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By: Guest Blogger
April is Autism Awareness Month, and Ohio has a longstanding history of promoting awareness about autism spectrum disorder. Throughout the month, you’ll likely see hundreds of blogs, articles, commercials and social media posts that share information, facts and stories about autism. While sharing this information is important and has significantly contributed to society becoming more aware of autism, we must continue to push ourselves toward a culture of acceptance and inclusivity.
Awareness vs. Acceptance
Acceptance is about taking conscious action and shifting from not only seeing and recognizing that autism exists, but seeking to listen and learn and then adapting our perspectives and behaviors. What does that look like? Understanding and being aware of autism means knowing that autism is a developmental disability that impacts each person differently. This commonly includes a wide variety of unique strengths and challenges in the areas of behavioral, sensory processing, social and emotional regulation. You also may be aware that students with autism may separate themselves from a group of peers or exhibit repetitive behaviors from time to time. But do you know what triggers certain responses from individuals or how to help a student based on his or her needs? Just knowing the facts will not necessarily lead to acceptance or creating inclusive and supportive environments in our schools, communities and relationships.
Acceptance exemplifies the Platinum Rule — treating others the way they want to be treated — which accounts for accommodating the feelings of others and accepting our differences. By moving toward acceptance, we can inspire new ideas that motivate us to continue to ensure students with disabilities can live their best lives for their whole lives. While progress is being made in schools across Ohio and the country, we know there is more to do — more doors that need opened and more perspectives and approaches that need shifted.
What Educators Can Do to Promote Acceptance
1. Share resources with colleagues and families. The Many Faces of Autism is a free, online video designed to dispel common misconceptions through the experiences of people with autism.
2. Gain insights from people with autism. Encourage people or students with autism to share their various perspectives on what is important for them to be part of the community or school. Or, invite the parents of students with autism to speak at a professional learning session with your staff. Many times, hearing varying perspectives firsthand is powerful and eye-opening.
3. Dispel labels. Encourage inclusivity by having staff and students address a person by his or her name, not a label. This is equally important when support teams are talking about a student who isn't in their presence.
4. Continue to listen, learn and share. The more information and knowledge you can learn and intentionally share about autism spectrum disorder, the better.
At OCALI, our mission is to inspire change and promote access to opportunities for people with disabilities. Over the years, we have been committed to working hard to promote and embrace a culture of awareness and acceptance — with our staff and those we serve around Ohio. While we have made significant progress, we have more work to do, and we continue to explore and learn new ways of listening, understanding and modeling.
As educators, parents and family members, we ALL play a role in inspiring the change we wish to see. Throughout the month of April, we encourage you to seek opportunities that promote acceptance in your own schools and communities. Let’s learn, grow and build a culture of acceptance together.
For additional resources, visit the Autism Center and OCALI’s Lending Library. You also can check out the following resources:
This post was developed by the team of experts at OCALI, under the leadership of Executive Director Shawn Henry. OCALI, which is based in Ohio, is a recognized global leader in creating and connecting resources and relationships to ensure people with disabilities have opportunities to live their best lives for their whole lives.
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By: Guest Blogger
Senior year of high school is a unique, awkward transition; you’ve outgrown high school, yet you’re not even close to being ready for the amazing opportunities the future will bring. It is on this threshold that I now stand. The possibilities of the future have become a reality, and my senior year has been more than I could have ever expected. I have worked harder in these past eight months than I ever have before, and it has definitely paid off.
As a student, I have always planned to go to college, but that never stopped me from enrolling in a career-technical program to enrich my educational experience. The two-year graphic design class has become one of my all-time favorites due to its unique structure and non-traditional approach to art education. The time a student spends in high school no longer has to be focused solely on traditional academic pursuits. Today, many traditional high schools, like my own, Canton South, offer career-oriented programs in addition to typical academic courses. During my last year as a high school student, I have found great successes academically, competitively and, most importantly, I have found my future.
