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1/3/2018

Ohio Students Are SuccessBound with the OhioMeansJobs-Readiness Seal

By: Steve Gratz

OMJ_ReadinessSeal.jpgNearly a year ago, Ohio’s efforts to strengthen and expand career pathways got a boost thanks to a $2 million grant from the Council of Chief State School Officers and JPMorgan Chase & Co. Ohio is one of 10 states to receive a New Skills for Youth grant, which directly aligns with many of Gov. John R. Kasich’s Executive Workforce Board’s initiatives. It also aligns with many Ohio Department of Education activities geared toward making sure Ohio’s students are ready for the workforce of the future. To help schools and families better understand the needs of future employers, Ohio launched the SuccessBound initiative. The SuccessBound webpage includes resources to help make students aware of the different career-focused opportunities available to them.

Students who are SuccessBound take active roles in planning their futures by exploring career interests early and considering how to align their interests to careers. They consider what education and training are needed to reach their goals. They respond to financial concerns by earning free college credits in high school. And, they follow pathways that allow them to work in related fields while continuing their education. These students dedicate themselves to long-term goals and commit to continuous lifelong learning.

Aligned to the SuccessBound initiative is the OhioMeansJobs-Readiness Seal. The seal was established as part of the sweeping workforce initiatives passed in House Bill 49 and outlined in Building Ohio’s Future Workforce. The OhioMeansJobs-Readiness Seal will be printed on students’ diplomas and transcripts once they meet certain requirements. The requirements include demonstration of work-readiness and work-ethic competencies. Students submit a form that records evidence of meeting the requirements. The form is validated by at least three individuals. These individuals are mentors to the students and can include employers, teachers, business mentors, community leaders, faith-based leaders, school leaders or coaches.

We know Ohio’s students must be ready to engage in a rapidly changing workplace. We also know that businesses are seeking talented workers who demonstrate professional skills, such as being reliable, drug free, personable and able to solve problems and handle conflict. To meet the needs of business, our current education system must identify and teach the professional knowledge and skills all Ohioans need to be job ready. The OhioMeansJobs-Readiness Seal will signify to employers that students have the professional skills valued by business and industry. These skills are essential in the 21st century workplace.

When this language was introduced in HB 49, I immediately thought about how I would approach helping my students earn this valuable credential if I was still in the classroom. The OhioMeansJobs-Readiness Seal requires students to demonstrate proficiency in the following professional skills to be deemed ready for work.

  • Drug Free - The student commits to being drug free.
  • Reliability - The student has integrity and responsibility in professional settings.
  • Work Ethic - The student has effective work habits, personal accountability and a determination to succeed.
  • Punctuality - The student arrives to commitments on time and ready to contribute.
  • Discipline - The student abides by guidelines, demonstrates self-control and stays on task.
  • Teamwork/Collaboration - The student builds collaborative relationships with others and can work as part of a team.
  • Professionalism - The student demonstrates honesty. He or she dresses and acts appropriately and responsibly. He or she learns from mistakes.
  • Learning Agility - The student desires to continuously learn new information and skills.
  • Critical Thinking/Problem-Solving - The student exercises strong decision-making skills, analyzes issues effectively and thinks creatively to overcome problems.
  • Leadership - The student leverages the strengths of others to achieve common goals. He or she coaches and motivates peers and can prioritize and delegate work.
  • Creativity/Innovation - The student is original and inventive. He or she communicates new ideas to others, drawing on knowledge from different fields to find solutions.
  • Oral and Written Communications - The student articulates thoughts and ideas clearly and effectively in written and oral forms.
  • Digital Technology - The student has an understanding of emerging technology and leverages technology to solve problems, complete tasks and accomplish goals.
  • Global/Intercultural Fluency - The student values, respects and learns from diverse groups of people.
  • Career Management - The student is a self-advocate. He or she articulates strengths, knowledge and experiences relevant to success in a job or postsecondary education.

As a teacher of agriculture, I had the fortune of teaching students throughout their high school careers. I reviewed the list of professional skills, I reflected on how I, as their teacher, could integrate these skills into the classroom experience for students.

For example, to be in the program, all students were required to have supervised agricultural experiences. During these experiences, students apply what they learn in the classroom in real-world settings. Today, supervised agricultural experience programs include entrepreneurship, placement, research, exploratory, school-based enterprise and service learning. Successful supervised agricultural experiences require students to demonstrate reliability, work ethic, punctuality, discipline, learning agility, critical thinking and problem-solving, professionalism and more.

