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12/1/2016

Reflecting on Our Practice: Teaching Behavioral Expectations

By: Virginia Ressa

The new federal Every Student Succeeds Act (ESSA) places strong emphasis on evidence-based practices. The intention is that educators should use practices that have been proven to be effective through significant research studies. For example, in October I wrote about effective feedback which has been shown through multiple studies to improve student achievement. We know this practice to be highly effective in making learning goals or expectations clear to students. Being clear about learning expectations helps students focus and provides them with goals to work towards.

As we begin our transition to ESSA, I suggest we think about putting together two highly effective, evidence-based practices. Through Formative Instructional Practices (FIP) professional development, teachers find the value of using clear learning targets to teach academic knowledge and skills. Ohio schools use Positive Behavioral Interventions and Supports (PBIS), a proactive approach to improving school climate and culture that is evidence-based. PBIS helps schools establish positive expectations and classroom rules for student behavior. When we put FIP together with PBIS we have FIPPBIS… I’m just kidding we do not need an acronym or fancy name to implement effective practices. When we put them together we have evidence-based practices we can apply to the teaching and learning of behavior.

Here is a great video on teaching students how to speak respectfully to their classmates from the Teaching Channel!

Putting two practices we know are effective together – clear learning targets and behavioral expectations – would lead to the use of clear learning targets for teaching behavioral knowledge and skills. We could go beyond just posting “rules” to creating and sharing learning targets that would lead students to be able to meet the expectations of the rules. For example, we often post rules that are broad or even vague: “Complete classwork on time.” We expect students to meet this rule because we agreed on it as a class. And then, what happens when they don’t meet the rule? Students are often punished for not meeting classroom rules – a phone call home, maybe missing recess or detention.

But, what if we changed how we think of classroom rules? What if we thought of them like we do academic standards? When we have an academic standard we want students to meet, we make that standard clear to them and provide steps they can take towards mastery of the standard. If our expectation is for students to understand the causes of the Civil War, we would break that down into smaller steps, provide learning opportunities, assess student understanding and reteach if necessary. We can do the same thing with classroom rules.

Going beyond the posting of rules to breaking them into smaller behavioral learning targets can help us teach students how to meet the rule. We take the time to teach students academic content they don’t know, so why not take the time to teach students how to behave in a school setting? For instance, in order to complete their classwork on time, students need to know exactly what we mean – we need to make the expectation clear and possibly break it down into smaller steps. How do you make sure you complete your classwork on time? First, students need to know what “on time” means. Is it when class ends? What time does class end? Next, students need to practice budgeting their time and break large tasks into smaller steps. Students may also need to practice starting their work on time. Understanding and practicing these components will increase students’ ability to meet the behavioral expectation.

When I reflect on my time teaching middle school, I remember struggling with students not following rules. I thought my rules were clear and I even engaged students in writing the rules. After learning about PBIS, I realized that my rules were negative and included “don’t do” or “no” to this or that. Clear learning targets could have broken down vague and ambiguous rules into smaller, clearer expectations.

Take a minute to think about the rules in your classroom. Are your students meeting the rules? Are they stated positively? What if you thought of the rules as standards and taught students how to meet them? Could you increase students’ ability to meet the expectations in your classroom and school?

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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11/18/2016

Connecting Dots: Standards, Tests and Preparing Students for Success

By: Chris Woolard

When I talk to my family and friends about the work we do at the Ohio Department of Education, it usually only takes a few minutes for their eyes to glaze over. And while I believe that technical conversation about curriculum, standards, assessments and results is important, that conversation doesn’t always capture the reality of what is happening in schools and what it means for our kids. That is why it is so important to think through some practical examples and how the system builds toward students’ future success.

As I did in my previous blog post, I find it helpful to think of this through my role as a parent. So in non-technical terms…what is all this stuff parents are hearing about? Standards are the things that my kids need to know and be able to do, and these things are important to their future success. The curriculum is the way a school chooses to teach that important information and is selected by teachers, schools and districts — not the state. Schools in different parts of the state may choose to teach this information in different ways. State tests are an important marker in gauging how well students are learning this info. School and district report cards give parents and communities information on how well schools are doing. And all these pieces build on each other.

