Blog Post Category:

4/21/2017

Superintendent's Blog: On the Road in Northern Ohio for the 2017 State of the State

By: Paolo DeMaria

One of the things I love about my job is traveling to different schools around Ohio and seeing education policies in action. On April 4, Gov. John Kasich’s annual State of the State Address was held in Sandusky, Ohio. In events leading up to the address, I visited several northern Ohio schools and got a glimpse of just a few of the outstanding education programs offered in our schools.

Community-connectors-1.jpgOne of my first stops was to Tiffin Middle School, where I spoke with students and mentors in the Seneca Mentoring Youth Links program, made possible by a Community Connectors mentoring grant. Students in the program otherwise may not have positive adult role models in their lives. It was encouraging to hear directly from students and mentors about the roles they play in one another’s lives. Particularly notable was the observation that mentors learned and grew almost as much as their student mentees.

I visited a preschool at Bellevue Elementary school. This amazing program earned five stars — the highest rating — in Ohio’s Step Up To Quality rating system. I was impressed with how these students are already developing a sophisticated academic vocabulary. During one activity, they were naming shapes like “sphere,” “cone,” “cylinder,” etc. I’m pretty sure I wasn’t doing that when I was 4 years old! The district’s investment in its youngest students — many from low-income backgrounds and who may have other special needs — will lay the foundation for future success in school, including giving them a leg up on meeting the Third Grade Reading Guarantee. My visit concluded with a discussion with the students’ families, where they shared with me the powerful impact the program has made in their children’s lives.

Preschool-classroom-2.jpgPreschool-parents-3.jpg












At Terra State Community College, President Jerome Webster hosted a great event that highlighted the power of partnerships. I heard from panelists representing businesses, colleges, high schools and education partners. The panelists talked about how the partnerships they formed are meeting the area’s workforce needs and creating hope and opportunity for adult learners. Programs like the Ohio Adult Diploma and College Credit Plus are helping Ohioans, young and old, find paths to better employment or advanced education. College Credit Plus helps students get some college credits while in high school. The program is free and can help students reduce student loan debt and begin their college freshman year ahead of their peers. Earning an Ohio Adult Diploma can be life changing for the 1 million adults in Ohio who do not have high school diplomas. It opens new doors to better jobs and, for many, it offers a pathway out of poverty. 

Fab-LAb-2-4.jpgCulinary students at EHOVE Career Center treated me to a fantastic lunch, where school leaders joined me to discuss programs at the career center. We toured the school and experienced 21st century learning as I tried out the school’s fascinating virtual reality model of a human heart. The school exemplifies project-based learning in its Fab Lab. It was phenomenal to see what students were able to create here! The lab lets students identify engineering projects and see them through from concept to design to production using a wide variety of high-tech equipment (laser cutters, 3-D printers, etc.). Students have fabricated everything from engines to a huge version of Ohio’s state seal — all while gaining STEM skills and exploring in-demand jobs. Superintendent Mastroianni is providing great leadership at one of Ohio’s great career centers.

Culinary-Students-2.jpgGroup-with-Seal-Fab-Lab-2.JPG










 

 

Next, I visited Perkins High School in Sandusky. At an Ohio Business Roundtable discussion, business and community leaders talked about how to develop a skilled workforce that can grow Ohio’s economy. We learned about programs in Perkins Local School District and Sandusky City Schools that are creating partnerships with businesses, as well as opportunities for students to make connections to careers. Students made presentations about how the skills they are developing now will help them in the future. It was inspiring to see students making those career connections early on and taking full advantage of their high school experiences to get ready for the future.

My final visit was to Sandusky High School. Sandusky City Schools received Straight A Funds that they used to create internship opportunities for students. The students are interning at local companies and organizations that are connected Straight-A.jpgto the global economy, such as NASA, PNC Bank and the Ohio Army National Guard. I very much enjoyed talking with students in the program. They have great insight and they tell it like it is — one student asked me about the emerging alternative graduation requirements, wondering what motivation students would have to attend classes and do their best if we make graduation easier. I also enjoyed talking with teachers about the joys and challenges of teaching in high school.

