Ohio Collaborative for Educating Remotely and Transforming Schools
Blanchester Local Schools 951 Cherry Street Blanchester Mr. Dean Lynch 937-783-3523
Mrs. Jen Molitor Principal 957 Cherry Street Blanchester, Ohio 45107 USA 937-783-2040 513-226-5895 [email protected]
County located 14 Clinton Counties served 8 Brown 13 Clermont 14 Clinton 83 Warren Project title Mastery Learning for Student Equity Amount requested $125,000.00 Total project budget $125,000.00 Demographics Number of students served 2181 % Minority 4% % Free/reduced lunch 46% % Medically fragile 1% % Limited English proficient 0% % Transient 5% % Incarcerated 0% % Homeless, foster 3% care, in residential treatment Number of staff served 146 Subject Area(s) Language Arts Math Science Social Studies Technology Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1) COVID has caused disruptions to student learning during 2019-20 school year (SY) and continued during 2020-21 SY. The full impact is and will not likely be fully realized for quite awhile. Both districts have increased need to improve teachers’ capacity to be responsive to individualized students’ learning and engagement needs, regardless of delivery method (i.e., in-person, blended or remote). Both districts have had to switch between in-person instruction and remote learning, and often with a day’s notice. Keeping up with planning and pacing of both types of instruction has posed challenges for students/families and teachers. Teachers have asked for more guidance, resources, and support to reach their students better.
2) This project will enable BLSD to deepen existing teacher capacity/expand best practices to neighboring CMLSD teachers, through PD and support on The Grid Method, a proven mastery learning focused framework that has demonstrated early results with students/teachers in BLSD. PD topics will include, designing and developing tiered mastery grids, aligned with state standards, that empower them to more deeply scaffold self-paced and personalized student learning experiences that are successful no matter learning environment or platform. Targeted coaching will support teachers on how to manage, deploy and address student learning inequities in various settings and delivery modalities, with focus on empowering students to demonstrate mastery of learning. Support, coaching and classroom observation (virtual/in-person) will facilitate deeper deployment of framework with a focus on serving learning needs of all students.
3) BLSD and CMLSD will partner to increase student-centered successes by expanding/deepening PD and support for more teachers in both districts, focusing on reducing inequities or gaps in teaching and learning widened as a result of COVID. In doing so, participating teachers will be fully trained to implement The Grid Method during Spring 2021, with an anticipated increase in student engagement and learning growth while simultaneously enhancing and deepening student/teacher relationships via increased student-centered interactions. This will have a secondary, yet equally important, improvement on social-emotional learning (SEL) and trauma-informed outcomes for students.
4) Through expanded deployment of The Grid Method among teachers, the hope is to increase teachers’ capacity to reduce learning inequities through consistent and systematic implementation of cohesive instruction that is inclusive of best practices while providing more opportunities for support, intervention and differentiation.
5) BLSD and CMLSD request funding to expand effective and proven The Grid Method PD, to equip teachers to further respond to personalized student learning needs. Leveraging grant, both districts will contract for targeted PD and utilize support to address immediate needs and student learning Inequities during 2020-21 SY. Statement of need COVID has undoubtedly impacted the educational landscape across Ohio and the country, and demonstrated that there are inequities in student learning opportunities and experiences as well as varying teacher capacity to increase student learning in spite of pandemic. A common issue among BLSD and CMLSD teachers that has continued to diminish teachers’ effectiveness, is the need for resources, training and support to increase competency related to establishing and maintaining student engagement as well as student ownership and voice in their own learning, no matter the learning environment or delivery methodology.
Gaps in student needs and teacher capacity are evidenced by the results from staff surveys, which show that 52.1% of teachers do not feel confident or somewhat confident strategically planning for asynchronous learning and 48% stated they “know exactly how to assess for mastery learning in a remote learning situation”. Juxtaposition these survey results with student/parent results that demonstrate only 6.9% responded that “clear understanding of grading” and 7.3% “quality of learning” were the most productive parts of remote learning (from Spring 2020). However, 70.3% responded that “ability to work at own pace and schedule,” was the most productive part of remote learning. Likewise, beyond missing classmates, teachers and school activities, 35.8% indicated that “each class is setup differently” and 31.9% stated “unclear expectations,” were the biggest challenges to remote learning.
The pandemic has reduced educators’ capacity to facilitate equitable learning experiences that empower students to demonstrate and apply their learning in a collaborative, rigorous and meaningful manner. COVID and districts’ implementation of blended and/or remote learning plans has exacerbated the immediate need for building-level support and cohesive training focused on increasing capacity to provide equitable learning experiences for all students, no matter the learning environment. In addition, teachers remain limited in their capacity to effectively increase student engagement and equitably improve student mastery and ownership of learning.
Teachers have expressed that student engagement has been reduced during COVID, but is reflective of overall teacher capacity to adapt and provide equitable learning opportunities for students and adapt to the instructional delivery methods. Prior to COVID, some classroom teachers were delivering instruction enhanced by technology in-person, rather than fully integrating technology as a strategy to get and maintain student engagement. This, coupled with increased teacher stress and student social- emotional learning (SEL) barriers, has demonstratively impacted teacher efficacy with regard to equitably growing student learning outcomes. Districts were all forced to implement remote learning in Spring 2020, as a result of COVID and have started and switched multiple times from in-person and blended learning since the beginning of the 2020-2021 school year. This has impacted students’ success as well as teachers’ capacity to provide personalized and consistent support, due to reduced consistency.
In contrast, now a majority of teachers have been thrust into leveraging remote or blended learning with limited or no support, and have continued to struggle with students’ demonstration of mastery of grade level content. It is not uncommon for many teachers who have received contrary training and support, to simply revert to the tried and true traditional “lecture” delivery and expect students to learn and be active participants in their learning. In fact, research has shown that this is actually detrimental to both student learning and engagement when leveraging online or remote learning delivery to provide instruction and/or content. This project will help to ensure teachers are equipped with the tools and strategies necessary to ensure rigorous and engaging learning opportunities for all students. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. This collaborative project between Blanchester and Clinton-Massie will address inequities for students’ accessing high-quality mastery-based learning, in part, because expanding or broader portion of teachers from BLSD and CMLSD will be offered and have access to proposed The Grid Method PD, ongoing shared support sessions as well as 24/7 access to the Teach Better Academy resources and tools for effective implementation of mastery learning strategies. In addition, it will improve teachers’ capacity to scaffold and differentiate instruction for all students, including those identified as among the highest need and those considered gifted, who have received limited or minimal services. This will directly address the need to build teacher capacity related to assessing mastery learning, as illustrated by 48% of teachers indicating that they do not know exactly how to assess for mastery in a remote situation.