In December of 2018, I received my scores from the ACT, SAT and SAT English Subject Test. They were 36, 1600 and 800 respectively — all perfect scores. These results were more than I could have ever hoped to receive, but everything I had worked for. I spent hours each day doing homework from my many Advanced Placement and College Credit Plus classes, only to spend hours more on test prep. I felt as if I could actually be a competitive applicant to Ivy League institutions because of my scores. They even helped me earn a full ride to The Ohio State University. I also applied to Stanford, Princeton, Cornell, Barnard and Columbia. I plan on attending Barnard in the fall to major in English. Since this subject has always been close to my heart, I want to pursue a career in publishing. Although this may not appear to be related to my career-tech program, there is value in courses that teach professional skills.
However hard I have worked to excel in my academic pursuits, I have worked equally hard in my career-tech program. My participation in the graphic design career-technical program led me to a third-place finish in the state Business Professionals of America competition in digital publishing. This earned me a place in the national competition. Although I have chosen to pursue higher education rather than going directly into a career, my career-tech program has become central to my high school experience. Many opportunities I would not otherwise have had, have been available to me through this class. Not only has it made me a more competitive applicant, but graphic design also has taught me many things about the professional world. I have learned to be a better communicator, interviewee and, most importantly, graphic designer.
I stand now at the threshold to the next chapter in my life. As a prospective college student, it was extremely hard to maintain the motivation that built me a competitive application. Without the support I received from my friends, family and teachers, I know I would not be in the position I am today. Throughout my journey in high school, it was hard for me to decide what college, let alone what career, was best for me. It was only at the beginning of my senior year that I actually started researching colleges and working to achieve my goals. Although I was able to achieve my goals, it often felt like there was not enough time to fulfill my expectations. My senior year in high school was, by far, my favorite; from competitions to test scores to college decisions, every experience has helped prepare me for my future. I only wish I had started preparing sooner.
Dinah Ward is a high school senior at Canton South High School. After graduation, she plans to study English at Barnard College so she can pursue a career in publishing.
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By: Guest Blogger
It is hard to believe that January 2019 is already at a close. As we all know, it seems the more “experienced” we become, the faster time moves. Now February is upon us. February is a big deal at the Career and Technology Education Centers of Licking County because February is Career and Technical Education Month. Career and Technical Education Month is a national public awareness initiative created to highlight and celebrate the accomplishments and recognize the value of career-technical education programs across the nation.
Here in Licking County, the Career and Technology Education Centers of Licking County (formerly Licking County Joint Vocational School) have more than 40 years of experience working to meet the needs of students, schools, and business and industry partners to create, educate and maintain a workforce that can meet the needs of the day. From the beginning, we have understood that one of the greatest values in career-technical education is working with business and industry leaders to ensure we understand their workforce needs, and they understand the role career-technical education plays in readying their future workforce.
The way we accomplish this understanding has evolved over the decades. One of the more recent innovations is through the expansion of middle school career-technical education programing. Through our middle school career exploration programs, we are beginning to help students at a younger age think about potential careers and understand the necessary educational pathways that lead to the careers of their choice. Currently, we have seven such programs in middle schools throughout Licking County, with more on the way. Additionally, we have provided professional development resources for the career exploration programs to all our Licking County middle school staff members. This makes Licking County a true leader in this initiative. Adding middle school career studies is one more way we provide career opportunities to Licking County beyond those already available in our high school and adult centers. This latest step is just another move in that evolving journey.
However, with all that career-tech centers and other institutions are doing to fill the skills gap and prepare tomorrow’s workforce, there always are opportunities for continued growth. The good news…there are solutions to these issues. We can do better at preparing our students for what is ahead just by making them and their families aware of all options and pathways. Those available to students still in secondary school and those who have entered the “adult” world who need more training and skills. We just need to open ourselves to an honest discussion, let go of the traditions and education strategies we consider off limits and above reproach and focus on the students and helping them find their true pursuits.
At the end of the day, our diplomas, Advanced Placement credits or acceptance letters to four-year colleges cannot define success. We must define success for today's students by focusing on careers. That is where every pathway leads, anyhow.