So, let’s look at some real examples…

Ohio's Learning Standards are essentially statements of important things that we think that all Ohio students should know and be able to do. There are some really important things that 4th graders need to know. The fourth grade math standards have a focus on measurement and data. Some of the specific standards include:

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

This includes:
  1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
  2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit
  3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

So in fourth grade, students should know the various measurement units and be able to apply them — this is an important real-world skill. Many schools are now implementing standards-based report cards that give parents feedback on how well students are progressing on these standards.

Then at the end of fourth grade, students take Ohio’s State Tests, which examine how well fourth graders can demonstrate knowledge of those standards. Here is an example from the spring 2016 fourth grade test:

In that example, students are demonstrating their knowledge of these measurement units.

But that is not the end of the story, the system builds on these concepts as students progress through their school years. In seventh grade, middle schoolers are performing more complex calculations. In this example from the spring 2016 seventh grade test, students are asked to apply knowledge of measurement to a circle:

As students continue to progress, the standards help them prepare for life after high school. All students will be taking the ACT (and/or the SAT), and many will be moving on to college. Here is a practice question from the ACT:

Remember that standard from fourth grade where students must “Apply the area and perimeter formulas for rectangles in real-world and mathematical problems”? Here they are, demonstrating that exact same knowledge on the ACT.

The skills and knowledge that students gain early in their school lives builds and prepares them for success. Standards-based report cards give feedback on progress along the way. The state gives school report cards that let parents and communities know how well schools and districts are doing with these important content standards. So for example, the community can see how well students are doing on those fourth grade standards such as working with units of measurement of distance, weight and time. In this example, the school is meeting expectations in fourth grade math:

My middle child is now in fifth grade, but he worked on those important skills last year and I am glad he did. He is going to need them.

Sometimes, discussion of education policy is technical, but education is really personal. It is about our kids and making sure they are ready for the future. Visit these links for more information on Ohio’s Learning Standards, assessments and report cards.

Chris Woolard is senior executive director for Accountability and Continuous Improvement for the Ohio Department of Education. You can learn more about Chris by clicking here.

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11/10/2016

GUEST BLOG: What is Computational Thinking and Why is It Important? A New Role for Students — Megan Brannon, Garaway Local Schools

By: Guest Blogger

Computational ThinkingIn today’s technology-driven world, the role of the student is changing. Teaching used to be focused on learning facts, but now we are changing how we teach so that students can do more than just learn information…they use the information! Students today are less fact-memorizers and more innovators, creators and thinkers. They are learning to think outside the box and apply that to real-world problems. Because of this, we have seen a recent influx in the last four to five years in the amount of “computer programming” seen in both elementary and secondary schools.

Computer programming allows students to learn programming languages, which are integral to many jobs of the future. Programming (also known as “coding”) allows students to learn skills like explanatory writing, problem solving and a plethora of other skills applicable to the real world as a 21st century student. It also lets students refine their mathematics abilities. With coding, students are using computers to create worlds where only their imaginations can limit them.

Computational thinking is a cornerstone in all coding programs today. This step-by-step cognitive strategy is important for students to learn in order to become successful. It is a method that teaches students to think as if they are computers. With computational thinking, students are taught how to approach new information and new problems. Trust me…this strategy is not just for computer science classrooms! It is broken down into four steps: decomposition, pattern recognition, abstraction and algorithms.

Decomposition

Decomposition is when you break something down into its basic parts. This is an important skill because it teaches students how to become better learners by breaking large pieces of information into small chunks. It’s like taking small bites of a steak instead of trying to eat the entire steak in one gulp.

Pattern recognition

Pattern recognition is when students find order to something and then analyze (follow) the pattern to the logical answer. Pattern matching teaches students to look for commonalities between things. Then, once students see what is the same in the problem, they also can look for differences that might lead them toward an answer.

As humans, we tend to search for patterns in things in order to make sense of them. I find that this step is the easiest and most natural to teach to students. We teach children to sense and continue patterns from an early age.

Abstraction

Abstraction is taking the differences that students have found in the last step (pattern recognition) and then discounting them because they didn’t fit the pattern. Abstraction is important because students typically assume that all the information they have been given in a problem is typically going to be used to solve the problem, which isn’t necessarily true.

Removing unfit or unhelpful information is truly a valuable skill for students to have. It’s not only teaching them to double check information; it’s also teaching them to edit themselves and look for true solutions to a problem.

Algorithms

An algorithm is basically a list of procedural steps to complete a task. With this process, after figuring out the problem, students create steps to solve the problem set before them. Students should be able to write algorithms so that anyone can follow their directions to complete the task or solve a problem.