Proposed project will expand and increase districts’ capacity by utilizing a strategic rollout approach with shared support sessions and leveraged resources to ensure responsive, tailored and high-quality PD, follow-up, targeted coaching and measurable improvement in student engagement, learning and outcomes.Since both districts are relatively small and rural, the shared support will maximize teachers' time for PD while also introducing the concept of a professional learning community (PLC) within their respective buildings, district and between the two districts. As a result, both districts will ensure that all students, particularly those who have struggled as a result of uncertainty related to the various transitions between learning environments and delivery methods in response to COVID, have access to more consistent and high-quality instruction that supports both academic and non-academic needs.
This project also recognizes the tremendous amount of social-emotional needs and non-academic barriers to learning that students are experiencing as well as the obstacles for classroom teachers to support students with varying degrees of trauma and non-academic challenges. Social-emotional learning (SEL) is the process of developing effective communication, problem-solving, critical thinking, resilience, perseverance and teamwork proficiencies as well as the self-awareness, self-control, and interpersonal skills that are vital for school, careers, and success in life. The Grid Method has been proven to support teachers’ capacity to incorporate these SEL related proficiencies and competencies, while improving student ownership and voice in the learning. It is a high-yield framework of instructional practices that emphasizes not just the content standards but also SEL by focusing on the importance of and creation of equitable and personalized learning opportunities that promote self- awareness, self-management, social awareness, collaboration, relationship skills and responsible decision-making within the learning environment.
Although Blanchester and Clinton-Massie have transitioned to start the 2020-2021 SY in either fully in-person or blended learning environments, diverse needs of students, families and teachers present challenges that have ripple effects. As a result, as part of the project’s plan of action, BLSD and CMLSD will work with The Grid Method team to facilitate introductory PD, for those who have not already been initially trained, on the mastery learning instructional framework, in the first 30-60 days of grant award. Additionally, up to 10 hours of targeted and tailored PD will be offered and provided during shared and collaborative sessions (virtual or otherwise), on how to effectively provide self-paced, mastery learning for students at all levels, utilizing The Grid Method, which supports students’ academic and SEL needs. According to ODE, students that receive SEL education, show an improvement in grades and test scores that last over time. ODE has also indicated that, in a cost-benefit analysis, for every $1 invested, there is an $11 return on investment (ROI). In turn, identification of SEL in the curricular instructional model is vital to the long-term success and well-being of all students.
The Grid Method training will enable BLSD and CMLSD teachers to leverage the framework, enhance or deepen student participation and engagement, while also promoting effective use of resources (i.e., platforms and materials) to supplement demonstration of mastery learning and address SEL needs, no matter the delivery method. Specific SEL standards emphasized and embedded within the PD and support:
Self-Awareness - Reflect on actions that are based on constructive feedback, address personal challenges and build on personal strengths Self-Management - Evaluate how emotions expressed in different settings impact the outcome of a situation Social Awareness - Evaluate verbal, behavioral, environmental and situational cues that may influence the feelings of others Relationship Skills - Demonstrate responsible use of social and digital media and understand the potential impact on post-secondary goals Responsible Decision Making - Demonstrate respect and integrity in all settings during the decision-making process
Through proposed PD on the framework, the teachers will be engaged in the highly meaningful and powerful work of addressing critical SEL and TIC needs of all students, exacerbated by the pandemic, while simultaneously engaging in highly effective pedagogical practices and strategies to equitably address academic needs of all students. To that end, this project directly aligns with Ohio’s newly released Whole Child Framework. The five tenets (healthy, safe, engaged, supported, challenged) of the Whole Child Framework recognize that students’ basic physiological and psychological needs must be met before they can fully engage in complex learning and social activities. “When students are healthy, feel safe, have strong supportive relationships, are challenged and experience success, and are engaged in learning that is relevant and meaningful, they are more likely to enjoy learning, develop positive social skills and achieve greater academic success. Schools, families and communities must work together to ensure students’ safety and security needs are met first.”
Once teachers have a deeper training and built capacity using The Grid Method framework, they will have the ability to facilitate students through standards-aligned pathways that are centered on student success focused feedback and formative assessment. This will empower teachers to increase differentiation and improve their ability to meet the diverse needs of students. Through the PD and follow-up support, best practices will be modeled and demonstrated on how to manage a self-paced asynchronous learning environment utilizing this framework, with emphasis on systems, norms and routines. This will support both high-quality learning as well as enhancing equitable access, engagement and participation in content and success pathways.
During PD sessions and support sessions, teachers will demonstrate competency on how to focus on mastery grading and growth-focused feedback, to support student learning, enrichment and strengthen intervention practices within the learning environment, regardless of in-person, blended or virtual delivery. The systems and routines in place, will allow students to participate while being actively and intellectually engaged in learning remotely or during live synchronous experiences. During and after receiving initial or expanded PD in these methodologies, districts/buildings will work with The Grid Method team to provide tailored support for teachers both remotely and in-person (where possible) via follow-up, coaching/ support sessions. This grant will provide all participating buildings up to ten (10) follow-up sessions for teachers, to ensure successful implementation through support and expert guidance. These sessions will occur throughout the implementation timeline during Spring 2021, including, but are not limited to: classroom observations, support sessions, additional training, administration and leadership training, parent and stakeholder engagement/ training and support, or strategic planning and coaching. The balance of support can be utilized to meet the specific and targeted implementation needs of teachers, schools or districts. As part of this project, The Grid Method team has provided 16-month access to the Teach Better Academy in- kind, as an additional resource and layer of support for all teachers from participating buildings. No matter if the teachers actively participate in the PD offered, all teachers will have access to ensure cohesive support beyond the grant period.