Dr. Joyce Malainy is the superintendent of the Career and Technology Education Centers of Licking County. You can contact her at firstname.lastname@example.org.
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By: Guest Blogger
As 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:
- Convenient primary care and preventative medical services are offered to district staff, students and the community.
- There is increased access to health care providers without the need to travel to a larger facility.
- 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.
- Students and families have an increased awareness of available services. Many may not have sought care otherwise.
- Student athletes receive athletic training support in partnership with Ohio University.
- The school’s ability to make direct referrals increases productivity and improves service agency caseloads.
- Barriers such as transportation, accessibility and parental time off work are eliminated.
- 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.
- Support agencies report that partnering with the schools in some situations has helped them improve parental engagement.
- 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.
- 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.
- The district has increased the number of professional counselors on staff.
- An outside agency can complete risk assessments for children who make threats. This allows for an immediate intervention.
- Students receive medical treatment immediately.
- 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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By: Guest Blogger
Most people agree all students deserve high-quality arts education that develops important skills needed to succeed in today’s competitive workforce. A nationwide public opinion poll conducted by Americans for the Arts this year showed that more than 90 percent of adults believed the arts should be taught throughout elementary, middle and high school. The skills developed through arts learning — collaboration and cooperation, problem identifying and problem-solving, decision-making, design thinking, articulation and critique, constructive communication — are the leadership skills identified as key attributes sought by employers around the world in the 21st century.
Since 1989, the Ohio Alliance for Arts Education, Ohio Arts Council and the Ohio Department of Education have worked together to gather data and periodically report on the status of arts education in Ohio’s schools. The logical extension of this work is to deliver the information in real time. These Ohio partner agencies now have engaged New Jersey-based Quadrant Research to help put annually updated arts education information in the hands of those who care about it most — parents, local school boards, teachers, students and other local stakeholders across the state.
The Ohio Arts Education Data Project launched in September 2018, and Ohio is proud to be among the first few states in the nation to provide online arts education data dashboards to the public!
The online dashboards allow the user to review school, district, county and statewide levels of arts education data. Interactive, color-coded dashboard displays show arts access and enrollment data as reported annually via the state’s Education Management Information System (EMIS) by 3,377 traditional public and community schools. Data for future school years will be added annually, allowing the project to show the status of arts education over time. Demographic data is from the National Center for Education Statistics.
The data for the 2016-2017 school year show:*
- Most students (98.3 percent) have access to some form of arts instruction, while 93 percent of students have access to both music and visual art.
- Eighty-four percent of all students participated in arts education courses. This represents more than 1,413,734 students.
- Participation in music (82 percent) and visual art (78 percent) were by far highest among the four artistic disciplines, which also include theatre and dance. Music and visual art are more widely available in Ohio schools. Out of the total student population, 1 percent participated in theater and fewer than 0.5 percent in dance.
- In 2017, there were 28,258 students, or 1.7 percent, who did not have access to any arts instruction. There were 117,750 students who did not have access to both music and art. However, between 2016 and 2017, there has been a 35 percent improvement (reduction) in the number students without access to any arts instruction.
- Student participation varies greatly between traditional public schools and community schools. In traditional public schools, 86 percent of students are enrolled in the arts as compared to 60 percent for community schools.
- The overall student-to-arts-teacher ratio in Ohio schools is 217 to 1. For visual art, the ratio is 412:1; for dance it is 762:1; for music it is 427:1; and for theater it is 933:1.
- Note that the data does not include any representation of arts instruction provided by non-school entities nor does it include extracurricular arts-based activities taking place in schools.
The project partners look forward to working with stakeholders throughout the state over time, using Ohio’s arts education data, to celebrate successes, identify areas of need, and facilitate sound research on the contributions of arts learning to overall student achievement and school success.