Why the computational thinking method?

As a K-6 computer teacher, I was first introduced to the concept of computational thinking through the Code.org curriculum that teaches computer science skills to students in grades K-5. Since then, many more learning modules have been added to cover more grade levels, but the foundational skills remain the same. All of my computer science students in grades K-5 learn the basics of computational thinking as well as giving step-by-step directions (algorithms) with this program.

I can honestly say that the first introduction to this lesson was difficult for even my higher level of students. As educators (myself as well), we tend to give students problems without teaching the method of problem solving explicitly. This method not only helps students with math and science challenges, but it helps them to become better thinkers across the board. Additionally, teaching students this cognitive strategy gives them something (in my experience) that is lacking in education today: dedication. The steps involved with computational thinking help students to “keep working” or “keep trying” to solve a problem. Our society tends to deliver information and solutions at the speed of light, so our kiddos aren’t used to sitting down and working toward a solution for an extended period of time — or sitting down and working at a problem that takes longer because it could have multiple solutions. Dedication and conviction to one’s work is most definitely a skill of the 21st century.

Why the four steps?

After teaching this method for a few years now, I have found that my students are much more detail oriented because they have learned how to decompose a problem. Breaking a problem into parts allows students to better explain their thoughts and ideas to both myself and each other. In that way, students also turn into better explanatory writers. This also is true for the algorithm step in the process. Breaking down a problem (decomposing) and then turning it into directions (algorithms) are key skills that can be used across subjects.

Additionally, the concepts of pattern matching and abstraction are ideal for an educational setting, especially when you understand how the brain works. When we learn a new topic, we put it into a category in our brain (activate a schema/prior knowledge). This is like pattern matching — we are looking for other things with the same pattern somewhere in our memory bank. Research says that activating schema helps students understand and remember information better because it fits into a pattern or category we already comprehend. In this way, I believe that teaching students to pattern match and abstract teaches them to put things in categories in their brains so that they cannot only comprehend and remember the problem at hand, but they can process it easier as well.

Classroom resources

Below I have listed some links for resources on this concept. Check out the Code.org Lesson on Computational Thinking as an introduction. There is an accompanying video that helps to explain the concept very well!

Teachers Pay Teachers Products

Adult Literature

Children’s Literature (K-5)

Megan Brannon is a K-6 computer teacher at Garaway Local Schools. You can contact Megan by clicking here.

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11/3/2016

Credentials Count: Identifying Ohio’s Industry Credentials and How You Can Get Involved

By: Emily Passias

IRC.jpgSeveral weeks ago, the Ohio Department of Education released the 2016-2017 list of approved industry-recognized credentials, and I shared a little about why credentials are important for students, schools, businesses and communities. The credentials allow students to qualify for high school graduation through the credential and WorkKeys pathway, as well as give schools and districts credit for their efforts to prepare students for careers on their report cards. Today, I want to dig a little deeper into how we identify credentials for the list and how you can get involved in the process.

Which industry credentials?

All credentials are not created equal. Some credentials are the gatekeeper to employment — if you don’t have it, you’re not getting the job. One example of this is a state cosmetology license. If you want to work in Ohio as a cosmetologist, you must obtain the license first. It’s necessary for employment.

Other credentials fall into the “nice to have” category. These credentials validate that potential employees can perform particular tasks or have particular knowledge and skills. Employers use them in their hiring processes and may give applicants preference over those without the credentials.

And yet other credentials exist that, frankly, don’t have much value in the labor market at all. Employers don’t use or value them, and some aren’t even aware of them.

So, how do we decide which credentials to include in our system? We don’t want to encourage students to spend time, energy and money earning credentials that aren’t valued by employers — that doesn’t serve our students or our Ohio businesses well. The key is to encourage credentials that are in demand by Ohio employers.

When reviewing and updating the approved industry-recognized credential list, we identify those in-demand credentials in two ways. First, we use Ohio’s in-demand job list to identify Ohio’s most pressing labor market needs. Tying the industry credential list to Ohio’s in-demand jobs is key — as I mentioned above, earning credentials that aren’t valuable in the labor market doesn’t serve Ohio’s students or Ohio’s businesses.

We then scour job ads for those in-demand jobs to identify credentials that Ohio employers are asking for. Once we’ve identified the credentials tied to Ohio’s in-demand jobs, we do additional research on those credentials. What are the requirements to get the credential? Is it used as a standalone credential or as part of a stackable series or bundle of credentials needed for employment? We use that information to finalize the industry credential list and the point values associated with those credentials within the graduation pathway.