Dec. 2020: Grant Award Notification, and BLSD collaborates with CMLSD and The Grid Method team to schedule PD and support sessions, while leveraging shared sessions when appropriate as well as virtual sessions. Jan.- Feb. 2021: PD provided and Teach Better Academy resources access provided, and teachers begin initial implementation of framework with students. Mar. - April 2021: Job-embedded teacher PD and support/coaching sessions (virtually and in-person), to ensure fidelity and equitable implementation. May - June 2021: Ongoing progress monitoring and support of teacher implementation and final PD session(s).
Final PD session will be planned toward end of school year and/or at beginning of the Summer 2021 (May/June 2021), to assist participating teachers with sustaining what they have learned and to collect and analyze project-related data and results. This will also enable all participating teachers to receive feedback and further increase teacher efficacy across the participating districts, while serving to inform and enhance the continuation and next steps for implementation. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders During planning for this project, Blanchester engaged teachers, students and parents and other stakeholders, to determine specific needs related to improving student learning and reducing inequities. In addition, BLSD specifically engaged teachers who have demonstrated success in engaging students while improving learning outcomes, in spite of the pandemic and the disruptions to consistent learning environments and instructional delivery methods. As a result, district leaders ascertained that a small subset of teachers who have seen measurable success and growth among students, had a common denominator which was introductory training and support related to The Grid Method either through the district or ESC supported training. Feedback from teachers, who were trained and implementing the self-paced mastery learning framework focused on student success and high-quality learning and SEL strategies, provided impetus for this project in partnering with neighboring CMLSD. In fact, it also led to teachers presenting opportunity to CMLSD Board of Education.
Both districts leveraged and engaged a diverse group of internal and external stakeholders, including (Spring/Fall 2020) survey data, including responses from parents, students and teachers. When analyzing survey results, both districts confirmed that they have common challenges and barriers related to providing equitable access to high-quality learning and support for students. For example, 52.1% of teachers surveyed stated they do not feel confident/somewhat confident planning for asynchronous learning, while 31.9% of students/families felt “unclear expectations” was the biggest challenge to learning remotely during Spring 2021. These tenets are critical and foundational elements of The Grid Method, which is specifically focused on building teachers’ capacity to explicitly address these areas of concern and/or perceived barriers to student learning and growth.
In addition, both districts are active members of business advisory council(s), which include employers and community organizations focused on addressing non- academic needs of students/families. As a result of COVID and economic uncertainty, employers and organizations have expressed concern that students' mental health and SEL needs are not being equitably addressed and will have a demonstrative impact on employability beyond graduation. This project inherently and explicitly builds teachers’ capacity to personalize learning and strengthen student engagement, through success-centered interactions. This will represent a shift from traditional student-teacher interactions focused on late assignment and summative tests, to those focused on student mastery and growth-focused feedback which also accelerates more robust teacher-student-parent interactions. Both districts plan to continue to engage the various stakeholders through consistent surveys and data monitoring to ensure project outcomes are met and sustained beyond the grant period. How this will address long-term needs beyond the pandemic and how this will transform education Through this project to expand training and usage of The Grid Method, more than 2,000 students and nearly 150 teachers have the potential to be directly impacted between the two districts. COVID has magnified student learning inequities as well as reduced the teachers and schools capacity to provide targeted support for students with risk factors and non-academic SEL needs as well as those not receiving services such as gifted students. Proposed project will deepen existing teacher capacity to implement the self-paced mastery learning framework, already developed within both Blanchester and CMLSD, and expand beyond these initial teachers to additional BLSD and those in neighboring CMLSD. In turn, through the implementation of the proposed PD and supports, in partnership with The Grid Method, both districts will increase the teachers ability to positively impact student engagement and learning outcomes, without significant regard to delivery methods and learning environments.
This project that partners neighboring BLSD and CMLSD will have a long-term, meaningful and transformative impact on manner in which both districts’ teachers provide student-centered teaching and learning that delivers positive outcomes in student engagement and learning with impacts that transcend academic and non- academic risk factors. Further, this project will address immediate and long-term needs of BLSD and CMLSD students and teachers in both districts to leverage and implement non-punitive grading and feedback practices that are focused on support and providing students with roadmaps to mastery and success. Resulting increase in capacity will improve teachers' consistent usage of mastery-based student success oriented feedback and monitoring, which will strengthen student ownership, voice and agency while enabling a deeper and more trusting teacher-student relationships that will foster improvements in SEL and student success.
Enhancing student engagement and ownership in learning are always areas of focus for educators, and use of traditional “lecture” based instructional delivery methods has been demonstrated to measurably diminish both student engagement and ultimately progression toward learning outcomes and mastery of standards, particularly when using remote delivery strategies. The Grid Method transforms education and changes paradigm to reduce inequities in student learning and ensure that the teacher is in a facilitation of learning role with an emphasis on feedback toward mastery. In doing so, all students will have access to a consistent structure of learning and assessment. Opportunities for extending learning will be imbedded in this structure, reaching 20% more students than the traditional models of remote learning instruction. Likewise, BLSD will build upon earlier successes implementing The Grid Method, coupled with additional PD and support, to ensure teachers feel equipped to implement with fidelity, no matter the learning environment. Project Outcomes 1) Provide expanded PD designed for teachers who are already deploying framework with students and introductory PD designed for teachers who will start deployment during Spring 2021 while also initiating PLCs, with support from colleagues who are already trained with expert guidance from The Teach Better Team to ensure fidelity of implementation.
2) Increase # of teachers supported and trained to implement mastery learning instructional framework with fidelity during 2020-21SY.
3) Increase student engagement as evidenced by students’ capacity to reach grade- level mastery and/or make a minimum of 50% growth toward grade level mastery from pre-to post-assessment.
4) Increase each student's capacity to reach mastery through increased growth and/or achievement as demonstrated by either meeting grade level mastery of state standards at 80% or higher proficiency rate or by marking a 50% growth from pre-to post-assessment.
5) Increase parent involvement as a result of sharing and engaging parents in the mastery learning structure and framework, so parents know exactly what’s expected for students to show progress toward mastery, measured by student outcomes and pre/post parent/student/teacher parallel surveys.
