Greater Cleveland Educational Development Center - Professional Development ResourcesSpring 2011

What’s Inside1. Director’s Message

2. Hammer Project

2. Theory Into Practice• New Philadelphia HQPD• Olmsted Falls FAST• May 17 Showcase &

Workshop

4. 21st Century Skills

5. International Visitors

5. Developing Global Citizens

6. DRE Elects Dr. Snodgrass President

6. Stocker Grant Awarded to GCEDC

7. Race to the Top

8. 2012 Programs

Reflection on the Past and FutureDennis J. Kowalski, Ed.D.Director

As we conclude our school year, I want to extend our gratitude to the many staff members who participated in our professional development activities this school year. We were fortunate to serve over 4500 area educators in workshop participation and in district professional development activity. I commend the zealous efforts of our participants and their districts’ support.

We profess and promote that financial support for engaged and imbedded professional development is an investment not an expense. In the 2010 Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward Public Schools… “parents felt more strongly that having teachers spend more time learning new ways to teach, rather

than having student spend more time in school with their teachers, would improve learning.” (Kappan, April, 2011) This gives us additional support for our convictions.

As we look at the 2011-12 school year, we will maintain and enrich your membership opportunities.

We will build our programming based on your input and respond to your individual needs. This newsletter outlines new opportunities in professional development to support the classroom integration of information and communication, robotics, student engagement, project-based math enrichments, and “deep learning” for 21st Century Teachers and Students.

save the date...Dr. Michael SchMoker

FOCUS: First Things Firstfor the 21st Century

Tuesday, August 9, 2011

FOCUS: Elevating the Essentials to Radically

Improve Student Learning (Schmoker)

Audrey Wiggins, Editor/Designer

GREATER CLEVELAND EDUCATIONAL DEVELOPMENT CENTER 2

IF I Had A Hammer ProjectIf I Had A Hammer is a unique, exciting way of exposing children to the wonderful world of applied mathematics. If I Had A Hammer brings out a child’s creativity while introducing them to an entirely new way of looking at math.

At present, more than 400,000 students in more than 100 cities across the United States, Canada, and Puerto Rico have experienced If I Had A Hammer. Student participants have shown significant grow in math performance.

The program focuses on skill development and application of fractions and measurement and typically is suited to the fifth grade math curriculum. The basic program is a set of seventeen lessons that feature a “hands on” approach. Students use the “Big Inch” to reinforce and apply their math skills. The culminating event is a “House Build” where the students come to a location (CSU) and build a house.

The GCEDC will initiate and implement this program next Fall. Districts/buildings participate with an investment in teacher training, curriculum and materials. For more information see web site www.ifihadahammer.com or contact Dr. Dennis Kowalski: 216 523-7106 or d.j.kowalski@csuohio.edu

Theory Into PracticeKudos to the New Philadelphia and the Olmsted Falls School DistrictsWe would like to celebrate the “cutting edge” efforts of two of our member districts for their ongoing efforts and their truly embedding and sustaining highly qualified professional development. Let us congratulate their focused efforts and use their work as a model for our efforts.

New Philadelphia StoryThe GCEDC was fortunate to work with and for the New Philadelphia Schools Gr. 6-12 staff over a five month period. This interface was initiated and facilitated by Debra Kennedy, Assistant Superintendent. Professional development content and delivery are a function of a 20+ member leadership team in the district. In the fall, 2010 this district team was jointly determined to focus on the integration and application of the “Classroom Strategies That Work” (Robert Marzano). In October an all staff convocation focused on Marzano’s work. A staff survey was conducted to personalize the applications to the needs of the New Philadelphia staff and students. The survey resulted in areas that were aligned to Marzano’s work and other research based practices. The areas that surfaced were:

• Student Attention and Focus• Student Motivation• Critical Thinking• Student Responsibility• Home and Parent support

Subject area workshops – released time – were rescheduled in November with

a follow-up date in January so that each core teacher in GR 6-12 participated in two half day sessions. The agendas focused on building specific applications for teachers to use research based practices to enrich student learning and respond to the areas that were identified in the teacher surveys. Teachers were able to network with colleagues as a district, building and department. The vertical articulation was a new and effective method for the espirit de corps. Each teacher completed two application exercises which outlined specific strategies that they would use in implementing a future unit of coverage. They were charged with using these applications in the next six weeks and be prepared to share and appraise their work at the follow-up session in January. The November session focused on strategies to improve focus, attention and retention. At the January session, the agenda covered motivation, climate and parent interaction. Similar to the November session teachers were asked to identify specific strategies to apply to improve student motivation, their classroom climate and improve interactions with parents.

