By: Chris Woolard
It 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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By: Paolo DeMaria
Ohio is blessed with fantastic teachers. Many of them have been in our K-12 classrooms during this National Teacher Appreciation Week, teaching our children the knowledge and skills they’ll need for success in higher education, careers, and future learning and life.
Each day, they greet their children with smiles and energy and help them discover the joy of learning. They care for their students and nurture hope and enthusiasm.
Take Dustin Weaver at Chillicothe High School, for example. This English teacher’s passion for making learning engaging and positive is one of the many reasons the State Board of Education named him 2017 Ohio Teacher of the Year. Dedicated to continually improving, Dustin invites his colleagues to critique his videotaped lessons as they work together to hone their teaching skills. Dustin exemplifies teaching excellence, and he’s not alone. As teacher of the year, he simply shines light on the outstanding work thousands of Ohio teachers are doing each day to make a difference in their students’ lives. Does anyone deserve our gratitude more than these committed men and women?
I congratulate and thank these professionals for their hard work, their dedication and for serving such a vitally important purpose. I’m grateful to them, because the hard work they do means successive generations of Ohioans can live prosperous, satisfying lives and keep our communities, state and nation strong in the future. We need our teachers. Thank you – all of you – for what you do. Happy National Teacher Appreciation Week.
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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By: Julia Simmerer
Teacher Appreciation Week is an important time to take a moment to reflect and reach out to a teacher who has made a difference in your life. As senior executive director of the Center for the Teaching Profession, my daily work focuses on ensuring educators have the support and development they need to work with all students in our schools, so educators loom dearly in my heart on a daily basis. It is nice to take a personal moment to step back and reflect on my own experience with a teacher who made a difference in my life, my fourth grade teacher, Ms. Sharon Tobe. My experience as her student shaped both my academic and personal life, and I am grateful I had her as a teacher.
I remember Ms. Tobe as a teacher who saw positive aspects of every student in our class. She found potential in students that they may not have seen in themselves — establishing an environment of high expectations for all. I was a very quiet and shy student who often flew under the radar of my teachers, until I entered Ms. Tobe’s room. She connected to me, as well as each and every student in that classroom and built an undeniable repertoire. For me, it was the continued encouragement that I was capable of great things and was encouraged to always do my best that stood out the most. She took a student who did not necessarily like math and helped me find a love for and confidence in myself that I could do math. She encouraged continual improvement, that I could do even one more problem correct than I did before. My confidence grew and a love for math developed.
Turn the clock forward, I myself became a teacher. I did not fully realize the significance of teacher recognition until I experienced it firsthand. I had a student, Mike, when I was a sixth grade teacher, and little did I know the impact I had on him at that time. When he graduated medical school, I received a kind message from Mike and his family about what I had done for him as his sixth grade teacher — blowing me away. The importance of his message to me cannot be understated. Even though many years had passed, his message had a profound impact and filled my heart.
Often teachers work hard without knowing how they are influencing the future. This is why Teacher Appreciation Week is so important — the profession helps shape the future in many unknown ways. Take a moment to reach out to teachers who have made a difference in your life and let them know what they have done for you. This is the true reward for the hard work and effort teachers put into their classrooms year in and year out. It is never too late to let teachers know this.
I can’t thank Ms. Tobe enough for the difference she made for me in those early years of schooling and beyond. It is the perfect time to reach out to her and let her know. I encourage you to do the same.
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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By: Steve Gratz
A few months ago, Dan Keenan, executive director, Martha Holden Jennings Foundation, called and asked if he could send my contact information to Fairport Harbor School District superintendent, Domenic Paolo. I agreed and had a wonderful phone conversation with Dr. Paolo about the schools’ Hooked on Education project. Domenic invited me to Fairport Harbor to witness the project and visit with teachers and students.
Hooked on Education is a personalized learning project that had an authentic beginning that started with a 3-D printer, a student-centered teacher and a struggling student with a great idea. Fairport Harbor is located next to Lake Erie and much of the economic development of the region is stimulated by the lake. The Fairport Harbor School District has a K-12 enrollment of around 750 students. It is a unique district as they do not have a transportation department — all students walk to school.
One of the students at Fairport Harbor had a history of consistently being in trouble during his middle grade years. Domenic indicated that the student’s discipline was such a challenge that many teachers confronted him on how best to handle the student. It just so happened that one teacher was finally able to connect with the student due to a shared interest in fishing. The teacher encouraged the student to use the district’s 3-D printer to create his own fishing lure. Fortunately, the student accepted the challenge, and that’s how the Hooked on Education project was born.
After several weeks of work, the student provided Domenic, who is also an avid fisherman, with his prototype lure. Visually, it left a lot be desired, but Domenic was positive and told the student he would give it a try on his next excursion. Domenic shared with me that he pulled that lure out toward the end of his last fishing trip and much to his surprise, the student created a lure that worked!