Both districts hope to learn how to transform education by strengthening capacity to collaborate using a common mastery-learning instructional framework, to measurably improve student learning outcomes, that is simply not dependent on delivery or learning environment. Evaluation 1) At least double # of teachers from BLSD (6 teachers) and CMLSD (4 teachers), fully trained AND actively implementing and/or integrating the framework into their learning/instructional delivery environment with success and fidelity, as measured by self-reported data/information, grid deployment artifacts, observations, PLCs participation and other relevant data that supports or shows evidence of teachers’ capacity to implement The Grid Method. (Note: Nearly 150 teachers will be offered PD and support, yet some may not implement with fidelity during reporting period and/or may need additional support to establish capacity or efficacy.) 2) From among 150 BLSD and CMLSD teachers who will be offered/provided PD, with the accompanying supports and additional resources couple with the establishment of PLCs, the districts hope to have at least 50% who participate in all facets of proposed work, as measured by logs of PD and support session participants (virtual, shared or in-person); 3) Improvements in students’ confidence and feelings (i.e., SEL) toward demonstrating mastery and/or teachers’ capacity to provide student-success focused and personalized learning opportunities, measured by parallel teacher/student survey data administered in (Pre) Dec./Jan. 2020 and in (Post) May/June 2021 4) Increased student engagement, as measured by progression toward and/or demonstrated capacity to reach grade-level mastery and/or make a minimum of 50% of growth potential toward grade-level mastery from pre-to post-assessment as reported by participating teachers/schools. 5) Increases in each student’s capacity to reach mastery through increased growth and/or achievement as demonstrated by either meeting grade-level mastery of state standards at 80% or greater proficiency rate or by making 50% of growth potential from pre- to post-assessment data. 6) Increased parent knowledge and involvement as a result of awareness of mastery- learning structure and expectations of learning, as measured by increases in parallel pre/post survey, informed by existing survey result(s) with 31.9% stating "unclear expectations" as biggest challenge to learning remotely.
An understood aspect of the proposed work as well as the proposed outcomes and the associated metrics of evaluation, is the dynamic and diverse formative and summative assessments of the potential contributions toward transforming education in the Blanchester and Clinton-Massie classrooms and beyond. If there is a strong linkage between implementation of the project, including full integration and deployment of the framework among teachers, the student-level and aggregate data will demonstrate evidence of progression toward mastery and the impact on student/teacher interactions and relationships as self-reported by teachers. In addition, summative/formative assessment for student learning and engagement as well as pre/post survey data will illustrate measurable contributions to transforming education. Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUA BUDGET L ITEM ITEM OTHER COST TOTAL FUNDING LIST ENTITY DESCRIPTION / NARRATIVE BUDGET AMOUNT PROVIDING OCER e.g. per ITEM COST INCLUDIN FUNDS OR REQUESTED unit or hour G IN-KIND AMOUNT CATEGORY Purchased The Grid Method purchased service to deliver up to 2 $25,000/ $150,000.00 $27,500.00 OCER and The Grid $122,500.00 Service/PD days of PD per BLSD or CMLSD school building for six school Method team has (6) buildings in both districts, and up to 10 support generously sessions per building. It is noted that each school commited to in-kind buildings will particpate in shared or collaborative $27,500 in services, support sessions and utilize virtual sessions to ensure PD and supports, to increase effiency. which is the equivalent of one- buidling and additional supports, as a partner on this project. Purchased The Grid Method (in-kind) 16-month access for all $9/teacher $21,600.00 $21,600.00 The Grid Methond $0.00 Service/ teachers from both BLSD and CMLSD(150 teachers) /month (In-Kind Supplies for Teach Better Academy ($9/teacher/month) for Commitment) access to additional mastery learning framework resources, to support framework deployment and deepening implementation of best practices. ($9/teacher x 16 months x 150 teachers) - It is assumed that not all teachers from districts/buildings will fully or actively participate in tall offered or provided PD, support sessions and PLCs, but all teachers are offered and will have access to resources in Teach Better Academy, to maximize continuity and cohesive deployment of framework across building-level teams and within districts. Salary/Benefits Blanchester and Clinton-Massie are request funding to $25/hour $2,500.00 $0.00 OCER $2,500.00 provide additional teacher stipends for those who need to use afterschool and/or outside contract time to participate in PD and/or support sessions during the grant implementation. The requested funding will supplement any Title II or other funding that district has already committed for teacher PD purposes. ($25/hour x 100 hours). In general, the districts will offer CEU and other non-monetary incentives for teachers to participate, but some teachers either do not need CEUs or require additional stipends to particpiate.