See Ohio Arts Education Data Project at: https://oaae.net/ohio-arts-education-data-project-introduction/
* Summary data and graphics above from:
Morrison, R., 2018. Arts Education Data Project Ohio Executive Summary Report (draft at time of submission)
Tim Katz joined the staff of the Ohio Alliance for Arts Education (OAAE) in 2012 and has been the executive director since 2014. Before that, he served for 15 years as the education director of the Greater Columbus Arts Council.
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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.
I 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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By: Guest Blogger
Editor's Note: September is Attendance Awareness Month. A few weeks ago, staff blogger Brittany Miracle shared tips for districts to improve attendance in their schools. This week, we hear from a career center that recognized the importance of student attendance and created a program to improve attendance.
Twenty-one days — the amount of time research shows a person needs to establish a new habit. That’s the foundation of a strategy to improve student attendance at Scarlet Oaks Career Campus in Cincinnati.
Scarlet Oaks launched Play 21 in 2017 to help students be more accountable for attending school consistently. The concept is simple; students sign a chart in their first and second period classes and when they’ve reached 21 consecutive days of attendance, they can enter a drawing for prizes. Posters around campus serve as reminders of the program.
At the end of the quarter, prizes are awarded to 21 students whose names are drawn. The prizes are relatively small: $10 gift cards, special parking privileges or early release to lunch, for instance. Recognition, though, is a real motivator. The school posts the winners’ names on video monitors throughout the campus.
Through Play 21:
- Students can see their progress each day and know when they’re reaching the 21-day goal;
- Students who falter—who miss a day during that period—can start over and still succeed during any given academic quarter;
- Students who win prizes get public recognition for their success;
- Students develop new habits.
“We’re trying to change the culture from punitive to positive,” said English instructor Stephen Tracy. That is, instead of focusing on punishing those who miss school, the Scarlet Oaks staff celebrates those who attend regularly.
The Scarlet Oaks Attendance Committee, comprised of a group of instructors (both academic and career technical), administrators, a counselor, a custodian and a cybrarian (librarian), wanted to eliminate the mindset that schools take for granted that students will attend. “Some of our students have barriers they have to overcome just to get to school in the morning,” said Roger Osborne, an exercise science instructor.
Osborne said Play 21 helps to provide an incentive for students to give extra effort. One student, for instance, missed the school bus but paid for an Uber ride to get to school on time.
And though Play 21 resulted in 10 students having perfect attendance in 2017-2018, that’s not necessarily the only goal. “We’re recognizing good, improved AND perfect attendance to school,” said Assistant Dean Ramona Beck.
Play 21 takes a holistic approach to attendance, combining student responsibility, teacher encouragement and administrative support. “The sign-in sheet is a daily check for both the teacher and student,” Beck said.
The hope is that, in just 21 days, students are developing good habits for a lifetime.
“They’ll be going to work when they leave us,” said Osborne. “We’ve got to get them ready. This aligns with our mission of preparing students for real life.”
Jon Weidlich is director of Community Relations at Great Oaks Career Campuses in Southwest Ohio. He has worked with and written about students of all ages, as well as schools, parents and communities for more than 25 years. Contact him at email@example.com.
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By: Guest Blogger
When I was a classroom teacher, I was always looking for ways to catch and keep the attention of my students. High school social studies combines a subject that most students find “old” with the battle to be interesting to teenagers who have unending entertainment at their fingertips.
My goal was to bring to life a subject I felt was important in developing well-rounded students, with hopes they would become benevolent global citizens. But, that wasn’t always easy. With a background of history and theatre in my blood, I did all I could to make my classroom come alive — multimedia, games, activities, music, drama, even dressing up like historical figures — and while I was successful more often than not, the experience was sometimes nothing short of a Herculean challenge.
No longer in the classroom, I have the advantage of reflecting on what I could have done differently to liven up the high school history class. If I had known then what I know now about the capability to bring live, interactive experiences into my classroom, I may have spared myself the experience of dressing up like Napoleon Bonaparte (he’s not that short – we’re about the same height).
