Category Archives: Day 1 – October 28, 2013

Hot Topics: Update on Ohio’s New Learning Standards and Next Generation Assessments

Presenter: Sasheen Phillips, Senior Executive Director, Office of Curriculum and Assessment, Ohio Department of Education

Summary: Should districts really begin implementing the New Learning Standards this year? Will PARCCC be ready in the 2014-2015 school year? Are practice tests available? When will Ohio have new graduation requirements? During this session, participants will receive updates on information on assessment development, standards implementation and learn what is being done to provide guidance and support to districts as they prepare to implement a new education system in the 2014-2015 school year.

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Third Grade Reading Guarantee

Presenter: Sasheen Phillips, Senior Executive Director, Office of Curriculum and Assessment, Ohio Department of Education

Summary: Early intervention, teacher qualifications, reading competencies and retention — all elements of the Third Grade Reading Guarantee. During this session, participants will receive an in-depth understanding of the requirements of the Third Grade Reading Guarantee, and receive information and guidance on ways to implement the Third Grade Reading Guarantee that will support reading readiness.

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Using Social Media to Enhance Student Achievement

socialmediapicPresenter: Dwight Carter, Principal, Gahanna-Jefferson Public Schools

Summary:  Educators and administrators are shifting from trying to control or ban the use of social media, to influencing how to effectively embrace it and enhance student achievement. From creating Facebook study groups, to posting band practice videos on YouTube so students can learn from their performances, creative social media use in the classroom can provide opportunity for formative assessment.

Some of the social media tools discussed during the session include:

For More Information: View Presentation

What Do You Mean – “I Have to Teach Reading?”

MartyDanielsPresenter: Dr. Marty Daniels, Instructional Consultant, Kent State University at Stark; Teach Lead Connect LLC; ODE Network Regional Leader ELA

Summary:  New Learning Standards hold great promise to preparing students for reading at the college level. Literacy is a shared responsibility within the school. New standards require precise study of primary sources. This requires close reading in all subjects.

Brief Guide: Creating Questions for Close Reading

  1. Determine what the most important learning to be drawn from the text. This becomes the “raw material” for the culminating assignment and a focus point for other activities.
  2. Identify key ideas and/or concepts of the text. Create questions that are structured to bring the reader to an understanding of these ideas and concepts.
  3. Locate the powerful academic words. Design questions an discussions that help students explore the role of those words through the text. Consider other words that could enhance student understanding.
  4. Examine what standards are addressed in the question you design. Consider what (if any) other standards may be included and form questions to be included in the discussion.
  5. Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering those sections. These sections may have varying patterns of thought, difficult syntax, idea-dense material, or material that offers a variety of possible inferences.
  6. Develop a culminating activity around the learning identified in #1. The task should reflect mastery of one or more standards, involve writing, and be structured for students to do independently.

For More Information:  teachleadconnect@gmail.com

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Formative Assessment: Not Just for Students. It’s a Teacher Thing, too.

FormAssessPresenter:  Mary Ann Falk, English Instructor/Lead Teacher, Vantage Career Center

Summary:  Collecting and sharing real time data soon after classroom walkthroughs can prove a valuable formative assessment tool. Free technology like Google Forms is an ideal process to:

  • Collect and manage data easily
  • Share data immediately with the teacher and offer opportunity for reflective feedback
  • Allow Administration to improve and guide professional development decisions.

Falk demonstrates how to create a Google walkthrough form and explains collecting, assessing and sharing the collected data.

For More Information:  The full presentation can be found here.

Using 21st Century Tools to Foster a Collaborative Implementation of OTES

Presenter: Bob Heitkamp, 4th Grade Teacher, Fort Recovery Schools

Summary: The use of cloud-based software can create new partnerships among staff and ease in the implementation the Ohio Teacher Evaluation System. The Fort Recovery School District’s cloud-based software, called Forte, aided in the transition, simplified procedures and created reminders to meet the necessary deadlines in its first year of OTES.  Session presenter Bob Heitkamp is a 4th grade teacher in the Fort Recovery Schools and a member of the district’s evaluation committee.  He is also a credentialed evaluator for the Ohio Teacher Evaluation System.

Various customizable settings allowed the district to personalize the software based on their adopted model. For example they customized what comprised their walkthroughs. Further, a teacher can see learning goals and how their students are engaged.  Pre-conferences questions allow everyone to start from the same page.  These can be changed between specific teachers and administrators.

Benefits of the cloud-based teacher evaluation software:

  • Customizable to any device
  • Designed specifically for Ohio’s Teacher Evaluation System
  • Incorporates all teacher performance components
  • Integrates teachers as part of the process
  • Provides scheduling software to remind evaluators of deadlines and upcoming evaluations

Observation Cycle

  • Walkthrough
  • Preconference
  • Observation
  • Post conference
  • Rating

Observation Tool

  • Collects coded and timed evidence
  • Adds emphasis for further filtration

The district found that their biggest challenge was incorporating the Student Learning Objectives into the Ohio Teacher Evaluation System.