The second way we identify credentials for addition to the list is via application. Educators, business people and community members at large are invited to submit applications to the Department for credentials to be considered for the list. The main criteria, as set by the State Board of Education, is that credentials added to the list have evidence of significant and ongoing employer demand, at least at the regional level. The application window to submit credentials for consideration for next year’s list is open through Dec. 31. 

Between our identification of credentials tied to Ohio’s in-demand jobs and credentials added via the application process, Ohio’s approved credential list contains more than 200 approved industry-recognized credentials!

In my next post, I’ll discuss new and innovative opportunities to build programs that help seniors earn industry credentials as part of their pathways to graduation and success in their future careers.

Let’s keep the conversation going!

  • I’d love to hear your thoughts on industry-recognized credentials and helping students be prepared for success.
  • How are you communicating with families about industry-recognized credentials and the credential pathway to graduation?
  • What are you doing locally to help students earn credentials?

How can we restructure the high school years, or the delivery of career-technical education programming, to ensure that students have the time and opportunities to get the critical, work-based learning experiences needed to qualify for many credentials?

Dr. Emily Passias is director of the Office of Career-Technical Education at the Ohio Department of Education, where she focuses on state policies aimed at preparing students for college and careers.

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10/26/2016

GUEST BLOG: Chagrin Falls’ REALIZE U Competency-Based Education Grant Program – Becky Quinn, Chagrin Falls Exempted Village Schools

By: Guest Blogger

realize-1.pngIn December 2015, Chagrin Falls Exempted Village School District was one of five Ohio public school districts and consortia awarded a grant to allow students to take advantage of opportunities to learn on individualized paths at their own place, time and pace. Our district received $400,000 for the REALIZE U project, which will refine many tools to reflect student competency, grow the capacity of staff to meet the varied and changing needs of our students and develop additional opportunities for students to engage in personalized learning via the provision of enrichment programming.

The Competency-Based Education Pilot is designed to:

  • Promote innovative learning that has meaning to students, cuts across multiple curriculum areas and extends outside of the classroom;
  • Advance students to higher-level work once they demonstrate mastery of competencies, rather than advancing based on seat time in the classroom;
  • Give supports to struggling students before they advance and prevent further failure down the road;
  • Keep all students on pace to graduate and ensure those below level make rapid progress;
  • Graduate students with deeper college and career ready skills; and
  • Inform future development of statewide competency-based policies and programs.

Grantees are required to partner with a postsecondary institution and local businesses or community partners. Our district’s proposal reflected existing partnerships with Ashland University, Hiram College, InventorCloud (curriculum for Innovation Lab use), and the College Board (offering 26 advanced placement courses the PSAT to all students in grades 8-10). The proposal also acknowledged our support from the Chagrin Falls Education Association, as well as our participation in the Innovation Lab Network.

Highlights of our district’s grant project work underway in 2016-2017 include:

  • Funded opportunities for our secondary teachers to grow their capacity to reflect student competencies beyond the high school curriculum via:
  • College Credit Plus credentialing through online graduate coursework in the area of English;
  • Training via College Board relative to additional AP courses, including AP Research, AP World History and AP Computer Science Principles.
  • Funded opportunities for identified K-12 teachers to grow their capacity to reflect student competencies relative to students’ varied needs via graduate coursework, including:
  • Twenty-four district staff members currently enrolled in funded graduate coursework to earn gifted endorsements (they will be able to earn reading endorsements by summer 2017);
  • Two teachers enrolled in graduate coursework to earn reading endorsements (they will be able to earn gifted intervention specialist endorsements by summer 2017).
  • Development of summer programming to help students move into more rigorous levels of content in the upcoming school year, including the REALIZE U Summer Enrichment Program, Summer Math Bridging and AP Boot Camps.
  • Development of summer and school-year enrichment programming to personalize learning for students, including enrichment programming for students in high school, middle school and gifted students in grades 4-6.
  • Teacher training, identification and implementation of curriculum and instructional resources to reflect STEM competencies via Project Lead the Way, which is provided to all students in grades K-8.
  • Development of plans to implement personalized capstone research projects to showcase student mastery of content and research competencies in grades K-3, 4-6, 7-8 and 9-12 is underway, and at least one project per grade band will be implemented.