Teachers were asked to commit (sign an endorsement) to use their new or enriched learning in their practice. Teacher work (their applications) was collated and the district has a collection of 177 applications.

Way to Go New Philadelphia! As the facilitator of this professional development my passion for teaching and learning was reinforced by the New Philadelphia’s staff of “life long learners”…djk

www.csuohio.edu/cehs/gcedc 3

Olmsted Falls FAST ParticipationSubmitted byDr. Jim Lloyd, Assistant SuperintendentOlmsted Falls Schools

The Beginning

Two principals and I (one from our 1-3 building and the other from our 4-5 building) took part in three day seminar in Oregon that was put on by Rick Stiggins and Judy Arter. We learned a great deal and planned our professional development vision when we were there. Through the Ohio Improvement Process, we identified formative assessment as our primary foci and began building capacity internally in multiple ways. Our intermediate school principal incorporated the concept of Learning Teams at his building and used Classroom Assessment for Student Learning the first year and the Seven Strategies of Formative Assessment in year two. Shortly thereafter, GCEDC (Dr. Donna Snodgrass) created the Formative Assessment Support Team (FAST) cohort model.

The Middle

We saw FAST as an opportunity to build capacity across the district in a more prolific manner. Our belief was that we needed some early implementers and adopters who really used the Assessment for Learning concepts to impact their teaching and student learning. They would have success stories to share with their colleagues and we believed that this would help us gain momentum. This started with increasing the capacity of our academic coaches and a few others. To date we have 55 staff members who have graduated or will graduate from CSU at GCEDC’s FAST. Our teacher’s successes and student response to this method of teaching gave us the

credibility to do what seemed to be the next logical step—create a local cohort.

Our two Academic Coaches met with me and we created a local cohort. I can’t say enough about Mary Mariotti (grades K-3) and Lisa Williams (grades 4-8). While we had done quite a bit of work by including the idea of Balanced Assessment in our overall professional development, having two classroom teachers serve as a the primary deliverers of our professional development added considerable credibility to what we were trying to do and Dr. Snodgrass’ FAST training served as the foundation for our local professional development.

Bringing Theory to Practice

At the conclusion of this school year we will have had conducted 13 cohorts of FAST at the GCEDC and two local cohorts of FAST training and will have a total of 133 staff members completing FAST. In our educational world of “many things to do” and “people who want our money,” we saw our focus on formative assessment as a way in which to connect our professional development stars into a recognizable constellation. Our focus on formative assessment quickly led us into establishing a common instructional language as high quality formative assessment is indistinguishable from high quality instruction. FAST is a way in which to remain focused and disciplined.

Continuing the Work

Formative Assessment for Students and Teachers has improved the quality of our instruction and it continues to lay a foundation for higher levels of student learning for all students in Olmsted Falls. We have embedded these concepts into the planning of our

Save the Date: May 17, 2011Moving from Theory to Practice: Formative Assessment in Action

Join Jan Chappuis, author of the popular Seven Strategies for Assessment for Learning book, as she shares how hundreds of teachers from across the nation and around the world are making formative assessments come alive in classrooms.

Visit numerous Showcase Booths staffed by area educators who are eager to exchange effective hands-on strategies, techniques and materials that:

• Help teachers gather evidence of learning in real time to adjust instruction.

• Transform standards into student-friendly learning targets

• Provide students with descriptive feedback that keeps learning moving forward.

• Help students be active participants in their own learning by setting personal goals, self-assessing and self-regulating their learning.

Attend teacher lead sessions that explain the “why’s” and “how’s” of student-centered formative assessment. Take the opportunity to share your own effective formative assessment strategies with other like minded educators at teacher roundtables.

instructional units across the district through the creation of a Unit Planning Framework and have posted these on line for all to see (Pre-K through 12). We are capturing implementation on video and sharing it within and outside of the district. We have considerable momentum. As the common core and the new standards are phased in, we firmly believe we have an established and agreed upon pedagogy and common instructional language. Our next step is to simply lay the revised standards on top and begin to build curriculum coherence with the revised standards.

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Twenty-four area teachers participated in a project funded by the Martha Holden Jennings Foundation. They were given training in the 21st century skill movement and built lesson plans with their students. Those lesson plans have been posted on our web site. See list. There are great resources for you.