It was really neat to see so many aspects of Ohio’s education system in a single day! My colleagues on the State Board of Education, President Tess Elshoff and Board Member Linda Haycock, joined me for several events. At every event, we were able to have meaningful, engaging dialogue with educators, students, families and citizens. It was clear to me that we all want the very best for our children. Educational opportunity is critical to advancing individual students and Ohio’s economy as a whole. I genuinely appreciate all of the teachers, administrators and school personnel who work every day in the best interests of our students. I also want to thank all of the schools and districts who hosted these events. There are some truly fabulous things going on in our schools. It was an incredible experience, and I learned so much in our conversations. 

You can follow State Board of Education President Tess Elshoff at twitter.com/Tess_Elshoff and Board Member Linda Haycock at twitter.com/linda_haycock.

Paolo DeMaria is superintendent of public instruction of Ohio, where he works to support an education system of nearly 3,600 public schools and more than 1.6 million students.

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5/17/2017

Get 2 School. You Can Make It! – Cleveland Addresses Chronic Absenteeism

By: Chris Woolard

Get-2-School.jpgIt is important for Ohio’s students to be in class every day ready to learn. Ohio defines chronic absenteeism as missing 10 percent or more of the school year for any reason. This is about 18 days, or 92 hours, of school. Whether absences are excused or unexcused makes no difference — a child who is not in school is a child who is missing out on their education.

Cleveland Metropolitan School District understands the importance of getting every student to school every day. The district is wrapping up the second year of its citywide attendance campaign, “Get 2 School. You Can Make It!” The campaign promotes the importance of regular school attendance throughout the entire city with billboards, yard signs, radio commercials, social media, phone outreach, home visits and videos. The campaign lets students know that they can make it to school today, they can make it to school tomorrow, and they can make it to their college or career goals.  

“Get 2 School. You Can Make It!” works to remove barriers that contribute to students being chronically absent and rewards good and improved attendance through a data-driven decision-making process. The campaign rewards students for on-track attendance, which the district defines as missing 10 days or less per year or 2.5 days or less per quarter in order to prevent students from becoming chronically absent. Before the “Get 2 School. You Can Make It!” campaign, nearly two-thirds of students in the district missed more than 10 days per year. After the first year of the program, the district reported 2,400 more students on track with attendance compared to prior years.
Cleveland Metropolitan School District leverages strategic partners to ensure the entire community works together to make attendance a priority for all students. Community volunteers have joined the district to ensure the success of the campaign. The Cleveland Browns Foundation is a signature partner for “Get 2 School. You Can Make It!” Cleveland Browns players have recorded phone calls, visited schools and appeared in videos to remind students to get to school. The Browns players have to show up every day to be successful, and they carry that message to students — you have to show up to school every day to succeed.

Beyond enlisting players to motivate students to get to school, the Browns Foundation and district partnership strategically removes barriers students face in getting to school.
The Browns Foundation convened a meeting with Cleveland Metropolitan School District and Shoes and Clothes for Kids to positively impact attendance by donating Special Teams Packages to 2,000 students in the district. A Special Teams Package provides students with three school uniforms, a casual outfit, socks, underwear and a gift card for shoes. This partnership helps students who may not be attending school due to a lack of shoes or clothing. Cleveland Metropolitan School District uses data to strategically target students who need clothing to get to school and tracks attendance of students who receive Special Teams Packages to ensure the program is making an impact.

A key part of the campaign’s success has been shifting the mindset from only recognizing perfect attendance to rewarding good or improved attendance. The Browns Foundation has partnered with the district to provide incentives to schools, classes and students who have shown improved attendance. The Browns Foundation has leveraged partnerships and brought other corporate partners to the table, including Arby’s Restaurant Group, which has donated monthly lunches to reward classrooms showing improved attendance and academic performance. GOJO Industries, Inc., is another partner to recently help out with this initiative and will provide Purell hand sanitizing products to schools. Starting next school year, GOJO also will help pilot a hygiene program at a network of schools to curb absences due to illnesses. Again, the district will track data to measure the program’s effectiveness.