During my time as a teacher, I made sure all my students were members of the Future Farmers of America (FFA). For those of you not familiar, FFA is the youth development organization for agricultural education students. It provides life-changing experiences for its members. FFA programs and activities allow students to further demonstrate the professional skills listed above. This is evident in the FFA’s Code of Ethics.

FFA members conduct themselves at all times to be a credit to their organization, chapter, school, community and family. FFA members pledge to:

  1. Develop my potential for premier leadership, personal growth and career success.
  2. Make a positive difference in the lives of others.
  3. Dress neatly and appropriately for the occasion.
  4. Respect the rights of others and their property.
  5. Be courteous, honest and fair with others.
  6. Communicate in an appropriate, purposeful and positive manner.
  7. Demonstrate good sportsmanship by being modest in winning and generous in defeat.
  8. Make myself aware of FFA programs and activities and be an active participant.
  9. Conduct and value a supervised agricultural experience program.
  10. Strive to establish and enhance my skills through agricultural education in order to enter a successful career.
  11. Appreciate and promote diversity in our organization.

This blog is not intended to focus on the FFA — it’s merely my point of reference based on my personal experience as a teacher. There are numerous other programs and activities in schools and communities (band, choir, drama club, faith-based clubs and activities, 4-H, Invention Convention, science fair, robotics competitions, etc.) that can help students learn and demonstrate these professional skills. The key takeaway is to realize that many, if not all, of the professional skills required to earn the OhioMeansJobs-Readiness Seal can be learned and demonstrated as part of a student’s total school experience and should not be considered additional work.

Supporting this initiative is the Business Advisory Council Operating Standards that the Department will be posting guidance on later this week. Strong relationships between education and industry are essential. The Business Advisory Council Operating Standards guidance document includes examples of how education and industry can partner together. The Department plans on sharing examples from districts that have successfully implemented business advisory councils.

Finally, here’s a great article I read on LinkedIn that speaks on Industry’s Role in a New Education System. The article addresses what is needed from the next generation of employees, including the following:

  • Problem-solvers;
  • Innovation and the ability think for oneself;
  • Resiliency;
  • Passion to design and create;
  • Collaborative team members;
  • Good communication and presentation skills 
  • Individuals who successfully can transition from school to the workplace. 

Of course, these should sound familiar as they align with the OhioMeansJobs-Readiness Seal, which should help all Ohio’s students be SuccessBound.

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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12/6/2017

Formative Instructional Practices: Beyond the Basics

By: Virginia Ressa

ThinkstockPhotos-486325400.jpgWhat seems like ages ago, the Ohio Department of Education secured a Race to the Top Grant that allowed us to develop new tools and resources in collaboration with districts across the Ohio. Thus began my adventure into the world of formative instructional practices (FIP) and the challenge to lead the development of online professional learning resources with our partner, Battelle for Kids. The federal grant funds allowed us to create 57 online learning resources, including modules and guides, and a video library to support the improved use of formative instructional practices in all classrooms. The grant included a team of FIP specialists to work regionally with participating districts. We managed to reach half of Ohio’s districts and more than 40,000 educators!

Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Notice that this definition includes students as an active part of gathering and responding to assessment information. FIP includes four core practices that research has shown to be among the most effective for improving student achievement. The four practices include the following:

  1. Using clear learning targets;
  2. Collecting and documenting evidence of student learning;
  3. Providing effective feedback;
  4. Preparing students to take ownership of their learning.

The FIP professional learning resources purposely focus on just these four core practices. This focus allows educators to improve their practice without the overwhelming feeling of having to change everything. During Race to the Top, the Department received overwhelmingly positive feedback about the FIP resources from administrators, teachers and even pre-service teacher education programs.

Then, the inevitable happened, the grant ended. Our team of FIP specialists went their own ways, our contract with Battelle for Kids ended and I took on other work. A couple of years later, I am very glad to report that FIP has survived beyond the Race to the Top grant and my relocation to the Department’s Office for Exceptional Children. With the help of Allie Sberna from the Department’s Office of Educator Effectiveness, I am glad to announce the next generation of FIP professional learning, FIP 2.0, back by popular demand!

We have received many inquiries about what happened to the FIP modules. You can now find all of the FIP resources on the Learning Management System for Ohio Education (LMS). Educators can access the LMS through their SAFE accounts. Once they log in, they will see a link within their list of available applications. Within the LMS are resources from across the Department, including everything from early learning to career-technical education.