Access online at www.csuohio.edu/cehs/gcedc

Project Based Lessons Promoting 21st Century Readiness

English/Language Arts

• Julius Caesar Act III Project• Poetry Project• Preparing for Good Credit Project• The Catcher in the Rye Online Discussion Board

Project• The Scarlet Letter Project

Mathematics

• Calculus Goblet Project• Geometry Calendar Project• Geometry Package Redesign Project

o Attachment 1—Original Product Worksheet o Attachment 2—New Product Worksheet o Attachment 3—Logo Design o Attachment 4—Rubric

• Periscope Project o Attachment 1—Periscope Specifications

Science

• Algae Project• Cell to Cell Project• Golf Club Project• Science and Math in the Workplace Project• Social Agency Marketing Plan Project

Social Studies

• 19th and 20th Century Imperialism Project• Campaign Commercial Project• Decline of Rome Project• Flood Crisis Plan Problem Solving Project• Historical Perspective and Bias Project• Historical Persuasive Essay—Modern World

Conflicts Project• Landmark Cases—Mock Trial Project• Political Influence of Mass Media Project• The Enlightenment and Its Relevance to Modern

American Politics Project• The Great Depression and the New Deal Project

21st Century Skills – Project Based Lesson Plans

www.csuohio.edu/cehs/gcedc 5

Developing Global Citizens for Northeastern Ohio’s Future Project The GCEDC participated in a “think tank” group which focused on increasing our sense of “international mindedness.” This Martha Holden Jennings initiative generated a network of school districts, local colleges and universities, and community leaders to focus on increased global understandings. Participants were asked to come as teams to four one-half day meetings spread out over a 12 month period. Network included:

School Districts:AuroraBereaCrestwoodCuyahoga County ESCEuclidHudsonLake County ESCOberlinPainesvilleShaker HeightsWestlake

Colleges/UniversitiesBaldwin-WallaceCleveland State UniversityGreater Cleveland Educational Development CenterHiram CollegeKent State University

CommunityCity of BereaCity of HudsonCleveland Clinic FoundationCouncil of World AffairsEuclid Chamber of CommerceMartha Holden Jennings FoundationWestlake Board of Education

After a very fruitful year the group will continue recruiting additional participants to broaden our focus on being “international.”

International Visitors Check Out the Greater Cleveland Educational Development Center

The Cleveland Council on World Affairs – Cleveland Office hosted the International Visitor Leadership Program in January. A contingent of

foreign educational leaders visited the USA for a three week period. The GCEDC was asked to share its role in facilitating professional development for teachers and administrators with the visitors. They spent the afternoon at the GCEDC. They were given an overview of the work at our Center, information about teacher preparation, and current trends in professional development. A spirited discussion ensued. Our guests responded with very positive feedback and a commitment to keep “in touch.” One of their major concerns was “how to maintain teacher motivation in tough times.” Sounds like our world continues to get smaller!

The visitors included individuals from schools, universities, and ministries of education from China, Thailand, Cambodia, Singapore, Vietnam, Philippines and Fiji Island.

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DRE Elects Dr. Snodgrass as the 2012 President

The 2012 president of the Directors of Research and Evaluation is Donna Snodgrass, Ph.D. of the Greater Cleveland

Educational Development Center at Cleveland State University.

The Directors of Research and Evaluation (DRE) is a national association for professionals from the United States and Canada who are responsible for designing research and evaluation programs in education. Members of DRE are predominantly from large and mid-size school districts, universities, government agencies, national research consortiums, and nonprofit research organizations.

The 2011 meeting of DRE took place in April in New Orleans concurrently with the American Educational Research Association’s 2011 meeting.

Highlights of the DRE meeting include:

• A panel presentation on how the role of the research directors has changed in light of restricted budgets and increased assessment demands. Panelists were research directors from Mesa, AZ; Wake County, NC; and Evanston, IL.

• Two senior research associates from CTB/McGraw-Hill (Monterey, CA) discussed the challenges related

developing a formative/summative assessment system that aligns to the common core of academic content standards.

• Dr. John Q. Easton, Director of the US Department of Education’s - Institute of Education Science (IES) from Washington, D.C. reviewed current IES evaluation projects, research opportunities through IES, and research and evaluation issues related to the Race to the Top.

Donna’s primary goal this year is to help develop a mechanism by which DRE members can share their expertise (in manageable bits) with educators from around the country who have been assigned building and district responsibility for research, evaluation, and testing; but who have not had adequate training in these complex areas.

Stocker Grant Award to GCEDCDr. Marlene Gombach

Thanks to the generosity of the Stocker Foundation in Lorain, we will be administering a special summer

reading program for six CMSD elementary schools. Before leaving for the summer, all students in Pre-K through the third grade at Marion-Sterling, Stokes Academy, Mary Bethune, Joseph Gallagher, Luis Munoz Marin and Patrick Henry schools will receive a backpack filled with 4 books and activities. Special events at local branches of the Cleveland Public Library will encourage children to read even more books by their favorite authors. In the fall, children who have read their books and attended library sessions from the summer will receive a trophy and two more books.