As part of encouraging students to come to school, the district has created “You Can Make It Days,” which are days the district has determined to have lower attendance than other days of the year. Cleveland Metropolitan School District analyzed data and identified specific days students are more likely to miss, such as the day after a snow day or the day before a holiday. The district uses “You Can Make It Days” to encourage consistent attendance throughout the year and emphasizes the importance of attending school each day. On “You Can Make It Days,” students who are at school may be treated to surprise visits from Cleveland Browns players, treats from CEO Eric Gordon or raffles for prizes provided by community partners.

The district and the Browns Foundation recently hosted a Chronic Absenteeism Summit held at FirstEnergy Stadium to share their successes and lessons learned with other districts, policymakers and national experts.

To learn more about the program, visit get2schoolcleveland.com.

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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9/7/2017

Are You Asking the Right Questions to Drive Continuous Improvement?

By: Jo Hannah Ward

9-7-17-Purple-Rings.pngHumans have an innate desire to learn and improve. We work to improve our health through nutrition and exercise. We also might set a schedule or use tools and apps to collect data and track our progress on our smart phones. We focus on changing our behavior (exercise and nutrition) to impact our data (the number of steps to help improve our cardiovascular system and our weight). Sometimes we join a gym, engage in group activities or obtain a coach. Along the way, we also ask ourselves and others in our lives questions that might lead to greater improvement: “What did I do to lose a pound this week?” or “How can I find time to walk in the evenings?” As we work toward our goals, we are continuously evaluating our personal data and engaging with others in ways that help us reach our goals. Continuous improvement in schools is very similar.

Just as we each have personal goals for which we continuously strive, Ohio’s education system has goals. Our focus for education is that all students begin school ready for kindergarten, actively engage in learning and graduate prepared for college and careers. Each district and school is working toward those goals and toward ensuring all student groups have equal access to high-quality instruction. Schools and districts that want higher achievement for all students should continuously plan for improvement.

The Ohio Improvement Process (OIP) is the process by which Ohio’s schools and districts examine their data and continually respond to it with plans for improvement. Although Ohio’s most challenged schools use the Ohio Improvement Process, all schools and districts can use the process as a means of continuous improvement. The following items are seven key elements of the Ohio Improvement Process:

  1. Aligns vision, mission and philosophy. Every step of the continuous improvement planning process should always consider the vision, mission and philosophy or beliefs of the district and community school. The questions should be, “Do the strategies, actions and resource allocations support our vision, mission, beliefs and goals?” and “Are our behaviors and decisions congruent with our vision, mission, beliefs and goals?”
  2. Is continuous and recursive. Districts fully committed to high performance do not view continuous improvement as a process that occurs in addition to what they do. Continuous improvement is the core work at every level of the organization and, by nature, repeats itself.
  3. Relies on quality data interpretation. An effective planning process is based on the ability of the district, schools and classrooms to use data to name critical problems, develop a focused plan, check progress of the plan and evaluate the plan’s impact.
  4. Is collaborative and collegial. Every plan gets its strength from the people who are committed to it. Engaging the community in understanding the plan will make it stronger and help others become invested in making it work. Make sure the plan reflects the joint thinking and planning of collaborative teams that include businesses, community members, students and families who support plan development, implementation, monitoring and evaluation.
  5. Ensures communication with those who are affected by the success of the district or community school at each stage. Districts and community schools may have the same needs that their communities or school buildings have. Gathering their feedback may help the planning team better understand the situation. Multiple opportunities for communication and feedback should be included throughout the process.
  6. Produces one focused, integrated plan that directs all district or community school work and resources. Districts and community schools have had many plans (for example, technology, professional development, Title 1, Title 2, special education, career and technical education) for many reasons (basis of funding applications or federal or state requirements). Multiple plans diminish the district’s or community school’s ability to respond to the most critical needs. By developing a single, focused plan that responds to the most critical needs, the district or community school will prioritize resources to achieve lasting success.
  7. Sets high expectations for changes to student performance and adult practices. The purpose of having a thoughtful planning process is to produce a plan that will change student and adult behaviors. This leads to improved instructional practice and student performance.