Our district identified “REALIZE U” as a systemic motto last school year. “U” not only reflects our commitment to each student (you), but it also represents potential energy in AP Physics. Potential energy is calculated by multiplying mass x gravitational pull x height (U = mgh). We have locally applied this formula as follows:

  • m = our students
  • g = ongoing challenges/conflicts/pushes and pulls on students
  • h = courses, goals and interests causing students to reach new heights

Thus, “REALIZE U” reflects our commitment to personalize learning to maximize the potential of all students. Our work within the Competency-Based Education Grant project directly supports this mission and vision.

Editor’s note: Ohio’s Competency-Based Education Pilot, established in House Bill 64, allows for five pilot sites to plan and implement competency-based programs. Competency-based education is a system of academic instruction, assessment, grading and reporting where students receive credit, not as a function of how much time they spend studying a subject, but based on demonstrations and assessments of their learning. Instruction is tailored to students’ current levels of knowledge and skills, and students are not constrained to progress at the same rates as their peers. Competency-based education allows for accelerated learning among students who master academic materials quickly and provides additional instructional support time for students who need it. The pilots used the 2015-2016 school year to apply and plan for their programs and will implement from the 2016-2017 through the 2018-2019 school years. To learn more about competency-based education, click here.

Becky Quinn is the director of Curriculum within Chagrin Falls Exempted Village Schools. In this role, she also serves as the district’s gifted coordinator. You can learn more about Becky by clicking here.

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10/12/2016

More Than 52,000 Ohio High School Students Saved More Than $110 Million on College Tuition

By: Steve Gratz

blog.jpg Here’s an infographic that Sinclair Community College produced to share the impact of the College Credit Plus program in its region.
Last Wednesday, I traveled with Ohio Department of Higher Education Chancellor John Carey to engage in a discussion about College Credit Plus at Sinclair Community College with their President Dr. Steven L. Johnson. We were joined by several local school administrators, teachers and students who shared their experiences and perspectives on the program. The students were eloquent and convincing with what they had to say about the advantages of College Credit Plus. One student earned his associate degree at the age of 14, and the other students are on track to earn their associate degrees concurrently with their high school diplomas in May 2017. According to Dr. Johnson, more than 3,000 students enrolled in the College Credit Plus program in 2015-2016, helping local families save $3 million in college tuition costs. 

 

Sinclair is just one of many Ohio colleges that participate in College Credit Plus. The Ohio Department of Higher Education also produced an infographic that illustrates the net effect of College Credit Plus during the 2015-2016 school year. In its first year, the program had more than 52,000 participating students, and combined, they saved more than $110 million on college tuition. The 2015-2016 school year data shows that nearly 15 percent of Ohio’s high school juniors and seniors took advantage of the program, and more than 90 percent of those students received the passing grades required to earn college credit. Two-thirds of the College Credit Plus students (66 percent) took classes offered through Ohio community colleges. The balance was split almost equally among public university main campuses (11 percent), public university branch campuses (12 percent) and independent or private colleges (11 percent). The majority of students enrolled in five main core content areas: English (24 percent), social sciences (18 percent), math (13 percent), science (13 percent) and arts and humanities (11 percent). More than 90 percent received passing grades, resulting in earned college credits.
 
College Credit Plus gives students in grades 7-12 the opportunity to take college courses for free and earn high school and college credit before graduating high school.
 
Students have the following options for taking courses:

  • At a high school taught by an approved high school teacher;
  • At a high school taught by a college faculty instructor;
  • At a college location or online taught by a college faculty instructor.
Benefits for students and their families:
  • Earn high school and college credit for classes taken;
  • Provide rigorous college courses for college-ready students;
  • Get a head start by earning college credits that you can use to finish a degree or transfer to another college/university;
  • Reduce the time and cost to earning college credit;
  • Opportunity to complete college coursework within a strong and familiar support system;
  • College Credit Plus course grades are weighted the same as Advanced Placement/International Baccalaureate and other advance standing classes on high school transcripts.

Click here for more information on College Credit Plus.

