By: Staff Blogger
In my work, I often present to educators, and I try to find ways to immediately engage them. One of my favorite activities to kick off a workshop is to ask participants to draw maps of places from their childhoods. I adapted this activity from Dr. Barbara Boone at The Ohio State University. Participants have five minutes to draw a map of any size, but it must include some places where they spent a lot of their time. Then, mapmakers discuss similarities and differences between their maps and the emotions tied to the places. Often, most maps in the room are similar. However, occasionally we get to discuss two very different maps. Many with geographically larger maps discuss how challenging it was to change schools and move between communities. At the end of the activity, we discuss what the maps of the students we serve might look like.
One-third of young adults in foster care reported five or more school changes. This is important because just one move can increase a student’s risk of not graduating or delaying graduation. Now, imagine what the maps of students in foster care might look like. Many of their maps would paint pictures of frequent moves that disrupt established relationships with trusted adults and their peers. In the Every Student Succeeds Act (ESSA), lawmakers attempted to address the challenging and frequent transitions that students in foster care experience.
ESSA seeks to stabilize the education of children in foster care in four key ways. First, ESSA requires county child welfare agencies to work with school districts to identify the best educational setting for each student transitioning in foster care. The procedure for determining the best interest of the student should focus on maintaining as much of the student’s education stability as possible — including staying in his or her school of origin. Second, if a student can continue in the school of origin, ESSA requires the school district to arrange transportation services for the student in foster care. Transportation is key to ensuring stability. Third, if a student is unable to stay in the school of origin, ESSA requires that the new school begin the enrollment process immediately while working to remove barriers to enrollment and evaluating the student’s academic needs. Finally, when a student in foster care must change schools, districts must work diligently to facilitate the transfer of records as quickly as possible.
This shift in how we serve students in foster care will pose some challenges for districts and county agencies. For too long, school districts and child welfare agencies worked separately to support the same students. Today, ESSA challenges two distinct, large systems to work collaboratively and focus on what is best for students in their care. ESSA also challenges districts and child welfare agencies to share in the cost of transporting students in foster care. Even with these challenges, there are opportunities. Agencies and schools are building new channels of communication and systems to better meet the needs of the students they serve.
There are three critical actions that districts and county agencies are taking to effectively implement these requirements and build positive momentum around this work.
- Prepare: Districts and child welfare agencies must ensure that staff from the very top of an organization all the way down to support staff are informed of requirements. All staff must be ready to engage in procedures to support students in foster care. By being prepared, everyone can work to immediately enroll students and make sure they have the resources to learn and feel comfortable in their school settings.
- Coordinate: Districts and child welfare agencies should work together to write best interest determination and transportation procedures. With clear procedures in place, both parties can fulfill their respective responsibilities to support the educational stability of students in foster care. Many districts and child welfare agencies are forming regional or countywide networks that write these procedures.
- Collaborate: Districts and child welfare agencies are thinking outside the box and respecting the expertise of each party at the table. Together, they are creating solutions to complex problems. Both districts and county agencies have unique insights to the needs of each student. Those insights should be simultaneously respected. Working together to find student-centered solutions is what collaboration is all about.
All in all, ESSA’s new requirements for students in foster care is positive. These requirements ensure that school districts and county child welfare agencies are working together to keep relationships with trusted adults and peers intact. At the same time, they are making student-centered decisions for what a student’s best educational setting may be. While there are challenges, there are unprecedented opportunities to improve academic outcomes for students in foster care.
Tom Capretta is the family and children community coordinator at the Ohio Department of Education. He supports districts in their efforts to implement effective family and community engagement strategies and serve vulnerable student groups, including students in foster care. To contact Tom, click here.
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By: Guest Blogger
Editor’s Note: February is Teen Dating Violence Awareness Month. To highlight this important issue, we asked Corina Klies and Beth Malchus-Stafa, from the Ohio Department of Health, to share some advice for how adults in education settings can help young people form healthy relationships.
Think back to high school, college or your workplace. You easily can identify those relationships that are worth an A+ versus a D-. What makes up an A+ relationship? Many of the qualities needed in a healthy relationship are in the image to the right.
As a teacher, administrator, coach or parent volunteer, youth look to you to model qualities needed for healthy relationships. Positive relationships with youth create safe learning environments and reinforce examples of healthy relationships.
Often, adults feel they don’t know how to begin a conversation or have the skills to talk about dating violence. They feel more comfortable referring to the school policy or providing statistics: One in three girls and one in seven boys will experience dating violence before they are 18 years old. It’s easier to just put up a poster acknowledging Teen Dating Violence Awareness Month during February than it is to really discuss it.