Allie and I encourage Ohio educators to explore the additional learning and resources that go beyond the introductory level. Many schools began by promoting the use of the FIP Foundations modules — a series of five modules designed to introduce teachers to the basics of formative instructional practices and provide a big picture of how they can improve teacher practice and school achievement. We encourage you to go beyond the basics and enroll in one of the courses with more in-depth content.

These six additional courses go beyond the basics, focusing on specific practices and content areas:

  • Leading & Coaching FIP;
  • Clear Learning Targets (broken down by subject area);
  • Reaching Every Student;
  • Designing Sound Assessment;
  • Standards-Based Assessment;
  • FIP in Action.

The FIP courses can be used for independent study or as part of a blended learning experience that includes face-to-face meetings with colleagues. Facilitation guides are available within the courses and can be used to guide discussions about evidence-based practices, reflection on current teaching practices and goal setting for implementing new practices. FIP courses also can be integrated into Resident Educator work, growth and improvement plans and individual professional development plans (IPDP).

Wondering what happened to the FIP videos? They’ve moved to YouTube and can be accessed here. All the videos include Ohio educators and students during real classroom interactions. Along with each video, you will find information about the class and teacher, discussion questions and connections to the standards. What can you learn from their practice? How would you coach them to keep improving?

Allie and I are working to update all the FIP resources to reflect current language. For instance, Ohio’s Learning Standards are no longer the “new” learning standards. All the FIP resources will get a refresh over the next few months, but we didn’t want to wait for that to be complete to make them available to you.

How are you using formative instructional practices? Share your work via Twitter using #MyOhioClassroom and #ohFIP.

For more information about FIP: Beyond the Basics, you can contact Allie and me using the information below.

Virginia Ressa
Office for Exceptional Children
(614) 728-6920
virginia.ressa@education.ohio.gov

Allie Sberna
Office of Educator Effectiveness
(614) 369-4071
alison.sberna@education.ohio.gov

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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11/29/2017

ENCORE: Teaching Students to Think for Themselves, Solve Problems and Think Critically

By: Steve Gratz

Editor's note: This blog was originally published on December 21, 2016, 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.

I spent most of my teenage years working on the farm. My experiences there naturally taught me how to solve problems, and we referred to this as “common sense.” We would even use the term to describe our more astute neighbors and friends who used good sense and sound judgment in practical matters.

As I think about my days working on the farm, I realize the agricultural way of life was built on a solid foundation of solving problems. Confronted with a unique problem, I could engineer a solution or temporarily jerry-rig it until I could get back to the shop for a permanent solution. I also remember the time one of my friends made a delivery of construction materials to a client and during the delivery he realized that he forgot a large box of nails. Instead of driving 30-miles back to the company, he simply purchased the large box of nails at a competitor’s store. He used good sense and sound judgment – common sense.

Like many of my friends, I developed my problem-solving skillset through work-based learning experiences throughout high school. In fact, I can’t remember a time during high school where I wasn’t working and serendipitously honing my ability to solve problems in the context of real-world situations.

In my 30+ years of education, I have participated in my fair share of philosophical conversations. Most of these conversations focus on the teaching and learning process, but the conversations often bleed over to a more holistic discussion on education. Some of those conversations focus on how to teach students deeper thinking skills and the ability to solve problems.

One of the most authentic ways to help students develop deeper thinking skills and the ability to solve problems is through work-based learning experiences. Recently, I was meeting with education and business leaders at the North Central Ohio ESC. A local physician shared that one of his recent hires earned her medical assistant credential through her work experience and not through the traditional path of attending medical assistant training program.

Absent of the ability to have work-based learning experiences, educators can help students develop deeper thinking skills and the ability to solve problems by requiring them to solve realistic problems. This can be done easily by using the project-based learning approach promoted by organizations like the Buck Institute. Another example is the Southern Region Education Board’s Advanced Career model. Most project-based learning approaches call for designing and implementing challenging, authentic projects and assignments in the context of realistic problems, ideally with employer and business involvement.

The passage of Every Student Succeeds Act (ESSA) marked a major step toward ensuring all students are prepared to graduate from high school ready for college and careers. For example, districts may support efforts to integrate academic and technical content in the classroom that lends itself to students developing deeper thinking skills and the ability to solve problems. This can be done simply by developing and implementing coordinated instructional strategies that may include project-based learning and experiential learning opportunities for in-demand careers and occupations.

Here’s an example that provides a real-world application using the Pythagorean theorem. The picture below shows the formula for the Pythagorean theorem. In the picture below, side C is always the hypotenuse. Remember that this formula only applies to right triangles.