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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10/5/2016

Reflecting on Our Practice: The Importance of Effective Feedback

By: Virginia Ressa

blog1.png In 2007, Hattie and Timperly discovered from their meta-analysis of almost 8,000 studies that feedback is nearly seven times as effective in improving student learning as reducing class size. They found that feedback is, “The most powerful single modification that enhances achievement.”2

In my work in researching, planning and leading professional learning around Formative Instructional Practices (FIP), I have become a strong believer in the power of effective feedback. For the past few years, educators have been talking about the highly effective practices that John Hattie identified. He found that feedback is one of the most effective practices for accelerating student learning; but not just any feedback can have the profound impact that Hattie found — it needs to be effective feedback.1

So, what makes feedback effective? The general answer is that feedback is effective when it results in increased student learning. The more specific answer is that feedback is most effective when it is specific, timely, accurate and actionable. Missing any one of these attributes, feedback can be confusing and may not result in moving learning forward.  

In my experience as a teacher, I can recall using phrases like “Good job!” or “Great work!” to praise students and encourage them to continue their success. I used to tell students to “Check your work again” or “Try harder next time” to help them focus more on their work and correct their errors. In hindsight, I’m not sure my feedback was all that helpful to students. I spent a great deal of time providing written feedback on my students’ work with very good intentions, but unfortunately, I’m now seeing that my feedback didn’t likely lead to increased student learning.

Success Feedback

When providing learners with feedback on their successes, we need to be more specific than “Good job!” Students don’t always know what it is that they did well or how to do it again. It also doesn’t challenge students to move forward in their learning or to keep improving. Instead, success feedback should identify what a student has done correctly in relation to the learning target and point the student toward the next steps in his or her learning.

Intervention Feedback

“Try harder” tells a student very little about what procedural mistake may have been made or what requirement a student may have missed. It is vague, doesn’t connect the learner back to the learning target and provides little direction for what action needs to be taken next. Think about how this example of effective feedback helps move learning forward:

“Read the prompt and rubric again. Your response partially addresses the prompt, but you are missing some important facts to back up your argument.”

The teacher has pointed the student back to the learning target via the rubric, identified the problem with the response and provided a suggestion that the student can act upon. You’re probably thinking that it is going to take more time to provide such specific feedback, and you’re right, it will. However, it is time well spent because the impact on student learning can be so high.1

Is Your Feedback Effective?

blog2.png Pearson & Battelle for Kids. (2012). Foundations of Formative Instructional Practices Module 3: Analyzing evidence and providing feedback. Columbus, OH: Battelle for Kids.

Ultimately, feedback is only effective if it moves student learning forward. Take some time to reflect on your feedback practices and how students are using the feedback you provide. How could your feedback be more effective? Do you provide both success and intervention feedback that helps your students move forward in their learning? 

Effective feedback is one of the core practices of FIP because of its high impact on student learning. To learn more about effective feedback, you can complete module 4 of the Foundations of FIP learning path. This is a great module for teacher-based teams to work through together.

The FIP Video Library has examples of Ohio teachers and students using feedback to improve learning. Watching how other teachers make feedback part of their daily practice and involve students in providing feedback to each other may give you some ideas to try in your classroom. Here is an example of effective feedback provided by the teacher and students, as well as some self-assessment feedback that work together to move the learning forward for everyone.

1Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.
2Hattie, J., & Timperley, H. (2007). The power of feedback.
Review of Educational Research.

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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9/22/2016

Recognizing the Ohio Teacher of the Year — The Process and More About the Winner

By: Julia Simmerer

Video produced by Pickaway Ross Career & Technology Center students in honor of 2017 Teacher of the Year Dustin Weaver.

Every year, Ohio recognizes one of its own educators with the distinguished Ohio Teacher of the Year award. The mission of the Ohio Teacher of the Year program is to honor, promote and celebrate excellence in teaching and the teaching profession. We recognize and utilize this network of exemplary teachers as leaders in school improvement initiatives and the recruitment, preparation and retention of quality teachers. We also invite our Teacher of the Year to apply for the National Teacher of the Year Award as Ohio’s recognized candidate.

I had the great privilege of working with the selection committee for the 2017 Ohio Teacher of the Year award by both reviewing applications as well as taking part in live interviews. Our committee reviewed many fine candidates for this year’s award, and the decision to grant this prestigious award to just one candidate was not an easy one to make. However, after a rigorous application and interview process, I am pleased to announce that we have made our decision:

The 2017 Ohio Teacher of the Year is Dustin Weaver of Chillicothe High School.