More than 400 districts and thousands of schools across Ohio engage in the Ohio Improvement Process. The Ohio Improvement Process is now 10 years old (Happy Birthday OIP). The Department has improved and updated the process through a continuous feedback loop, illustrated in the graphic at the beginning of this article.

For the 10-year anniversary, we have the biggest update coming your way soon! We have simplified the four stages and five steps in our current model into a single model. In the model, we move between steps in a not-so-linear fashion. Here is a sneak peek at the new look of the upgraded model:

OIP-New-Model-1.png

For comparison, here is the current model:

Old OIP Model

You will notice in the new model that supporting implementation is key along every turn. Please stay tuned — in the near future, we will release updated Ohio Improvement Process resources, tools and visuals. 

Jo Hannah Ward is director of the Office of Innovation and Improvement at the Ohio Department of Education, where she helps Ohio’s most challenged schools and districts improve outcomes for their students.

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11/2/2017

GUEST BLOG: Not Even Once... Addressing the Opioid Epidemic — Christa Hyson, Cincinnati Health Department

By: Guest Blogger

11-2-17.jpgI 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 is the health communication specialist at the Cincinnati Health Department and project grantee for People’s Liberty. She combines her public health skills and youth prevention education to execute, Not Even Once. Click here to learn more about the Hope Curriculum. You can learn more about Christa and her project here.

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3/1/2018

ENCORE: Get 2 School. You Can Make It! – Cleveland Addresses Chronic Absenteeism

By: Chris Woolard

Editor's note: This blog was originally published on May 17, 2017 but some things are so good they deserve another look! We are re-running the post so everyone gets a chance to read this staff favorite.

Get-2-School.jpgIt is important for Ohio’s students to be in class every day ready to learn. Ohio defines chronic absenteeism as missing 10 percent or more of the school year for any reason. This is about 18 days, or 92 hours, of school. Whether absences are excused or unexcused makes no difference — a child who is not in school is a child who is missing out on their education.

Cleveland Metropolitan School District understands the importance of getting every student to school every day. The district is wrapping up the second year of its citywide attendance campaign, “Get 2 School. You Can Make It!” The campaign promotes the importance of regular school attendance throughout the entire city with billboards, yard signs, radio commercials, social media, phone outreach, home visits and videos. The campaign lets students know that they can make it to school today, they can make it to school tomorrow, and they can make it to their college or career goals.  

“Get 2 School. You Can Make It!” works to remove barriers that contribute to students being chronically absent and rewards good and improved attendance through a data-driven decision-making process. The campaign rewards students for on-track attendance, which the district defines as missing 10 days or less per year or 2.5 days or less per quarter in order to prevent students from becoming chronically absent. Before the “Get 2 School. You Can Make It!” campaign, nearly two-thirds of students in the district missed more than 10 days per year. After the first year of the program, the district reported 2,400 more students on track with attendance compared to prior years.

Cleveland Metropolitan School District leverages strategic partners to ensure the entire community works together to make attendance a priority for all students. Community volunteers have joined the district to ensure the success of the campaign. The Cleveland Browns Foundation is a signature partner for “Get 2 School. You Can Make It!” Cleveland Browns players have recorded phone calls, visited schools and appeared in videos to remind students to get to school. The Browns players have to show up every day to be successful, and they carry that message to students — you have to show up to school every day to succeed.