Salary/Benefits The Principal of the Blanchester Intermediate has $50/hour $350.00 $350.00 Blancherster $0.00 commited 1-2 hours per month to participate and lead Intermediate "live" sessions as part of the proposed PLC work Principal (in-kind) related to deployment of the mastery learning commitment of time framework within the building -- Blanchester Intermediate had numerous teachers participate in the initial introductory PD and have been "early adopters" of The Grid Method with their students and within their respective learning environments. The Principal has commited to share best practices and support, as an instructional leader, to ensure other building leaders and teachers feel support as they deploy the framework in their own learning settings. TOTALS: $174,450.00 $49,450.00 $125,000.00
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Teach Be e Tea Ohio Collaborative for Educating Remotely and Transforming Schools
Brown County Educational Service Center 9231-B Hamer Road Georgetown, Mr. William Garrett 9373786118
Mr Michael Roades Supervisor 9231-B Hamer Rd 9231 Hamer Georgetown, Ohio 45121 United States 9373786118 9373786118 [email protected]
County located 8 Brown Counties served 8 Brown Project title Cross Categorical Curriculum Amount requested $101,655.00 Total project budget $106,255.00 Demographics Number of students served 1500 % Minority 2% % Free/reduced lunch 57% % Medically fragile 95% % Limited English proficient 10% % Transient 20% % Incarcerated 0% % Homeless, foster 50% care, in residential treatment Number of staff served 250 Subject Area(s) Language Arts Math Science Social Studies Technology Other Other Explanation Sign Language Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. The team designing the grant request consists of the Brown County Educational Service Center’s special education supervisor, 40 Developmental Assets Coordinator, Social and Emotional Education Coordinator, and 11 special education teachers. The poverty rate in Brown County for students is 57%. Because of this rate, our families cannot afford electronic equipment for education which places that burden on the school districts. Due to the COVID pandemic our schools have had to resort to remote learning and have seen an increased need for evidence based resources to use both in person and remotely. Our special education professionals have identified the following issues to meet the needs of our students enrolled in our Special Education Programs. Our priorities are as follows: Increase reading levels in comprehension and fluency for our non-readers and low achieving readers and increase understanding in other academic areas such as science, math and social studies. 2. We will secure evidence based curriculum i.e. Boom Cards, Read Naturally, News2You, Mystery Science and Unique Adapted Books to enhance our student learning and build the fluency and comprehension both within the classroom and virtually. We will train para professionals in these learning platforms to be able to enhance the quality of education for our students. We will provide training for our staff in non verbal communication (sign language) and training for meeting the needs of those students transitioning from school to work. The Ohio Department of Education requires special education students at the age of 14 to have in their Individual Education Plans transition goals that will prepare them for success in real life situations. In order for students to be successful in their future careers, they need the necessary academic, social skills and soft skills (cooking, laundry, resumes, shopping and restaurant ordering). 3. Our students will increase their academic performance in reading fluency and comprehension in their academic subject areas. Staff training will enhance student learning by the adoption of the evidence based curriculum and it's intended delivery. 4. Our hope is that this curriculum will lead to greater student academic success. Para professional training will increase their instructional and delivery skills. Training of the staff will increase the sustainability of delivery practices of the curriculum. 5. We are requesting funding for training for teachers and para professionals, needed curriculum and technology to deliver the curriculum. Statement of need Our 1500 students come from low income families and face many academic challenges. We have so many students that are on so many different learning levels within a given classroom that we need multiple learning platforms in order to meet each individual’s needs. Through the evidenced based curriculum, our goal is to increase student academic performance so they may develop those skills needed in their adult life. Many of our students lack literacy skills. Through this project, we hope to build their reading ability. Our para professionals are on a limited contract and do not receive the same amount of training that our teachers receive annually. Our goal for this project is to provide the additional training around the evidenced based curriculums to enhance instructional practices within the classroom and virtually. We will provide needed equipment for the students giving them the ability to learn virtually and in the classroom setting. We are fortunate to have support from local and regional organizations that provide opportunities to meet the social and emotional needs of our students. Our grant application focuses on the academic needs and growth of our students and staff. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. We are going to purchase evidenced based curriculum across the academic subject areas. Materials will be purchased within the first month of the awarded grant. a. Boom Cards - A computer based program with electronic self grading exercises that are interactive and provide teachers with data points. Teachers can use Boom Cards in the classroom and parents can utilize them at home. b. Unique Learning System - The Unique Learning System is designed specifically to give students with complex learning needs meaningful access to the general education curriculum. Its cloud based platform meets the Ohio Department of Education's content standards alignment with the academic core curriculum. The web based program meets the needs of Pre-K through 12 and beyond. c. Mystery Science - Offers experiential learning that are aligned with the Ohio Department of Education's content standards. d. Read Naturally - The program utilizes three research proven methods (teacher modeling, repeated reading and progress monitoring). It is a simple set of steps that helps students read more fluently. Materials are adaptable to be utilized in the classroom and with caregivers at home. 2. Staff will be trained on the curriculum implementation strategies within 30 days of receiving the purchased materials. Where staff had no access to these evidence- based curriculums, they will now be able to use them on a daily basis. Students will have the opportunity to learn through individual lessons. The platform will allow parents and caregivers access to addition educational learning opportunities. 3. After the initial training, staff will engage students in meaningful high quality learning across the academic subject areas both within the classroom and virtually. Students will be able to learn at their respective levels and these platforms will increase their academic performance. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders 1. Training will be provided for our para professionals and lead teachers (all staff) in the evidence based curriculum. The curriculum will be used with students in the classroom and virtually. Parents/caregivers will also be able to access materials on an as needed basis virtually. With parents/caregivers being able to access the materials, student learning will be enhanced. 2. We will provide in-service training to Hopewell Region 14 (Our regional State Support Team for school improvement). We will share with our local school boards our local successes through this project. Our design team is comprised of representatives from those school districts served by the Brown County Educational Service Center and representatives as stated in the grant criteria. How this will address long-term needs beyond the pandemic and how this will transform education We are putting into place evidence based programs that will support learning both in the school setting and virtually. We are also training our staff to become competent in the use of curriculum that will enable our students to learn and grow long term. In order for our students to be competitive, they need basic academic and social skills that are in demand in the global work force. By increasing our students' academic skills, we are giving them an opportunity to set a course for independence. The enhanced leveled instructional practices will help guide students to independence with future planning that meets real world expectations for employment, daily living needs and community awareness. Utilizing both a classroom approach and integrating virtual learning, will enable us to develop new and more effective instructional methods for student learning success. Virtual platforms will engage parents/caregivers in the learning process, which will increase family interaction with the school system. Project Outcomes Through this project we will have a better understanding of how leveling affects student academic performance. Our design team has identified the following goals: 100% of our staff will be trained in the use of the new evidence based curriculum. 100% of our districts will implement the curriculum. 100% of our students will have access to evidence based learning platforms in the classroom and virtually. 100% of our parents will be informed about the process of accessing the virtual learning platforms. 60% of our students will become more engaged in the use of a virtual learning platform. 60% of the students will increase their fluency as measured by pre and post assessments.