Mr. Weaver has 10 years of experience teaching Integrated Language Arts to high school students. Four years ago, he returned to his alma mater, Chillicothe High School, to reconnect and assist with “fixing a plethora of problems” in the community that affect all children. To this end, his accomplishments are vast. For example, Mr. Weaver was recognized for his role with a grant for Chillicothe Cadets — a $38,000 a year award focused on developing self-esteem, interpersonal and professional skills, and connections to school and community by securing employment at local organizations for students who might otherwise drop out of school. He also is currently collaborating with Ohio University – Chillicothe to modify methods classes with the end goal of improving retention of new teachers. I encourage you to continue reading about his other accomplishments by viewing his bio here.

The selection process Mr. Weaver navigated to become Ohio’s Teacher of the Year is rigorous indeed. Every school district in Ohio that wishes to participate may nominate a single candidate. These candidates are then reviewed by the member of the State Board of Education who represents the educational district from which the candidate is nominated. Only one candidate from each of these 11 State Board of Education districts is selected and asked to complete a written application. Based on these applications, the selection committee I served on invited only five finalists for live interviews.

In his interview, Mr. Weaver stood out immediately. The positive energy he brought to us by engaging and listening to each of his interviewers was contagious. One of the first things he did when he entered the room was move his chair aside and conduct the interview actively moving about the room. He was clearly passionate when he described his work with students during lunch and planning periods to focus on improving aptitude and ability for college entrance exams. The way he spoke effectively expressed how much he enjoyed working in the English lab he created to close the achievement gap for struggling students.

The selection committee I served on included representation from educational service centers, State Board of Education members, teacher unions, retired teachers and former Ohio Teacher of the Year awardees. I cannot express enough the sincere pleasure I received from getting to know so many fantastic educators during this selection process. Even though our committee could only select one teacher of the year, I can report to you that we have many other teachers in our great state who also are providing absolutely excellent services to the students of Ohio.

I encourage you to read more about Mr. Weaver and the other State Board district Teachers of the Year as their stories are truly inspirational.

Julia Simmerer is senior executive director of the Center for the Teaching Profession at the Ohio Department of Education, where she oversees the implementation of policies and programs that support Ohio’s teacher and leader corps. You can learn more about Julia by clicking here.

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9/15/2016

Credentials Count: Why Industry Credentials are Important for Our Students, Schools and Communities

By: Emily Passias

Industry-Recognized CredentialsThis week, the Ohio Department of Education is releasing updates to our approved industry-recognized credential list. This list of credentials allows students to qualify for high school graduation through the credential and WorkKeys pathway, as well as gives schools and districts credit on their report cards for their efforts to prepare students for careers. I wanted to take this opportunity to discuss why credentials are important for our students, schools, businesses and communities.

What’s in it for students?

In addition to being a key piece of one of Ohio’s new graduation pathways, there are many reasons earning industry credentials is valuable for students. The process of earning an industry-recognized credential (and career-technical education in general) allows students to experience education through work, about work and for work. Students learn more deeply by practicing and applying their knowledge through work and employment experiences – learning through work. They learn about workplace expectations in terms of professional or “soft” skills needed for employment, as well as learning about career pathways and what the labor market for particular occupations looks like – learning about work. And, they learn the job-specific skills they will need to perform day-to-day tasks – learning for work.

Earning an industry-recognized credential isn’t the end of something – for many students, it’s the beginning. It’s the first step in achieving career aspirations. It’s an opportunity to earn a good wage while pursuing additional education. Industry credentials aren’t obtained instead of going to college – often they’re part of a larger plan to help pay for college. Credentials are evidence of work ethic, drive and persistence that can be used to catapult students into the future. It’s an achievement to be celebrated and will continue to pay dividends back to the students throughout their careers.

It’s important to note that not all industries use credentials as validation of knowledge and skills. Students whose interests lie in those fields shouldn’t be required or encouraged to work toward credentials that won’t offer them value in their future careers. Instead, those students should work toward obtaining whatever is needed in their future careers. For some students, that might be taking advantage of College Credit Plus, while for others, that might be engaging in meaningful, work-based learning experiences in their areas of interest.

What’s in it for schools?

Let’s start with the practical – schools get credit in the Prepared for Success measure on the report card for students who earn approved industry-recognized credentials or groups of credentials. Including industry credentials in this component places an emphasis on the career readiness of students. In a world where “what gets measured gets done,” the inclusion of industry credentials in the accountability system signals Ohio’s commitment to the career preparation of students.