Beyond enlisting players to motivate students to get to school, the Browns Foundation and district partnership strategically removes barriers students face in getting to school.
The Browns Foundation convened a meeting with Cleveland Metropolitan School District and Shoes and Clothes for Kids to positively impact attendance by donating Special Teams Packages to 2,000 students in the district. A Special Teams Package provides students with three school uniforms, a casual outfit, socks, underwear and a gift card for shoes. This partnership helps students who may not be attending school due to a lack of shoes or clothing. Cleveland Metropolitan School District uses data to strategically target students who need clothing to get to school and tracks attendance of students who receive Special Teams Packages to ensure the program is making an impact.

A key part of the campaign’s success has been shifting the mindset from only recognizing perfect attendance to rewarding good or improved attendance. The Browns Foundation has partnered with the district to provide incentives to schools, classes and students who have shown improved attendance. The Browns Foundation has leveraged partnerships and brought other corporate partners to the table, including Arby’s Restaurant Group, which has donated monthly lunches to reward classrooms showing improved attendance and academic performance. GOJO Industries, Inc., is another partner to recently help out with this initiative and will provide Purell hand sanitizing products to schools. Starting next school year, GOJO also will help pilot a hygiene program at a network of schools to curb absences due to illnesses. Again, the district will track data to measure the program’s effectiveness.

As part of encouraging students to come to school, the district has created “You Can Make It Days,” which are days the district has determined to have lower attendance than other days of the year. Cleveland Metropolitan School District analyzed data and identified specific days students are more likely to miss, such as the day after a snow day or the day before a holiday. The district uses “You Can Make It Days” to encourage consistent attendance throughout the year and emphasizes the importance of attending school each day. On “You Can Make It Days,” students who are at school may be treated to surprise visits from Cleveland Browns players, treats from CEO Eric Gordon or raffles for prizes provided by community partners.

The district and the Browns Foundation recently hosted a Chronic Absenteeism Summit held at FirstEnergy Stadium to share their successes and lessons learned with other districts, policymakers and national experts.

To learn more about the program, visit get2schoolcleveland.com.

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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4/5/2018

STAFF BLOG: Family and Community Engagement is Something Good Schools Do — Tom Capretta, Family and Children Community Coordinator

By: Staff Blogger

GettyImages-607460110.jpgTracy Hill is the executive director of the Office of Family and Community Engagement at Cleveland Metropolitan School District and one of the 2014 Education Week Leaders to Learn From. The first time I heard her say, “Family and community engagement is something that good schools do,” it just clicked. She made the point simply and powerfully. Family engagement and community engagement are not separate from the everyday work of schools and districts. They are, in fact, critical to the success of that work. Research even shows that effective family and community engagement can result in better grades, test scores, attendance and enrollment in more challenging courses.

Because engagement with families and communities is so critical to school success, it is a part of any quality effort to improve schools. For example, when a district carries out the Ohio Improvement Process, the district must work with families and communities to collect data, determine needs, develop an improvement plan, work the plan and evaluate the plan. As the district does this work, it develops mutual relationships with families and community members. This allows everyone to recognize their roles in improving students’ education.

At a webinar I attended in August 2017, Ron Mirr, president of the Center for Active Family Engagement (CAFÉ), shared this process in simpler terms. Below are the five steps he outlined for meaningful and organized engagement:

  1. Commit: To get buy-in from the community and families, districts and schools must clearly define family and community engagement. Districts should develop policies that create a clear direction for engagement. Districts and organizations in the community must develop and subscribe to shared beliefs about family and community engagement.
  2. Assess: Districts and schools must assess the environment they operate in. To do this, they should survey stakeholders, review what they are already doing and identify opportunities for growth.
  3. Plan: Districts and schools should develop a team of parents, caretakers, students and community members. Writing a plan that includes all parties establishes a foundation of mutual trust. To be successful, schools and districts also must provide training to staff about how to engage families and the community.
  4. Implement: Districts and schools must move beyond traditional professional development and provide coaching. Their plans must include processes for checking progress and provide the necessary resources for success.
  5. Sustain: Engagement is not a one-time event. School and district teams must routinely review data and, if needed, adjust what they are doing. They should openly create and share the next steps in the process with their stakeholders.  