Research has shown that reading any books over the summer can help children maintain their reading ability, even when they are not in a structured reading program. This grant-funded project hopes to give children in Cleveland neighborhoods a way to avoid the “summer slump” and to return to school in the fall ready to read and learn. “Research has

shown that reading any books over the summer can help children maintain their reading ability...”

STEMProgram Resource

Become a NaSa Explorer Schools Educator

Get 4-12 Support in STEM AreasGreat ResourcesGreat SupportNo Cost

To register log onto:http://explorerschools.nasa.gov

www.csuohio.edu/cehs/gcedc 7

Let Us Be Your “Pit Crew” in Your “Race to the Top!”

The GCEDC will support your efforts and substantiate your work to verify the “Assurance Areas.”

Assurance Area A: Transformation Team and Transparent Communication

a. As a membership benefit we (GCEDC/CSU staff member) would be happy to serve on your transformation team.

Assurance Area B: Standards and Assessment

a. Our FAST program – Formative Assessment Support Team workshop is ideal to put formative assessment into practice. Over 300 area educators have participated and raved about how F.AST has grown their skills and supported increased rigor in student thinking and performance.

Assurance Area C: Using Data to Improve Instruction

a. Our FAST workshop uses data to inform instruction. Teachers review test item construction so that the test results provide clear descriptive feedback. Our new “Formative Assessment Audit” gives accurate and relevant data for instructional decision-making.

Assurance Area D: Great Teachers and Leaders

a. The GCEDC can tailor teacher leadership initiative in your district focusing on ……• Building and implementing professional learning communities• Transformational leadership practices• Building professional development activity based on ODE standards

Assurance Area E: Turning Around the Lowest Achieving Schools

a. Our “Understanding and Engaging the Impoverished Learner” workshop can enlighten and energize your staff. The more a teacher understands her/his student the greater the potential for student success. Workshop rating = 3.9/4 (200+ participants)

b. Let us help with your Family and Civic Engagement Activity. Our Early Childhood

Network has been a great resource.

Contact Dennis Kowalski for additional information and/or to discuss how we can partner to assure your success in reaching your performance targets. 216 523 7106; d.j.kowalski@csuohio.edu

2011–12NetworksAs a membership benefit we invite your active participation in our networks.

Early Childhood Network• Four Meetings• May Event

“Importance of Play”

Assessment for Learning (TBA)

Deep Learning for the 21st Century Students and Teachers• International

Baccalaureate Conference – October 27, 2011

ICT Network – Information and Communication Technology• Users Group - Four

Meetings: September 13; November 13; March 13; May 15

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Board of DirectorsDoug Delong, ChairBerkshire Local Schools

Suzanne Allen Geauga County ESC

Dr. Michael Hanlon Painesville City Schools

Dr. Todd HoadleyOlmsted Falls City Schools

Tanya HolseyCleveland Metropolitan School District

Dr. Joffrey Jones Euclid City Schools

Linda O’NeillBedford City Schools

Jennifer SchwelikWVIZ Ideastream

Dr. Brian Yusko Cleveland State University

StaffDr. Dennis KowalskiDirector

Leigh Archibald

Budget Offi cer

Dr. Marlene GombachResearch Associate

Dr. Donna SnodgrassProgram Manager, Assessment Collaborative

Audrey WigginsAdministrative Assistant

2011-12 GCEDC Spring – Summer Professional Development Offerings

Date(s) Topic Presenter(s)Contact Hours

May 17 Formative Assessment Showcase Jan Chappuis 7

May 24-26 Formative Assessment Support Team (FAST) 11 Donna Snodgrass 60*

June 16 Understanding & Engaging the Impoverished Learner Dennis J. Kowalski/Sandranette Sellers 15*

June 20-24 Formative Assessment Support Team (FAST) 14 Donna Snodgrass 60*

June 28 Understanding & Engaging the Impoverished Learner Dennis J. Kowalski/Sandranette Sellers 15*

August 9 Focus on Improving Student Learning Michael Schmoker 6

August 10 Introduction to Robotics Lego Workshop Lego Staff 6

August 11 Professional Learning Communities Doug Delong 15

August 15-19 Formative Assessment Support Team (FAST) 15 Donna Snodgrass 60*

September 10 Ipad Usage and Applications Abubaker M. Nasara 6

Sept 13-14 MAX Teaching Mark Forget 12*October 27 Internatioal Baccalaureate Seminar Local Practitioners 6

*Graduate Credit Available for Additional Charge

SEE WEB SITE FOR REGISTRATION INFORMATION AND DETAILS

Thank You

We would like to thank our 2010–11 “Educational Partners”. Their support and service facilitates our work in enriching teaching and learning opportunities.