Picture1.png

Students may be taught the Pythagorean theorem as illustrated, or the lesson could be enriched by making it a real-world application or, better yet, as part of a project-based lesson.

And here is how the theory is applied to roof framing in the construction industry where the Pythagorean theorem is referred to as the 3-4-5 rule.

Picture2.png

This example is overly simple, but it is used to illustrate how connecting academic content standards to real-world applications can make the teaching and learning process more engaging and relevant for students. By helping students solve more real-world problems, students should begin to think more deeply about the standards they are learning.

One of the tenets of project-based learning is that the teacher helps students navigate through the learning process and assists students in solving problems, allowing them to take more responsibility for their learning – effectively teaching them to think for themselves. Teaching students to think more critically and to solve problems is a life skill that is immeasurably valuable to students.

I’m indifferent if it is called common sense, good sense and sound judgment, or the ability to solve problems; it is a life skill that needs to be integrated into all aspects of student’s education. It can even instill a sense of confidence in students, especially as they learn to apply this life skill to other aspects of their life.

Let’s teach students to think for themselves, solve problems and think critically.

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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11/21/2017

Personalized Learning… A Framework for a Team Approach

By: Stephanie Donofe Meeks

472072431-1.jpgWhile thinking about celebrating Thanksgiving, it occurred to me that turkey day is a total team sport, filled with pre-game planning in all areas. Besides all the obvious metaphors of cooking and football, I also thought about the annual Macy’s Thanksgiving Day Parade. Specifically, I thought about the teamwork it takes to manage the hallmark of the parade...the balloons!

Those balloons are managed by teams of handlers, with the average balloon requiring 90 people and a pilot who walks backward the whole way. There also is a balloon captain who signals to the handlers when they need to change hand positions on the ropes. It is a totally coordinated effort for these balloons to fly straight and not escape into the crowd...or other hazards. Planning and training go on all year — no one just shows up and grabs a rope!

How does this metaphor relate to personalized learning? In my last blog, A Year on Pause, I shared my reflections on personalized learning with regard to my recovery from a serious auto accident. One of my major takeaways from my year was how amazing and essential the team approach was to my progress. If the team approach works so well, why don’t we use it more often in education?

To systematically transform schools into true personalized learning environments, a vision and a plan that includes all areas to support education would be a good place to start. One resource to help districts is the Future Ready Framework. Using the Future Ready Framework for visioning and planning is a great way to look at all the different elements that support education in your district. Ohio is supporting this free resource for districts looking for a way to plan and implement personalized learning. This national initiative was designed to have state support and, most importantly, local impact.

When high-quality teaching is infused with the dynamic use of technology, personalized student learning becomes possible. The Future Ready Framework is a road map that districts can use to successfully implement personalized, digital learning. The framework assists districts in planning how to prepare students for success in college, careers and citizenship. Following this road map requires systemic changes. With personalized student learning at its core, the framework helps districts align each of the seven key categories, called Gears, to ensure a successful conversion to digital learning.

Future-Ready-Gear.pngThe seven Gears are:

  • Curriculum, Instruction, and Assessment;
  • Use of Space and Time;
  • Robust Infrastructure;
  • Data and Privacy;
  • Community Partnerships;
  • Personalized Professional Learning; and
  • Budget and Resources.

The outside ring of the framework emphasizes the need for collaborative leadership. It also displays a continuous cycle of district visioning, planning, implementation and assessment. Once a district is prepared in each gear, district leaders can be confident they are ready for a highly successful implementation phase that leads to innovation empowered by digital learning. 

Using this resource starts with a district leadership team doing an assessment to find out where the district stands in each gear. After this initial district assessment, leaders can determine the district’s digital readiness in each gear. Then, they can dive deeper into a gear they may want to develop. Ohio will be kicking off its official training for using the framework at the annual Ohio Educational Technology Conference. There will be sessions for district leaders, individual programs and specific school personnel roles. In addition to the district framework, there are frameworks based on roles to help support the work, including frameworks for district leaders, principals, technology leaders, coaches and librarians. You can find more information here.

If you are ready to use this framework or would like more information, you can start on the Department’s Future Ready site.

In future blogs, I will discuss the individual gears and programs. If you already are using this resource for planning, let me know. I will share your achievements to help other Ohio districts build their success. Use #FutureReadyOH to stay up to date with the Future Ready work around Ohio.