These steps align to the Ohio Improvement Process. They also are accessible to parents and community members. Intentionally engaging families and communities establishes trust. Trust leads to meaningful collaboration and support in other areas.

The draft of EachChild=OurFuture, Ohio’s five-year strategic plan for education, includes Eight Guiding Principles that recognize the importance of family and community engagement. The goal of the strategic plan is to help each child become successful with the guidance and support of caring, empowered adults. The plan itself is the product of engagement with more than 150 preK-12 educators, higher education representatives, parents and caregivers, employers, business leaders and philanthropic organizations. In fact, the draft is still being discussed at public regional meetings around Ohio. You can read more about EachChild=OurFuture and comment on the draft here.

Ohio and the nation are realizing the importance of family and community engagement. It is the perfect time for our state to be the meeting place for the 2018 National Family and Community Engagement Conference. The conference, hosted by the Institute for Educational Leadership, will be in Cleveland July 11-13. More than 1,300 people are expected to attend, and there will be more than 75 workshops. This is an excellent opportunity to see how schools and communities around the country are realizing mutual goals and making the most of family-school-community partnerships. Participants will leave the conference with strategies, tips and tools they can immediately apply to their work. To learn more, please visit the conference website or contact me directly.

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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6/7/2018

Libraries Help Fight the Summer Slide

By: Guest Blogger

Because the Summer Slide is not playground equipment

School may be out for summer, but learning is always in season at your local library. Ohio's public libraries serve a critical function in summer learning, in many cases, acting as the only safety net against the “summer slide” — the documented decrease in reading proficiency of students who do not read during summer vacation. The stakes for children who do not read during the summer are high. Substantial research on this topic shows that elementary school students who lose reading skills during the summer will be two years behind their classmates by the end of sixth grade. It's usually the students who can least afford to lose ground as readers who are most likely to suffer from summer reading loss and fall behind their peers. Parents and teachers alike have long asserted that regular use of the local library improves children’s reading dramatically. Summer vacation is the perfect time to explore all the library’s resources and programs.

Every public library in Ohio offers a summer reading program for children with organized activities, projects, games and incentives to promote reading during the summer months. This year’s theme is “Libraries Rock” and includes a variety of musical activities from making instruments to dance parties. For hundreds of thousands of Ohio’s kids, these programs develop positive attitudes about reading and strengthen the skills they learned during the previous school year. Preventing the “summer slide” continues to be the main objective of summer reading programs.

Ohio’s public libraries provide quality learning activities that are fun and encourage some of the best techniques identified by research as being important to the reading process such as storytelling and book discussions. Librarians know how to connect kids with books and encourage readers, especially those who are reluctant, with different formats such as eBooks, magazines, audiobooks or comics. Families can try out digital formats and borrow devices such as tablets, MP3 players and even Wi-Fi hot spots.

Parents often indicate that summer is the most difficult time to find productive things for kids to do. For many families, the public library is the only community space available during the summer where they can access free educational activities. Libraries also are natural spaces for serving meals to children whose access to lunch disappears when school is out. Free summer lunches are available at more than 120 libraries across the state. To find a location, visit education.ohio.gov/kidseat.

In addition to reading, children can participate in activities at the library that support their curiosity and creativity including physical makerspaces, coding classes, production studios for digital media, virtual reality and more. Many libraries offer hands-on science and math activities that let kids brainstorm, problem solve and work together on projects. By taking an informal and playful (and sometimes messy and loud!) approach, libraries see these activities as opportunities for children to further their sense of discovery. Children who join summer library programs keep their brains active and enter school in the fall ready to succeed. An Ohio Public Library Directory is available at https://library.ohio.gov/using-the-library/find-an-ohio-library/. Check your local library’s website for a calendar of summer activities to see how you can keep kids reading and learning all summer long!