While it is important that youth know the school policy for dating violence — and statistics, definitions and posters are great for raising awareness — it is more important for youth to learn the skills needed to maintain healthy relationships. These include mutuality, affection, courage, consent and accountability. These skills shouldn’t be relegated to a single class or learning session. These skills should be incorporated into daily experiences. In English classes, they can be part of book discussions, history classes can discuss conflict resolution, marching band teachers can provide tips on working together in a squad and student internships can teach good working relationships between supervisors and co-workers.
Adults also can demonstrate healthy relationship skills with teachable moments. A teachable moment is an unplanned opportunity that arises when a teacher or adult has an ideal chance to offer insight. While adults cannot prevent youth from making hurtful comments or protect them from unkind behaviors all the time, they can stop youth from making hurtful comments or demonstrating unkind behaviors in their presence.
Using teachable moments is an easy three-step process: see it, claim it, stop it.
See it means telling the youth and possibly those around who witness the behavior what you observed. Claim it means stating why it was offensive and possibly against your school’s student code of conduct or classroom rules. Stop it means turning the situation around and suggesting different behaviors. This model of intervening and re-teaching behavior is a Positive Behavioral Interventions and Supports strategy.
Again, think back to high school, college or your workplace, how did you learn about A+ relationships? Maybe you didn’t and had to learn through trial and error. Healthy relationships are hard work, like learning to understand the Pythagorean theorem. Both take homework and repeated lessons over time. Here are some exercises for you to perfect the use of teachable moments.
Someone is texting Greg during class. His cell vibrates several times. Ms. Shankleton gives Greg a detention. After class, Greg and his friend Kallia approach Ms. Shankleton to talk about how he received 35 texts this morning from his girlfriend. He doesn’t know how to tell her to stop. Greg shows Ms. Shankleton his girlfriend’s texts. They are about who he talks to; what he’s wearing; and why he’s late to walk her to her class. Ms. Shankleton follows the training she received on her school’s policies for anti-harassment, intimidation and bullying and teen dating.
What would you say to Greg? What would you say to Kallia, the upstander,? What does your school policy say you should do for Greg? How does your school policy use the Positive Behavioral Interventions and Supports strategy of intervening and re-teaching behavior to address the young woman’s (Greg’s girlfriend) texting? How does your school policy address electronic and technology in the context of teen dating abuse? What type of training is provided at your school to promote upstanding behavior? Does your school work with community agencies to provide referrals? How are parents involved?
Here are possible, responsible ways to respond to this scenario:
- To Greg: “Thank you for telling me. I am sorry I didn’t understand what was happening. Repeatedly texting someone over and over like this is a form of dating violence This is a serious situation; can I go with you to the guidance counselor?”
- To the upstander Kallia: “Thank you for being a concerned friend and coming with Greg to see me.”
It’s Friday night and the band parents’ concession stand is winding down. Mr. Kepperly is grilling the last two hamburgers. He watches Adam single out a girl next to the wall of the concession stand. Adam calls her an offensive, derogatory name and asks why she is talking to Jackson. The girl is distressed and keeps saying: “It’s about our English project.” There is a crowd of youth growing around the two.
What would you say to Adam? What would you say to the crowd? What does your school policy say a parent volunteer should do to help Adam’s girlfriend? How does your school policy train parent volunteers? How does your school policy address teen dating violence at public events?
Here is a possible, responsible way to respond to this scenario:
- To Adam: Mr. Kepperly goes up to the two and says: “Adam, I just heard you call her a name. In our school, we find this language offensive, and we don’t use that kind of language with each other. That behavior needs to stop, and you need to walk away.”
- To the girlfriend: Mr. Kepperly asks if she is okay.
Mentally practicing these scenarios can help make us more comfortable addressing these situations in real life. As adults who interact and work with youth, we must accept the responsibility to do more than memorize statistics and put up posters. We have the power to intervene when necessary and guide young people to forming positive, A+ relationships. The next time you witness inappropriate relationship behavior, don’t be afraid to see it, claim it and stop it.
Corina Klies works for the Ohio Department of Health overseeing a grant that focuses on providing culturally specific services to sexual assault survivors in the African/African-American, Asian/Asian-American and Latino/Hispanic communities.
Beth Malchus-Stafa is a public health consultant at the Ohio Department Health. She is a content expert in the area of bullying, teen dating violence, and sexual and intimate partner violence prevention.
Beth and Corina are members of the Ohio Department of Education Anti-Harassment, Intimidation and Bullying Initiative. To contact them, click here.
