By: Guest Blogger
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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By: Stephanie Donofe Meeks
Who remembers the original Star Trek television series from the 1960s, set in the 23rd century, when Scotty would talk to the computer? We all thought that was a long way off, but a few days ago I dashed out my front door and yelled, “Alexa, turn off the dining room lights!” Granted, Alexa is not setting a vector for warp speed travel, but that's still my voice activating a cyber response to a physical object. I can ask Alexa to order something from Amazon, tell me the weather in Myrtle Beach or to settle a debate with my husband about a Civil War fact. (He was right.)
Using an interface like Alexa is part of the cyber connection to our physical world often referred to as the Internet of Things. The concept is not new; however, it is now embedded in our everyday life rather than being a nebulous concept from Star Trek. If we think about it in terms of the Industrial Revolution, we are in the fourth iteration of the Industrial Revolution. This is where the cyber and the physical are more connected and work together.
We talk about preparing kids for an unknown future but isn't that what we've always done in schools? The difference is we now have a greater understanding about the future of jobs and growth industries. How do we get students ready, no matter what the future brings?
One way is to establish personalized learning environments and maximize learning for all students. It's not a defined, exact science so much as it is a collection of elements that define the learning environment. It is a child-centered approach using technology as an accelerator for learning. In schools doing this, you will see the following priorities and related actions displayed in this infographic:
The Alliance for Excellent Education developed the Future Ready Framework for Personalized Learning. The Framework provides districts with a free resource to plan and support personalized learning environments. Going through the district assessment process allows for rich conversations about all the areas needed to personalize learning for students, not just about what device a district will purchase. If we believe that personalized learning can truly maximize learning for each child, our next step should be making this a reality. For more information, you can start here.
Let me leave you with this: If students can find answers by just asking Alexa, then how do we change the questions we want students to answer? Do we teach them what to think or how to think? Watch this video for more on the difference between knowledge and thinking.
For tips on using Alexa in the classroom, click here!
Stephanie Donofe is director of integrated technology at the Ohio Department of Education, where she supports technology integration innovations and blended learning initiatives for districts and schools across the state. You can learn more about Stephanie by clicking here
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By: Steve Gratz
“Those Were the Days” was in heavy rotation on the school bus radio when I boarded during the 1969-1970 school year. I was in elementary school and my big brother, Kevin, was a senior. We went to Bluffton, a small school in northwest Ohio in Allen County. I remember that Kevin would leave school early to go to work at Lima Lumber as part of his DCT program – Diversified Cooperative Training. You see, Bluffton was a small agricultural community, and vocational agriculture, home economics and shop class were still a strong part of the curriculum. I don’t know when the DCT program started, but it was for students whose interests were outside of the vocational agriculture, home economics and shop classes.
DCT taught students job readiness skills in class and then all students were released early to go to their places of employment. My brother and his friends worked in various job sectors. While I don’t remember much about the program or when it ceased to exist, I do recall that my brother really enjoyed the class and the work experience at Lima Lumber.
I’ve shared this memory with Department staff on numerous occasions. In fact, the more I shared it, the more I thought, “Why not consider bringing this program back?” This past September in Cincinnati, we had a team attend the fall convening for our New Skills For Youth grant. During our “team time,” we dusted off the DCT program from years gone by, gave it a face lift, added a few new dimensions and started thinking through how we could roll it out for the 2018-2019 school year. Our creative staff came up with a modernized name to replace the DCT moniker – Personalized Professional Pathways or P3.
I sat down with staff and we started to flesh out the P3 program to ensure it would be successful. Parallel to the development of the P3 program, staff also were working on developing the OhioMeansJobs-Readiness Seal, and it was a logical decision to blend the two together.
Similar to the DCT program, the P3 program will consist of a class on employability skills, with the foundation of the course aligning to the 15 professional skills that are part of the OhioMeansJobs-Readiness Seal. All students will be required to have work-based learning experiences. Ideally, the work-based learning experiences will be aligned to students’ career aspirations. Leveraging Ohio’s Credit Flexibility program, students’ work-based learning experiences will require training plans aligned to one of Ohio’s 39 career pathways. As a result of this alignment, students will earn career-technical education credits and possibly postsecondary credit.
Developing a traditional pathway program can be a little daunting as you consider which pathway will meet the needs of a majority of your students. Once the pathway is decided, you need to select a sequence of courses, determine classroom and laboratory space, purchase equipment and recruit enough students to make the program feasible. Many schools find this challenging due to the diverse interests of their students – especially smaller schools. Instead of choosing one or more pathways, the P3 program meets the needs of students’ various career interests and has very little startup costs.
