as schools, parents and communities for more than 25 years. Contact him at firstname.lastname@example.org.
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