I wish you all a Happy Thanksgiving — no matter how you choose to personalize and celebrate it. Since all my family cannot be together on the official day, we have created our own unique celebration the weekend before in a feast we call Molto Grazie. It does take serious planning and a team effort, but it is always worth it.

Stephanie Donofe Meeks 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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11/16/2017

Curiouser and Curiouser: How Well Are You Using Your Data?

By: Jo Hannah Ward

GettyImages-538174030-1.jpg

“Curiouser and curiouser!” ― Lewis Carroll, Alice in Wonderland

We should all strive to use curiosity and inquiry to propel our work forward. Imagine for a moment that I shared with you the exact piece of information you need to improve something. Imagine I cup this in my hands, I respectfully bow and gently place the knowledge in your hands.

If I were to do this, when you open your hands, you find this note: 

“Everyone thinks of changing the world, but no one thinks of changing himself.”
― Leo Tolstoy

To change ourselves in such a way that we, in turn, improve others, most of us would start with some data. We probably would invest the most time looking at four types of data: achievement or student performance, perception, program and demographic.

However, the question remains — are we using that data well?

Many of you may be familiar with the publication Moving Your Numbers. It follows the journey of five districts from around the country. These districts share their stories of using assessment and accountability data to impact a positive change. What did we learn from these examples? Although the districts instituted different organizational structures, each implemented a set of key practices that were essential. These practices include:

  1. Using data well;
  2. Focusing on goals;
  3. Selecting and implementing shared instructional practices;
  4. Implementing deeply;
  5. Monitoring and providing feedback and support;
  6. Inquiring and learning.

Wooster City School District was one of the five districts showcased in Moving your Numbers. One of the areas of advice from Wooster is to “use relevant data to focus critical conversations about need and progress and make sure that team members from across the district are working with district-wide data, not just data from the schools they represent.”

When I talk about data I mean more than just the “big” data, like the report card. Data use has the greatest impact when building and teacher teams use data to look at student performance and adult instructional practices and when data use is ongoing.

In Move Your Numbers, the conversations that teams had about data moved from just looking at the data to deeper discussions. They began to analyze the quality of adult practices and eventually organized data in a more meaningful manner that supported the district. The district became a learning organization with the ability to continuously grow and improve.

Data helps us ground our strategic processes and plans around a common set of goals. These goals are based on evidence from data rather than a feeling based on a single experience.

The responsibility to use data well applies to the entire education system, including the state, regional support systems, communities, districts and buildings. At the state level, we are thinking about how our individual offices can better share our data and merge our approaches to supporting schools. As a result, the Department is updating several systems and tools. The biggest effort currently underway is the consolidation of a needs assessment tool (the Decision Framework), a district and building planning tool, a budget tool and an implementation tool. This will help districts and buildings accurately track progress as they implement specific plans and strategies.

Additionally, we are intentionally aligning the work of regional support systems. This includes creating shared tools for regional providers and a consistent process to follow. Our consistent process is the Ohio Improvement Process (OIP). The OIP is designed to establish a common, shared leadership system throughout a district and in buildings and teacher-based teams. It involves the use of continuous communication and good decision-making. The OIP supports strategies that improve teacher effectiveness.   

The systems of support that I have been referencing include regional state support teams and educational service centers. Educational service centers provide a combination of services to districts and schools to build skills and empower teachers to use instructional strategies that lead to student growth. This includes systems structure around the OIP process, instructional support and student supports. State support teams provide support to districts and schools to engage in inclusive continuous and sustainable improvement to meet IDEA State Performance Plan performance indicators and the state plan for the Every Student Succeeds Act (ESSA).

Now that you know that change begins by looking at yourself, you want to get started, right? You want access to a self-assessment tool to determine what you already have in place and what you need improve. The Moving Your Numbers District Self-Assessment Guide is the tool you want to use and can be found here. This is an interactive tool, and you must have JavaScript enabled in your Adobe Reader to take full advantage of the interactive PDF.

This guide was developed at the University of Dayton School of Education and Allied Professions Grant Center by Dr. Deborah Telfer, with support from Allison Glasgow. The Moving Your Numbers Advisory Work Group also provided input on the guide.

Improvement work takes effort and changes in adult perceptions, behavior and beliefs. I believe you have the effort and energy to focus on adult change, as we all move forward to continuously improve.

REFERENCES:

“Moving your Numbers”: Telfer, D.M., & Glasgow, A. (2012). District self-assessment guide for moving our numbers: Using assessment and accountability to increase performance for students with disabilities as part of district-wide improvement. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes

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. You can learn more about Jo Hannah by clicking here.

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