Evaluation Administer a pre and post survey with staff regarding the use of evidence based curriculums. Frequency of use among the students of the evidence based virtual platforms. Teacher checklists Teacher observations of student growth Program measure of student growth Parents/caregivers becoming more engaged in the learning of the students. Data collected will be analyzed to measure student growth in academic subject areas, which we can use to evaluate how effective virtual learning is for this particular student population. Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST DESCRIPTION / TOTAL BUDGET ITEM OR NARRATIVE e.g. per unit or hour COST
CATEGORY Evidence Based Boom Cards $35.00 $175.00 Programing Unique Learning $1,000.00 $17,000.00 Read Naturally $19.00 per seat $28,500.00 Data Analysis $200.00 per seat $3,400.00 Mystery Science $180.00 $3,060.00 Technology Chrome Books $250.00 $2,500.00 iPads $500.00 $10,000.00 Para Pro Training $15 per hour $27,600.00 Stipends
Meals for trainings Lunches for trainings $15.00 per meal $3,510.00
Administrative Costs Handling of fiscal duties 4% $3,910.00
Training Presenter Curriculum Trainer $2,000 Costs
TOTALS: $101,655.00 Ohio Collaborative for Educating Remotely Grant Budget
OTHER FUNDING LIST ENTITY AMOUNT PROVIDING OCER INCLUDING IN- FUNDS REQUESTED AMOUNT KIND
$175.00
$17,000.00 $28,500.00 $3,400.00 $3,060.00 $2,500.00 $10,000.00 $4,600.00 Brown County $27,600.00 Educational Service Center $3,510.00
$3,910
$2,000.00
$4,600.00 $101,655.00
Ohio Collaborative for Educating Remotely and Transforming Schools
Buckeye Community School 196 S. Main Street Marion Mr. Pete Bartkowiak 419-271-6172
Mrs. Jill Hudgel Special Education Coordinator 1404 Park Avenue West Mansfield, OH 44906 USA 419-272-6172 [email protected]
County located 51 Marion Counties served All Project title Closing the Gap for High Risk Students Amount requested $90,000.00 Total project budget $90,000.00 Demographics Number of students served 450 % Minority 21% % Free/reduced lunch 72% % Medically fragile 2% % Limited English proficient 0% % Transient 2% % Incarcerated 5% % Homeless, foster 1% care, in residential treatment Number of staff served 25 Subject Area(s) Language Arts Math Science Social Studies Technology Other Other Explanation Special Education Person Administering (if not primary contact) Jill Hudgel Special Education Coordinator 419-271-6172 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Buckeye Community School (BCS) first opened its doors in 2020. Buckeye Community School is a dropout prevention credit recovery high school located in Mid- Ohio, servicing students all across the state of Ohio. We offer an alternative approach to traditional high school that is individualized based on each student’s unique needs. Students work at their own pace, choose their own path to graduation, and can work around their schedule. The mission of Buckeye Community School is to create an educational experience through positive relationships that empowers every person the opportunity to overcome personal challenges and pursue one’s unique goals. Our vision intends to meet the needs of the whole student, involve community aspects, as well as uplifting the entire educational experience for all involved. Key components of the vision are the following:
-Meet the needs of the whole student -To have a productive, safe, orderly nurturing environment. -Clear and focused mission-assist students to graduate and succeed -Quality instructional leadership and effective communication -High expectations for achievement and success -Constant monitoring and recording of student progress -Positive home to school and school to community relationship
As our student population grows, the needs of our students become more and more clear. Buckeye students come to us for specific reasons; our job is to educate them and assist them in getting closer to graduation. In order to do our jobs effectively, the whole student, and family, become part of our community. We work together to ensure that the student, family, and community are partners in making their tomorrow better than today. This grant would allow Buckeye Community school to purchase technology for student use, staff use, and community use. This grant would also allow BCS to continue reaching into communities where there is a need and provide relief and support to students and their families by assisting with everyday essential needs. Statement of need Buckeye Community School aligns with Ohio Collaborative in their mission to support students in remote learning practices and outcomes through project-focused work that informs long-term solutions and transforms education. This project is so important to Buckeye Community School because we are already making a huge impact on our students, families, and communities and we can feel the transformations that would take place with a partnership with Ohio Collaborative. Our student population is impacted by high risk factors that make education a second, or third tier focus of their daily lives.
Buckeye Community School risk factors: Attendance/Truancy: 1.42% Court System: 4.95% Credit Deficient: 10.38% Economic Disadvantagement: 72.17% Family: 10.14% Grade Level 1+ Behind: 66.75% Homeless: 1.18% Medical: 1.89% Teen Parent: 14.15% Transient: 1.89%
Out of our 451 students, 384 have at least 1 risk factor (33.59%), 38.54% have 2 risk factors, 19.53% have 3 risk factors, 7.03% have 4 risk factors, and 1.04% have 5 risk factors.
This grant will be instrumental in creating an environment that caters to their unique educational needs, supports their style of learning, and is flexible enough to work for a variety of schedules. Students at Buckeye Community School don't fit within the traditional molds of brick and mortar learning. Students have priorities that come before education-children, jobs to support their household, medical needs, and the list goes on. It doesn't matter why students chose Buckeye Community School, but it is our duty to support their needs and provide assistance in order to help them earn credits for their high school diploma.
Often times, we find that students are home with family members that didn't earn their diploma in high school so it truly becomes a family event and a celebration each time a credit is earned. We are joyful when they are joyful, we hurt when they hurt, and we are frustrated when they are frustrated. This grant would open opportunities and options for students that they have never been privy to before. They can't afford technology, internet, or smart phones. This grant would provide life-changing educational support that propels them to new levels of education, higher levels of thinking, and a major increase in their enthusiasm for education. As they saying goes, "It only takes a spark to start a fire..." and this grant would spark over 450 students to continue reaching for the highest level of attainment possible. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Being awarded this grant would allow Buckeye Community School to provide technology resources to students who don't have access to the internet. Students would be provided a Chromebook to use at school, at home, or at the library. These Chromebooks and iPads would allow students to access the curriculum online, take online assessments, watch instructional videos, remediation videos, meet virtually with their teachers, receive mental health and behavior counseling, be assessed for special education, research postsecondary careers, take Interest Inventories, create a backpack on Ohio Means Jobs, apply for jobs, and do many other things that they wouldn't have access to other wise. In addition, the reserve of fiscal resources to be used to support student and family immediate needs would have a far reaching impact in our community. Especially now that we will be entering a cold-weather season, families can focus on getting back to work, or obtaining work. Pandemic aside, our families are hurting now. They may need assistance for reliable transportation, utility assistance, or many other obstacles that could prevent our students from being their best. It's always okay to ask for help and we want to support the whole family, as well as the student, to help them be their best.