In Ohio, we are fortunate to have OARnet’s dedicated and robust digital backbone to connect to almost every student, classroom and educator. Every day, students and classrooms are connecting through live, interactive video with content, classes and educators from all walks of life and in every corner of the globe. State Superintendent Paolo DeMaria has told us he “believes in the power of video,” and we can bring that power to all Ohio classrooms and students.
Students in the Buckeye state can take College Credit Plus courses in their schools with teachers and professors from anywhere in Ohio. Classrooms can visit the Underground Railroad with the Ohio History Connection or experiment with kitchen chemistry alongside the team at COSI. Students looking to learn more about careers or earning the OhioMeansJobs-Readiness Seal can talk live with professionals in career fields across the spectrum. If a school wants to offer Mandarin Chinese or American Sign Language, it can give students the opportunity through live classes from a distance.
Hindsight has enlightened me to the fact that while I was doing everything I could to ignite the fire of excitement for learning in my students, I could have been working smarter to open a whole new world to my students through live, interactive education. The goal of education is to show students what the world has to offer and prepare them for success in that world. With the state of Ohio’s live, interactive capabilities, that can be done with the click of a mouse.
At the Broadcast Educational Media Commission, we can get you connected. Get in touch with us at any time at firstname.lastname@example.org or call us at 877-VIDEO-40 (877-843-3640). You also can learn more at our website, broadcast.ohio.gov, and learn more about distance learning options through the OhioDLA at ohiodla.org.
Jarrod Weiss is the chief of Operations at the Ohio Broadcast Educational Media Commission and a former high school social studies teacher in rural Southwest Ohio. You can follow him on Twitter @GreatWeissOne.
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By: Guest Blogger
Suppose you wanted to take an in-water kayak lesson, learn to fish, plant a garden and taste the fruits of your labor, milk a cow, watch a horse show, discover fine arts and attend several music concerts. This sounds like an overflowing summer calendar. Now, imagine accomplishing all of this in a single day—it’s possible at the Ohio State Fair!
As mid-July approaches, families are trying to fit as many summer activities as possible into their remaining days of summer vacation. The Ohio State Fair (July 25-Aug. 5) is the perfect place to experience a variety of summer adventures and include some STEAM (science, technology, engineering, arts and math) learning for the new school year ahead.
With hundreds of exhibits and one of the largest junior fair shows in the nation, the 2018 Ohio State Fair has something for everyone.
The Ohio Farm Bureau Land & Living Exhibit is packed with agricultural activities for the whole family. Young children will enjoy driving pedal farm tractors, planting corn in a tractor simulator, harvesting wheat in a combine simulator or shopping in an interactive grocery store.
Visit the hands-on, interactive Ag is Cool education stations to learn how agriculture impacts your daily life. Milk a cow, learn the difference between hay and straw and see baby animals with their mothers. As a bonus, Ag is Cool allows exiting fourth grade students (2017-2018 academic year) and one chaperone to attend the Fair for free any one day by presenting a valid report card or homeschool form at the entrance gates.
Local Matters’ hands-on food and growing sessions empower kids of all ages to learn how to grow healthy foods, what healthy foods provide the most benefits, and how the healthful choice can also be the delicious choice! Whether you're getting hands dirty planting seeds or helping to prepare a delicious and healthy snack, you will learn that healthy eating is tons of fun. Stop by and taste different whole foods that keep your minds and bodies strong and full of energy – perfect to fuel your fun at the Fair all day long.
Enjoy free fishing for kids, kayaking, archery, a butterfly house, a watercraft simulator and so much more in the eight-acre Natural Resources Park. Kids can get up close and personal with native Ohio wildlife, dip their hands into the Scenic Rivers touch pool with crayfish and small stream fish, walk through the world’s largest geological map showing all of Ohio’s 88 counties, and explore a tall grass prairie with plants native to Ohio.
The Lausche Youth Center is the hub for all things science, technology, engineering, arts and math. Kids can unlock their invention powers at the Invention League booth, see robots in action with Technology Education, conduct experiments with liquid nitrogen and “the spinning barf wheel of science” at “Phun with Physics.” There is always a new hands-on experiment for you to try!