Angie Jacobsen is the director of Communications for the Ohio Library Council. The Ohio Library Council is the statewide professional association that represents the interests of Ohio’s 251 public library systems, their trustees, friends groups, and staffs. You can contact Angie by clicking here.

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9/6/2018

STAFF BLOG: Getting to Class is the First Step to Academic Success — Brittany Miracle, Program Administrator

By: Staff Blogger

GettyImages-160187188.jpgMark your calendars!

September is National Attendance Awareness Month. Regular school attendance is so important it gets an entire month of recognition and celebration! (Not that National Taco Day on Oct. 4 isn’t cause for celebration, too.)

Did you know?

  1. Good attendance is important starting in kindergarten. Children with good attendance in kindergarten and first grade are more likely to read on grade level in third grade.
  2. By grade 6, poor attendance can be an early warning sign for students at risk of dropping out of school.
  3. By ninth grade, good attendance can predict graduation rates even better than eighth-grade test scores.
  4. A student’s attendance in the previous year can predict his or her attendance in the current school year.

Students miss school for many reasons. They may be absent sporadically due to illnesses, college visits or planned family events. Other students may face more significant barriers to regular attendance resulting in more frequent and long-term absences. Some absences may be excused and others are unexcused. Regardless of the reason for the absence, every day in school matters because some lessons cannot be made up at home.

Attendance has a significant impact on achievement throughout a student’s school career. How can schools help students get to school regularly? It’s simple — talk with your students and families about the value of regular school attendance!

Building a school culture that recognizes the importance of regular and improved attendance, rather than perfect attendance, keeps students’ eyes on the prize throughout the entire year. Schools can provide individualized resources and friendly reminders about regular attendance to empower students and families to improve their school attendance.

September is a great time to start talking about attendance with your students and their families and caregivers. Use these tips when writing attendance messaging for your school:

  • Mode: Share your message using a variety of methods, such as social media, email, radio ads, postcards, magnets and newspaper ads.
  • Partnerships: Emphasize that schools and families are partners who share a common interest in students’ success. Build partnerships throughout your entire community to share your attendance messaging.
  • Comparison: Use charts, graphs and positive language to show individuals how their attendance is changing over time or how it compares to their peers. This is effective when communicating with a student about individual attendance or when encouraging friendly competitions between classrooms to meet attendance goals.
  • Individualize: Consider students’ unique needs when talking with students and families about how to improve attendance.
  • Accumulation: Highlight that a couple of absences per month add up over the course of the year.
  • Self-efficacy: Focus messaging on how parents influence their children’s attendance. Empower older students to adopt strategies to improve their own attendance.
  • Simplification: Write in friendly language that is easy to understand and free of legal jargon.
  • Frequency: Communicate early and often — before students develop attendance problems — to underscore the importance of getting to school regularly. Start your messaging with the first day of school and continue through the end of the year.

Check out Attendance Works’ website to see which districts across the nation are participating in National Attendance Awareness Month and get ideas to promote attendance in your school. Share your attendance activities with us this month and all year long on social media by tagging @OHEducation on TwitterInstagram and Facebook.

Brittany Miracle is a program administrator at the Ohio Department of Education. She coordinates school improvement initiatives and student support strategies—including efforts to improve student attendance. To contact Brittany, click here.

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10/4/2018

ENCORE: Not Even Once... Addressing the Opioid Epidemic — Christa Hyson

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.

11-2-17.jpgI 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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12/6/2018

GUEST BLOG: The Power of Partnerships in Meeting the Needs of the Whole Child and Community — Lindy Douglas, Alexander Local Schools

By: Guest Blogger

GettyImages-470237304.jpgAs the superintendent of Alexander Local Schools, I am proud to tell you about our success providing students with wraparound services. Wraparound services are additional supports for students that help them meet their basic needs so they can focus and do well in school. The wraparound services offered in Alexander include mental health counseling and health care services. Some people may wonder if mental and physical health care have a place in school, but I firmly believe they do.