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By: Virginia Ressa
I get really excited when it is time to visit a school. I know I’m going to get to talk to students and teachers, see displays of student work and listen in on lessons and classroom discussions. When you enter a school for the first time, it takes a minute to orient yourself, to get a feel for the atmosphere and culture. You might hear the sounds of students in the gym or see a line of kindergarteners headed for the art room. Some lobbies are full of trophy cases and pictures of graduating classes from 50 years ago. Others are modern and sleek, with announcements on bright monitors. Each school is different because it is the community of students, teachers, administrators and families that create the school. School buildings come in all shapes and sizes, and even those that may look similar on the outside are wholly unique on the inside. Then, as you walk through the hallways and peek into classrooms, you see that each classroom is as unique as the students and teachers working within.
When I worked for a district, I often had the opportunity to visit schools and observe classes. I frequently found myself thinking, “I wish other teachers could see what this class is doing!” I have seen great examples of instructional practice and wished I could capture the scene to share with other educators. Before smartphones, tablets and social media, this was difficult to do. However, in today’s world, it’s easily done. Smartphones allow us to take great pictures and videos, and social media allows us to share those images instantly. We have the tools to celebrate and share the outstanding work happening in our classrooms every day.
If you follow the Ohio Department of Education on Facebook, Twitter or Instagram, you’ll see that State Superintendent Paolo DeMaria has had the opportunity to visit many Ohio schools and classrooms. I love to see the pictures, and especially the videos, he posts. It’s inspiring to see our teachers and students in action, to see the colorful classrooms full of literacy materials and art projects, to hear students learning together. By sharing his pictures and videos, Superintendent DeMaria has taken us with him on his tour of Ohio schools, sharing with us the hard work educators and students put into the learning process and celebrating their accomplishments.
The superintendent isn’t the only one sharing the happenings in our classrooms. When you search Twitter and Instagram for #MyOhioClassroom, you’ll find pictures and videos of elementary, middle and high schools from small districts and large districts, urban and rural schools — using #MyOhioClassroom, we can connect to students and teachers anywhere in the state and share in the unique learning happening in their classrooms.
Inviting others in to our classrooms using social media provides us all an opportunity to celebrate teaching and learning. As Ohio works to improve our schools, we need to look to each other to share ideas, motivate us to try new things and provide our leaders with examples of the high-quality teaching and learning happening in so many of our schools. I encourage you to search for #MyOhioClassroom to see what teachers are posting. I just found pictures of Butler Tech students starting clinical rotations at a local nursing home. I see that Ms. Krohn’s students at Moreland Hills Elementary are writing in their math journals. First-graders in Westlake City Schools are wearing surgical masks as they become “word surgeons” creating contractions. Third-graders in Crestwood Local Schools are having lunch with Principal Gerbrick as a reward through their Positive Behavioral Interventions and Supports (PBIS) system. If you regularly follow the hashtag, you will see that teachers are posting new items every couple of hours. What will you find when you search for #MyOhioClassroom? What’s happening in your school today that you could share?
If you aren’t familiar with Twitter, do not be intimidated. It’s much easier and more fun than it looks at first glance. Here’s a blog post from the International Society for Technology in Education — “Twitter is dumb! Or is it?” — that will help you get started. Once you get your account set up, you will want to follow @OHEducation to get news and updates about public education in the Buckeye State and @OHEducationSupt to follow along with Superintendent DeMaria as he visits schools and posts pictures and videos. (Fun Fact: If you follow his feed, you may get to see him singing!) I also welcome you to follow my account @VirginiaRessa, as I do my best to share evidence-based practices to help all students be successful.
Have a question? Post it in the comments below or write to me directly at Virginia.Ressa@education.ohio.gov.
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: Wendy Grove
How well we get along with others can open or close doors for kids and adults alike. When we talk about human development, we know how well a child can get along with others matters for childhood, school and life. Social and emotional learning is the extent to which a child learns how to get along with peers and adults, can appropriately express emotions and develops empathy and skills like self-concept, self-regulation and self-competence. But what do these skills really mean? And, what do they look like?
- When people can appropriately express emotions, they can share feelings of anger, happiness and sadness in socially acceptable ways. Most children learn early on that pinching to express frustration won’t work in life. People do not like to be pinched. A child might think, “I can get in trouble if I pinch. I might get pinched back!” As they grow, kids replace these behaviors with more appropriate ways to express frustration, like telling an adult or moving on to another situation.
- When a person has developed empathy, he can envision or feel what it might be like for someone in a circumstance, even if he hasn’t been in that situation before.
- As someone develops her self-concept, she can see herself as part of a family, a neighborhood, a community, a racial or ethnic group and a nation. She sees how she is different from and like others. These are all skills that come with learning, practice and opportunities to compare oneself to others around them.
- When it comes to developing self-regulation, we often think about bad behavior. Simply put, being able to self-regulate means that a person can delay gratification, demonstrate self-control, identify consequences and take responsibility for his actions. Very young children develop this over time, which is why it is common to see a 2-year-old child crying in a grocery store because the parent denied him a toy. It is much less common to see a 13-year-old child acting out emotionally for being denied something he wants.