In addition to the Prepared for Success measure, industry credentials are a key component of Ohio’s new graduation requirements. In fact, earning an industry credential as part of the graduation pathway gives schools a bigger bang for their buck in terms of accountability, since those credentials both qualify students for graduation (thus counting positively in the graduation rate), as well as being included in Prepared for Success.

Accountability measures aside, I know from conversations with educators around the state that we’re all working toward the goal of ensuring our students are ready to move on to whatever comes after high school. Helping students earn industry credentials while still in high school is tangible evidence that your students are walking out the door ready for the future. If knowing your students are prepared for the future isn’t motivation enough to encourage students to work toward a credential, then I don’t know what is!

What’s in it for businesses and communities?

Imagine you’re a business owner looking to hire some new employees. A stack of applications sits on your desk, and they all look about the same. How do you decide which applicants to interview? How do you assess their knowledge and skills? This is where industry credentials come in to play.

Businesses across the state are clamoring for highly qualified employees with industry credentials of value. Finding, hiring and retaining high-quality employees is a monumental task. But, industry-recognized credentials help employers validate the knowledge and skills of potential employees and saves valuable time in assessing the skills of job applicants. Knowing an applicant selected for an interview has the knowledge and skills your company needs gives employers peace of mind that their future employees will be ready to hit the ground running. When businesses thrive, communities thrive as well. Having highly qualified workers can actually draw businesses to a particular area, creating even more job opportunities for local workers.

Let’s keep the conversation going!

I’d love to hear your thoughts on industry-recognized credentials and helping students be prepared for success.

  • What are you doing locally to help students earn credentials?
  • How can we restructure the high school years or the delivery of career-technical education programming to ensure that students have the time and opportunities to get the critical work-based learning experiences needed to qualify for many credentials?
  • How do we communicate the value of credentials to parents and students so that more students can take advantage of the opportunities afforded to them through earning approved industry-recognized credentials?
  • In my future posts, we’ll discuss how the department identifies credentials of value, as well as how to support students in earning industry-recognized credentials.

Dr. Emily Passias is director of the Office of Career-Technical Education at the Ohio Department of Education, where she focuses on state policies aimed at preparing students for college and careers.

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9/8/2016

Owning Our Learning: What are you learning? How are you learning?

By: Virginia Ressa

This summer in my ExtraCredit posts, I wrote about professional learning, specifically personalized professional learning for educators. In Ohio, many teachers have Individual Professional Development Plans (IPDP) to plan their learning and earn licensure renewal. One of the goals of the IPDP is to allow teachers to identify their own goals and plan their own learning; this is a great opportunity to create goals that match your needs and interests! What are your goals in your IPDP? How are you working to meet those goals? Are you taking full advantage of available learning opportunities?

Last month, I challenged you to engage in professional learning, utilizing local and web-based resources to improve your practice. Since we know that modeling is one of our most effective teaching practices, I would like to share some of my professional learning with you.

My goal: To understand and apply Universal Design for Learning (UDL) principles to the professional development I plan and provide and to support districts and schools in implementing UDL systemically.

How will I know when I’ve met this goal? When I have successfully planned and led a professional learning experience modeling UDL principles.

How am I going to close the gap between what I currently know and my goal? My plan includes reading about UDL from two different resources in order to see more than one perspective. I’ve already read UDL Now by Katie Novak – I need to find a second source. I will review the resources available on the Ohio Center for Autism and Low Incidence (OCALI) and CAST websites (both sites have videos, research papers, case studies, etc.) and read the research literature supporting UDL (realistically, I’ll read some of the research).

We often forget that our colleagues are great resources, so I’ll check with my work colleagues for recommendations and use outlets like Twitter, Pinterest and blogs to learn from colleagues beyond my local circle. I also plan to take time to reflect on my learning and practice (I wrote about the importance of reflection last month), so I can identify my questions about UDL as I’m learning. Then, working with colleagues at the Ohio Department of Education and OCALI, we will plan and lead professional learning for our staff.

That may all sound like a lot of work, but I worked on this plan all summer and am really enjoying my inquiry. It feels great to identify an area of study that I know will benefit my work and then take on the task of setting my own goals and finding my own path.

Here are some of the resources I have found for learning more about UDL:

I would love to hear what you are learning about and how you are learning. What resources are you taking advantage of? How will you know when you have reached your goal? Please share your thoughts via the comments below or through Twitter using @VirginiaRessa or @OHEducation and #mylearningOH or #ohedchat.

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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