Buckeye Community School risk factors: Attendance/Truancy: 1.42% Court System: 4.95% Credit Deficient: 10.38% Economic Disadvantagement: 72.17% Family: 10.14% Grade Level 1+ Behind: 66.75% Homeless: 1.18% Medical: 1.89% Teen Parent: 14.15% Transient: 1.89%
1) Our students cannot afford technology for school; they are not fiscally equipped for this. Out of our 451 students, 384 have at least 1 risk factor (33.59%), 38.54% have 2 risk factors, 19.53% have 3 risk factors, 7.03% have 4 risk factors, and 1.04% have 5 risk factors. While these have devastating impacts on their family, we see the carry over into the school setting. While this grant does not traditionally award for technology or supplies, the impact that these items would have on our student population would have far reaching positive outcomes. Not only would students be able to have reliable internet access and technology, they would be able to access our interactive online assessments, have access to more individualized teacher tutoring via Google Meet. This would have a tremendous impact on their outlook toward school and immensely build their self esteem.
2) While Buckeye Community School is in its infancy, financial resources have been allocated to staffing, curriculum, and building capital. The awarding of this grant would immediately provide students the opportunities to meet with their teachers on a consistent basis and when they need clarification on content material. It would provide unending educational opportunities, some of which they have never been afforded before. This would level the playing field for our students and providing them with high quality interactions more frequently to maximize their efforts each and every week.
3) This grant award would give us the opportunity to reach further into the lives of our students in order to make deeper connections with them and support them in their educational journey. Students meet with their teachers and support staff on a weekly basis, in some part due to their inability to find transportation to one of the main locations. Providing technological support to our students would give them unlimited access to highly qualified teachers for guidance, support, and remediation. In addition, BCS would have the ability to support the family with needs that have a large impact on their physical and mental needs. It’s easy to overlook needs that we don’t physically see. Utility bills, car maintenance, and lack of monetary resources for gas are things that occur every day with our students. These events have a tremendous impact on how well students perform in school. Having the resources to assist students and their families with these obstacles would be life changing.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders BCS has consistently worked with parents, teachers, and students to ensure that FAPE is guaranteed for each student who enrolls with us. While the educational component is a major part of that, BCS has a licensed social worker on staff to help connect students and families with community agencies for support and resources. We also have clinical counselors to support the mental and behavioral health needs of our students. Amidst the pandemic, we have done a great job continuing to meet all needs of our students, staff, and parents. BCS has approximately 100 students with disabilities (typically ~23% of enrollment). We work with Opportunities for Ohioans with Disabilities and to ensure that students with disabilities are getting assistance for postsecondary needs.
One important aspect that we are currently implementing is the development of Career Technical support within our school. We are currently working with Adam Guinther, the Executive Director at Residential Home Association of Marion (RHAM), Justin Vanderhoff with Goodwill, and Gary Barber the Director of Workforce Development at Washington State in Marietta, Ohio to build Career Technical opportunities within our curriculum to help prepare students for life after high school. Here at BCS, we focus on the needs of the whole student. The impact this grant would have on our school and community would be incredible.
How this will address long-term needs beyond the pandemic and how this will transform education Again, I know that this grant is typically not awarded for technology and supplies, but the information presented above is a testament to how this will continue to impact our students and families for years to come. We serve a population that hasn’t had good experiences with school; it’s been difficult for them, emotional. I’ve been part of meetings where unimaginable situations are presented as the “why” for student struggles. Our staff has been trained with Bridges out of Poverty, but nothing prepares you for when you put a face to some of those situations. This grant would allow us to continually reach those students and provide them with another responsible adult to help them through school. It would allow us to continue providing mental health counseling, administer testing to students, provide individualized instruction and remediation that is developed uniquely for them. Parents have lost their jobs and can no longer pay their utility bills because of the pandemic. This allows us to provide relief for them. This allows us to come alongside them to help them get back on their feet so they can help their child(ren) in school. This allows us to provide relief to the family so the parents can be parents, cook meals, and spend time with them without having to worry about the gas being shut off during the winter, or not having a working telephone. The awarding of this grant would not only transform their education, it would help us to begin transforming their lives in ways that they’ve never experienced before. It provides them with hope for the first time in a long time and I know this because I’ve seen what it’s like to have no hope. It allows them to start peeling off their outer shell a layer at a time so they can get back to working toward the life they want for themselves and their family. The awarding of this grant would have long lasting effects on our students and families. The awarding of this grant would provide unlimited higher learning opportunities. The awarding of this grant would provide monumental change for our students and families.
Project Outcomes The outcomes and changes with the awarding of this grant would almost be instantaneous. Students would be able to use technology on a daily basis to meet with their teachers. They would be able to use the internet to research content, view multimedia that encourages higher level, critical thinking. Staff would see a student increase in their online tutoring. Students would be able to communicate with their instructors on a more frequent basis to ask questions or have concepts clarified. In addition, families would feel immediate relief as they get assistance from Buckeye Community School and Ohio Collaborative. All of these ideas would be happening without a pandemic. A lot of these things happen on overdrive because of the pandemic. Families can worry about keeping themselves safe and healthy because they will have another mode to connect with instructors. They will have another mode that provides them with accommodations so that content is accessible in ways that they need. They will have another mode to communicate and maintain connections with us at Buckeye Community School.
Evaluation The outcomes and changes with the awarding of this grant would almost be instantaneous. Students would be able to use technology on a daily basis to meet with their teachers. They would be able to use the internet to research content, view multimedia that encourages higher level, critical thinking. Staff would see a student increase in their online tutoring. Students would be able to communicate with their instructors on a more frequent basis to ask questions or have concepts clarified. In addition, families would feel immediate relief as they get assistance from Buckeye Community School and Ohio Collaborative. All of these ideas would be happening without a pandemic. A lot of these things happen on overdrive because of the pandemic. Families can worry about keeping themselves safe and healthy because they will have another mode to connect with instructors. They will have another mode that provides them with accommodations so that content is accessible in ways that they need. They will have another mode to communicate and maintain connections with us at Buckeye Community School.