Inspiring art is everywhere at the Ohio State Fair. Enjoy art from Ohio’s best student artists in grades 1 through 12, as well as the Fine Arts Exhibition featuring amateur and professional Ohio artists. The Cox Fine Arts Center is a relaxing environment to soak in the arts or visit exhibits throughout the Fair featuring arts and crafts.
Music lovers will enjoy special performances around every corner! Listen to the talented students in the All-Ohio State Fair Band and All-Ohio State Fair Youth Choir. Attendees will want to pause and hear one of the many strolling performers or free concerts, or indulge in a big-name national music concert. Whatever your taste in music, you will find it at the Fair.
Make the most of your time this summer and visit the Ohio State Fair during its 12-day run July 25-Aug. 5. With a 165-year history of family fun, education and entertainment the Fair is a great place to build memories to last a lifetime.
Admission to the Fair is only $6 with advance purchase through Ticketmaster.com or in Kroger stores. For more information visit ohiostatefair.com or call 1-888-OHO-EXPO, or 1-614-644-FAIR.
Eileen Corson is a member of the Ohio Expo Center and State Fair communications team and mom to three busy kids ages 7, 13 and 15. She enjoys sneaking fun learning into summer and promoting all the great family adventures you will find here in Ohio.
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By: Guest Blogger
Throughout my entire life, my mom always pushed me to be a leader and not a follower, so I always hold myself to that standard. I believe that helped me get to where I am today. Today, I am very proud to serve as the president of Educators Rising Ohio. Educators Rising Ohio is a career-tech student organization that includes more than 1,000 students who wish to pursue careers in the education field. On a national level, Educators Rising includes more than 30,000 members. Career-tech student organizations such as Educators Rising Ohio have helped me and students throughout the state and country. I also am currently the captain of my football and wrestling teams, and I strive to push others in a positive direction. As president of Educator Rising Ohio, I look forward to further developing my abilities as a leader.
I would not be pursuing this field if it were not for Mr. Richard Wakefield. He is our lead instructor for the Heights Career Tech Prep Consortium Teacher Academy at Maple Heights High School, as well as our Educators Rising Ohio teacher leader. I took his career search class as a freshman, and I saw something in him. He is fiery and not afraid to challenge a student to do better. Where many teachers would throw in the towel, Mr. Wakefield keeps on pushing. He never stops. Mr. Wakefield saw something in me as well. He could see that I try to lead others. He could see that I am motivated by my struggles. When he asked me to join the Teacher Academy, he told me there is no better way for a man to give back to society than to become a teacher. He also told me that I could have even more influence because I am black, and there are very few black male teachers.
I have always loved sports and helping others. Mr. Wakefield has helped me realize that teaching and coaching would be a good career to enter after my football-playing days are over. I can see myself being a great teacher in the classroom and a great coach on the sideline. I can see myself using my talents and passions to change lives.
For now, as president, one of my first goals is to bring Educators Rising Ohio to more students. We are a student-led organization that not only teaches students how to become great teachers but prepares them for life as well. Educators Rising Ohio stretches students’ opportunities in life tremendously. We expose students to colleges and a multitude of careers and help each individual develop professionalism and character. By learning and applying these things in everyday life, success in life seems more attainable. From the beginning, children are always told to set goals and then take the necessary steps to achieve those goals. Educators Rising Ohio emphasizes that state of mind and immerses one in the field to get hands-on practice. Educators Rising Ohio prepares students for teaching and life. The organization also helps students develop relationships with people they would never meet otherwise.
Anyone who would like to join Educators Rising Ohio should visit this website. It is a great way to start your journey to becoming a teacher.
Antoine Holloway II is the current president of Educators Rising Ohio. He will be a high school senior in the fall. To learn more about Educators Rising, contact Angela Dicke.
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Last Modified: 5/17/2019 3:20:37 PM