Alexander Local Schools is located in Athens County. It is a rural, Appalachian district. All the school buildings are located on a single campus. Unemployment, poverty and drug addiction affect many families in our schools. As superintendent, I became aware of the number of children who needed medical or counseling services. The teachers and I were running into situations where some children were not receiving proper medical attention. In many cases, it appeared the parents were not following through with planned appointments. Even when families recognized the need for these services, they still had to pull children out of school and travel to appointments. Parents worried about losing their jobs as a result of missing work to take their children for services. Some families did not have transportation or money for gas.

There are many challenges in our community, and I wanted to help address them. The other educators in my district and I began speaking with various agencies about how we could help families get the services and supports they needed. We decided to pilot a wraparound program by inviting one counselor from Hopewell Health Centers to put an office in our building for one year. We referred children to this counselor when they needed deeper, more intense counseling than what the school alone could offer. We worked with teachers and the counselor to build a positive rapport and buy-in with the staff, parents and community. 

What began as a one-year pilot has grown. Our campus now houses offices for four different service agencies. Currently, we have Hopewell Health Centers, Health Recovery Services, Athens County Children Services and Holzer on our campus. We give them space in our buildings for free so they can provide their services to the children. We also meet with the agencies annually to talk about what is working and what needs improvement. We encourage them to build their clientele in our community. During the summer months, they can continue using our facilities. 

These services have become a part of our school culture. Counselors are honorary staff members. They attend staff meetings, parent-teacher conferences and Intervention Assistance Team meetings. We embrace their knowledge and expertise. By providing services on our campus, we have seen improvements in our school and our community. The most significant improvements have been increased attendance and graduation rates, reduced behavioral issues and better scores on state tests.

Here are a few other benefits to implementing these programs on campus:  

  1. Convenient primary care and preventative medical services are offered to district staff, students and the community.
  2. There is increased access to health care providers without the need to travel to a larger facility.
  3. We have streamlined care from a community health and specialty care perspective. This keeps students in the classroom and student athletes on the playing field. 
  4. Students and families have an increased awareness of available services. Many may not have sought care otherwise.
  5. Student athletes receive athletic training support in partnership with Ohio University.
  6. The school’s ability to make direct referrals increases productivity and improves service agency caseloads.
  7. Barriers such as transportation, accessibility and parental time off work are eliminated.
  8. Having agencies on campus increases the attendance rate, and the agencies are experiencing fewer canceled appointments. Agencies are working closely with the district to meet insurance billing requirements.
  9. Support agencies report that partnering with the schools in some situations has helped them improve parental engagement.
  10. Being in the school building provides immediate access to communication with teachers and staff who see the students daily and often are the first to encounter behavioral issues. This helps the clinician take a comprehensive approach to treatment. Once a treatment plan is in place, educators and clinicians can monitor interventions and assess treatment success.
  11. Being part of the school reduces the stigma attached to seeing a counselor. Clinicians often wear school badges to help them blend in with school staff.
  12. The district has increased the number of professional counselors on staff.
  13. An outside agency can complete risk assessments for children who make threats. This allows for an immediate intervention.
  14. Students receive medical treatment immediately.   
  15. We are able to provide free sports physicals and a staff doctor for the football and basketball teams.

The greatest benefit, and the thing that I am most proud of, is that we are now addressing the whole child. Addressing the whole child allows children to have necessary supports, enhances wellness and fosters learning and development. Ohio’s Strategic Plan for Education, Each Child, Our Future, recognizes how critical it is to meet the basic needs of the whole child, and we are working hard to do just that. Thanks to partnerships built within our own community, our small district is making a big impact on each student and our community.

Lindy Douglas is the superintendent of Alexander Local Schools. She has a bachelor's degree in Elementary Education and master’s degree in Educational Administration from Ohio University. She has been an educator for 29 years, working in public schools in Southeastern Ohio to better the lives of children by increasing their knowledge and improving their education.

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Last Modified: 6/1/2016 4:16:44 PM