- A person with self-competence knows that she has skills and abilities to accomplish things. She understands that trying hard can result in learning new things.
The other part of social and emotional learning is relationships with others. Children learn about interactions with other children and adults, what to expect, who to trust, how to get along with others, how to cooperate, and how to both get what they need and give what they can to help others. Does your preschool-age child share well? Probably not. Not many do. But over time, and with opportunities to practice the skills needed to get along with others, children become able to build relationships with others. The first relationships we build are with our caregivers. The adults that take care of us have an important role in attending to our needs as small people because we cannot do things for ourselves. As children grow and develop independence, they also come to build relationships outside of their families. When children attend school, they must learn how to trust, communicate and interact with other non-family adults, as well as other children.
Social and emotional development and learning are the building blocks for life. These skills are built over time as we age. They are practiced and honed. These are as important as our academic skills for school success because very few of us will attend school alone or live without the need to interact with others. The state currently has standards in this area from for children from birth-grade 3 but does not yet have standards for grades 4-12. Stay tuned for updates from the Department about upcoming work to create standards for social and emotional learning in grades 4-12.
Dr. Wendy Grove is the director of the Office for Early Learning and School Readiness at the Ohio Department of Education, where she helps develop and implement policies for preschool special education and early childhood education. You can learn more about Wendy by clicking here.
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By: Stephanie Donofe Meeks
Any “This Is Us” fans out there? In a recent episode of the television drama series, Randall, one of the siblings, was talking about getting his first pair of glasses as a child. He shared his experience with the “better here machine.” Have you ever had a vision screening? They put a device over your head so that it aligns with your eyes to find the proper lens strength to help you see more clearly. As each new lens is tried, you're supposed to look through and decide if you see better with the current lens or former lens. The technician or doctor will ask, “Here or better here?” as he or she switches quickly between lens strengths (which can be sort of amusing when they do it fast).
The character Randall used the “better here machine” as a way to explain his perspective looking back on his childhood with his siblings. I thought that was a powerful metaphor for the way we bring our own unique perspectives to a common experience, including education. In a personalized learning environment, all staff and students have different perspectives. The key to successful transformation to personalized learning is aligning various perspectives and taking advantage of the best aspects of each unique lens.
In my last blog, I talked about using a team approach and the Future Ready Framework to help districts prepare for creating true personalized learning environments for students. An essential component to becoming Future Ready is making a systemic digital learning plan before purchasing the next round of technology. This process includes creating a leadership team and using the district self-assessment tool to determine how prepared the district is to support digital learning environments. Districts get feedback that shows both areas of readiness and areas for growth. Looking at the alignment of all the elements for success can assure districts that their planning will be effective.
If a district uses the Future Ready Framework to help make strategic decisions regarding moving to environments that support personalized learning, the next step is implementation. Future Ready encourages specific roles, such as librarians and instructional coaches, to view the framework, strategies and connections through their specific lenses. Once a district team uses the districtwide lens to look at, reflect and assess its readiness in each element critical to success, the individuals on the team can see the specific ways they can implement the plan via their own unique lenses based on their roles in the district.
Each role’s customized framework helps implement personalized learning for the district based on the specific ways their work will support each gear. Let’s look at two role-specific examples through the lenses of principals and technology leaders that define the ways they can support personalized learning environments for students:
Future Ready Principals believe in:
- Modeling the type of professional learning by empowering staff to lead, learn, fail, and repeat.
- Making anytime, anywhere learning a reality.
- Developing a plan to ensure ubiquitous connectivity in and out of school.
- Advocating for the use of multiple strategies to meet the needs of diverse learners.
- Working to build partnerships to communicate and agree upon a shared vision for student learning in their community.
Future Ready Technology Leaders believe in:
- Making anytime, anywhere, anyhow learning a reality.
- Supporting an open, flexible, robust digital learning environment.
- Insuring data safety and privacy while promoting best practices in digital citizenship.
- Planning for future innovation and technology that supports learning.
- Creating a transparent environment that communicates to all stakeholders.
To see more information about the leadership roles within Future Ready, click here. As you can see, each role plays a unique part in helping the district as a whole move forward with transformation. By using the framework as its own “better here machine,” a district can create a clear vision and path forward by looking through the lens of the powerful gears and the educator-specific roles. For more information or questions regarding this framework, please contact Stephanie Meeks or follow #FutureReadyOH on Twitter. Future Ready also will be the topic of six sessions at the Ohio Educational Technology Conference Feb. 13-15.
Stephanie Donofe is director of integrated technology at the Ohio Department of Education, where she supports technology integration innovations and blended learning initiatives for districts and schools across the state. You can learn more about Stephanie by clicking here.
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