Fundamental to the success of Hooked on Learning is the need for excellent teaching, which places students at the center of the instruction; and deeper learning where inquiry and higher order thinking are incorporated into relevant curricula. Today, the project has 30 students learning Ohio’s Learning Standards that are embedded in their project-based learning lessons. Observing the classroom where students and teachers were engaged in multiple disciplines and at various grade levels was refreshing. The teacher’s enthusiasm for being part of this unique culture left a smile on my face and feeling as giddy as I was when I was in the classroom. Moreover, the Hooked on Learning project has been designed to give students a better and deeper learning experience by developing community connections, increasing access to excellent teaching and engaging student talents and interests by personalizing their learning, so they can develop all their “intelligences.”
Domenic commented that, “personalized learning makes our project possible.” He shared that the power of the district’s model of personalized learning grows out of four interdependent components used to develop personalized learning plans:
A detailed understanding or profile of each learner;
A clear set of standards toward which each learner is progressing;
Collaboration with each learner to construct a customized learning plan;
A well-chosen project that is relevant, embedded in the community and developed around the talents and interests of our students.
Domenic and I wrapped up my visit by tagging along with a few students and one of the project-based learning teachers to visit MJM Industries, where students were negotiating the final specs on their initial production-quality mold that will be used to launch the manufacturing of their first line of fishing lures. After the brief review of documents, the CEO and the teacher discussed the process more thoroughly to enrich the learning experience for the students.
What a rewarding visit, and how lucky these students and teachers are to be engaged in the educational system at Fairport Harbor. Domenic has more planned for the future and is hoping to share the lessons that he has learned throughout this process and to learn from other educators. This summer, Fairport Harbor and Mentor Schools will host a symposium for blended and personalized learning at Mentor’s Paradigm Building, and participation is free for Ohio school district personnel. The objective of the symposium is to learn from the nation’s best practitioners and create a foundation for Ohio to harness the power of personalized learning. Contact Domenic Paolo for more information at email@example.com.
Dr. Steve Gratz is senior executive director of the Center for Student Support and Education Options at the Ohio Department of Education, where he oversees creative ways to help students in Ohio achieve success in school. You can learn more about Steve by clicking here.
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By: Virginia Ressa
When I wrote my blog entry last month, I didn’t plan on writing a follow up, but assessment is just one of those topics educators can discuss and debate forever. As educators, we each have our own personal theories and experiences that color our assessment practices. Even the language we use when talking about assessment can differ. Our professional lexicon is full of synonyms, maybe euphemisms, for assessment: test, quiz, written response, essay, performance, project, presentation, etc. You get the idea, right? At the essence of all of these tasks — whatever you call them — is the goal of collecting evidence that will tell us where students are in their learning.
I know the phrase “collecting evidence of student learning” is a mouthful; assessment and test are both a lot shorter and easier to use. So, what’s the difference? Why bother with the long phrase? The difference is in what kind of information we want and how we plan to use it. The term “assessment” carries with it a connotation of a singular event, while the phrase “collecting evidence of student learning” suggests a process of ongoing assessment that seeks to track student growth over time.
The purpose of assessment has traditionally been to assess students’ knowledge and skills against a set of norms or standards. We’ve given these types of assessments in Ohio for many years. Districts and schools use these types of assessments at the local level, too. For example, career-tech students know they’ve got to exhibit proficiency in order to earn their credentials. These types of assessments provide a snapshot of what a student can do at a certain point in time, not unlike your school picture from eighth grade. It provides us with important, but limited, information about who you were at that point in time — braces and all.
Each assessment event provides us with a snapshot of student knowledge and skills at a particular time and place. But, can one photograph show us a complete picture? Of course not. Take a minute and think about your high school yearbook photo. It provides a lot of information about you on the day the picture was taken, but the information is limited to that one piece of evidence. We know it doesn’t represent how you changed throughout high school, how you got taller or cut your hair to look like your favorite musician. It doesn’t explain why you chose those glasses and that tie. And, unfortunately, that one picture might not accurately represent you. Maybe you had a bad hair day or the photographer didn’t tell you when to smile. One snapshot can only provide a limited amount of information, and sometimes it may not be reliable.
In our classrooms, it is often more useful to think of assessment with the purpose of measuring student growth. Measuring growth requires us to envision assessment as a series of events over time rather than as singular, isolated events. What if we took a series of photographs over time? How would a series of photos give us different information than the single snapshot? When we have evidence we’ve collected over time, we can compare current performance to past performance to look for change, hopefully in the right direction. We can look for patterns of misconceptions, strengths and weaknesses or opportunities for acceleration — all of which can inform our instruction in order to meet the needs of our students.
If a snapshot is a single assessment event that measures achievement, then a series of snapshots of student learning is a process of assessment that encourages us to measure and respond to growth. Collecting evidence of student learning over time and in different formats provides us with more details about what students know and can do. If we only have that one photo of you in your high school yearbook, we have no way of knowing if the picture is reliable. Why weren’t you smiling? Was your hair always that long? Multiple pieces of evidence help us to identify and account for evidence that isn’t reliable: a misleading test question, homework completed by a parent or maybe just a bad day for that student. Each photo we take can’t possibly tell others all they need to know about us at that point in time, and no single assessment event can tell us enough about student learning to inform our instruction.
Ohio’s Formative Instructional Practices modules include a course on measuring student growth. Click here to access the Department’s Learning Management System, which is free to all Ohio teachers.
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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