Department staff are working with educators to develop a course outline for the P3 program that embeds the 15 professional skills on the OhioMeansJobs-Readiness Seal. This course outline will serve as the foundation of the in-school program. The essential part of the program hinges on student work-based learning. The P3 program requires the student, along with coaching from the instructor, to find employment in a sector aligned to his or her career aspirations. The instructor then works with the student and the employer to develop a training plan (resources can be found here) aligned to a career pathway course. This training plan ensures that the work-based learning experience is more than just a job – it is an authentic, work-based learning experience aligned to the content standards of the course.
A student enrolled in the P3 program will earn credit for the in-school class and credit for the work-based learning experience aligned to the student’s training plan. The employer ensures that the student is learning the technical content standards, so the student can earn course credit and be prepared to earn industry-recognized credentials aligned to the program. Students even have the ability to earn postsecondary credit through Ohio’s robust statewide articulation program (Tech Prep). The magic of the program is that it allows one teacher to help students earn credit in a variety of courses. Schools no longer have to choose which pathways they want to implement in their schools.
Staff still are finalizing plan details such as teacher qualifications, EMIS requirements and accountability aspects. I expect that to be available within the next few weeks. You can fill out this interest form to receive information about P3. Feel free to contact Cassie Palsgrove or Leah Amstutz should you have any questions on the P3 program.
And my brother, Kevin? He still works at Lima Lumber, but today, he owns the company!
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: Staff Blogger
It’s graduation season and finding the answer to the age-old question, “What do you want to be when you grow up?” is becoming critical for many students.
How exactly are schools preparing students to be ready for their first steps after graduating? Do students have the tools to move through the fog of decisions and challenges that await them after high school?
For me, these questions are more important now than at any other time in my adult life. My daughter is about to graduate high school, and I want her to be confident in her next steps!
If we expect our high school graduates to walk confidently across the stage at graduation, we need to prepare them in advance to make sound decisions about their futures. This preparation takes time and support from parents, teachers and community members. You can encourage students in your life to begin exploring careers and evaluating their talents well before graduation. OhioMeansJobs K-12 is a free, online resource that students can use to help them explore careers that match their interests and start conversations about their futures.
You also should know that this week is In-Demand Jobs Week. This is a celebration of jobs, industries and skills that are in-demand in Ohio. In-demand jobs pay well and have a high rate of growth projected for the future. Schools, colleges, universities, businesses and communities are working together to highlight and celebrate the many pathways to success our students can follow right here in Ohio. During this week, talk to your kids about the jobs and skills they think will be important to their futures. You can use OhioMeansJobs K-12 as a starting point.
Beyond just opening the discussion about in-demand careers, many schools are providing opportunities this week to help students understand how their interests and abilities can lead to careers. Students are exploring what careers are growing, identifying the problems they could help solve in their careers and learning how to prepare for those careers.
Schools are doing this through special events, but many also are making career planning a regular part of the school culture and academic programming. Check out these districts and schools around the state that are routinely incorporating career planning in their schools.
Our kids don’t need to have every decision made when they graduate, but they should be actively working toward long-term goals and know the next steps along their paths. They also should know what jobs will pay well and have openings when they graduate from high school or higher education.
I will be forever grateful to the school, community and business people that provided my daughter with the opportunities and experiences she needed to be able to make plans for her future. She will graduate confidently with a plan for her future in place. With tools like OhioMeansJobs K-12 and exciting events like In-Demand Jobs Week, other students in Ohio can have that same advantage.
Tisha Lewis is the administrator for the Department’s Career Connections office. Click here to contact Tisha.
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By: Paolo DeMaria
It’s Teacher Appreciation Week and we are excited to celebrate Ohio’s awesome teachers who go above and beyond each day for students and their families.
During my travels across the state, one of my greatest honors is to meet the many remarkable educators and see the exceptional ways they inspire and support students.
Teachers are engaged in creating our future. Each one of us has been shaped by the teachers we had – and the same will be true for the next generation. Ohio Department of Education staff members shared their memories of the teachers that shaped their lives.
Later this week, the Department will share some special teacher shout-outs from students and recent graduates. We know you have a special story to share, too. We invite you to give a shout-out to a teacher – or a teacher team – who has impacted your life using #OhioLovesTeachers on Twitter and Instagram. We will share some of our favorites on the Department’s social media channels.
Happy Teacher Appreciation Week from all of us at the Ohio Department of Education!
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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