Fiscal resources would be tracked on a spreadsheet and could be shared with all necessary parties. A committee would be formed to review all requests and detailed notes would be kept at each meeting. These requests would remain confidential and only shared with essential staff. Families would need to complete a "request form" and all request forms would be kept in a confidential, locked file. If the committee approved the request, the family would be notified and all transactions would take place between companies and Buckeye Community School. No actual cash transactions will take place between Buckeye Community School and the families themselves. Project Start Date 12/01/2020 Project End Date 07/31/2021
Date: November 9, 2020
To Whom it May Concern:
I am writing this letter of support for Jill Hudgel and the grant she is writing for Buckeye Community School. The student population being served by this school has a variety socio-economic factors that jeopardize their ability to obtain a high school diploma. Due to the Covid 19 pandemic which has hurt the global economy as well as the United States, Buckeye Community School’s staff has been helping a variety of students and their families with effects of job loss, homelessness, healthy meals available, and the list goes on.
Many would view these factors as not a care for the public institution serving academic needs of a student, however each of these factors and many more play an integral role in a student's academic success. It’s difficult to remain focused on completing coursework and obtaining credits graduation when a student is not sure where their next meal will come from and if they will have a place to sleep. The academic and basic human needs this grant will help fulfill for many student’s and their families will be incredible!
Thank you for giving Buckeye Community School and Jill Hudgel the opportunity to continue to serve students and their whole needs in order to improve the quality of life for Ohioans.
Best regards,
Sasho Dojcinovski Chief Academic Officer New Leaf Organization
690 South Tiffin Road • Port Clinton, OH 43452 Ohio Collaborative for Educating Remotely and Transforming Schools
Butler County Educational Service Center 400 N. Erie Blvd. 400 N. Erie Blvd. Hamilton Mr. Chris Brown 513-887-3710
Mr. Scott Gates Asst. Director of Alternative Education 280 Fair Avenue Hamilton, Ohio 45011 USA 513.785.7994 513-515-6832 [email protected]
County located 9 Butler Counties served All Project title Butler Co. Juvenile Justice Center NESTS Amount requested $55,000.00 Total project budget $55,000.00 Demographics Number of students served 800 % Minority % % Free/reduced lunch % % Medically fragile % % Limited English proficient % % Transient % % Incarcerated 100% % Homeless, foster % care, in residential treatment Number of staff served 14 Subject Area(s) Language Arts Math Science Social Studies Technology Other Other Explanation Health and Wellness taught by a certified teacher, Special Education IEP goals and objectives met by Intervention Specialists, and Vocational information and skills taught by a vocational specialist. Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. A limited amount of career readiness programming is available for youth with criminal records as most is geared towards adults. Incarcerated youth have the greatest need for career intervention but typically have minimal access to career exploration and education. Students within the BCJJC need support to graduate high school and career experiences to prepare for the future. They deserve every opportunity to expose them to valuable career development. Since students are not allowed to leave the facility, onsite and virtual opportunities are needed so students can continue to have access to career development. Our proposed programming seeks to ensure that incarcerated youth have access to individualized, high quality and engaging content and experiences to help them achieve their vocational goals.
2. The BCJJC learning model is:
N avigating E entrepreneurship through S cience T echnology S service
This model creates a means for students, who “have an innate need to exercise control over their own lives,” to make decisions about their career pathway through designing a STEAM based business model. Students will have the opportunity to participate in some or all of the pathways with fluidity. This STEAM learning experience promotes entrepreneurship and service through technology, with hands- on learning and inquiry based projects. Students will complete a pre-assessment to share their experiences, preferences, interests, strengths, and needs in terms of employment within the community. Using the pre-assessment data, students will begin to develop career goals and business models. Students will have the option to follow several pathways including: project-based learning through JASON Learning, a nationally recognized STEM curriculum; Entrepreneurship; Technology, Innovation, and Service; and Marketing.
3. The goals of this proposal are to: - Eliminate obstacles students may face with employment by building professional skills (collaboration, communication, and creativity) for the workforce and their adult life. - Create meaningful, innovative project-based learning experiences for students to become critical thinkers and develop self-efficiency. - Prepare students for their post-secondary goals by providing exposure to STEM careers, entrepreneurship, and training of entry level work to guide students toward sustainable employment upon the completion of the program. - Give students opportunities to make a positive contribution to society through service learning. 4. NESTS seeks to transform the experiences of youth within a juvenile justice setting by enabling them to play an active role in their education and plan for their future career, while simultaneously learning to be active members of their communities by becoming agents of change and finding solutions. The project will demonstrate that this approach can be implemented in other facilities across Ohio.
5. The total cost of the project is $55000. Statement of need As shared by a student at his graduation ceremony at the Butler County Juvenile Justice Center, “The advice I would like to give my peers is that you can’t give up on school because education is really important in life.” For students within a juvenile justice setting, the stakes are even higher as the needs are greater than a typical young adult. Their education may be their greatest asset to overcome the barriers they face. With a diverse student population, from across Butler county and the state of Ohio, the BCJJC is faced with the challenge of consistent transiency, in which educational staff and students are constantly forced to make adaptations. Due to the nature of the setting in BCJJC and there exist many factors that are beyond the staff and students’ control. Some circumstances include the timing of placement within the foster care system, juvenile justice regulations, and delayed responses from the district of responsibility and community agencies. The educational staff at the BCJJC encounter many obstacles on a regular basis to overcome in order to provide educational services to students. Each of these elements present a challenge to providing an effective, quality, engaging education within a juvenile justice setting.
In order to avoid future encounters with the justice system, young adults require career intervention offering guidance and setting the stage for their steps leading into their desired career. Unfortunately, unrealistic assumptions are created by society for juveniles as they transition back into their old, familiar environments and are expected to act differently with minimal, short-term services. Students require more preparation for career pathways to better prepare them for a successful reentry process and avoid cycling to previous criminal behaviors.
Student need a support system, resources, and a vision. Family involvement and support for the student population varies. Only a third of the student population have families members that come in for visitation or receive their phone calls. Even though parents or guardians may be aware of services available in the community for their child, not all families are receptive or responsive.
The BCJJC’s population is one of the most vulnerable groups of students, as they possess numerous risk factors coupled with being confined to a correctional facility with an uncertain future. Many of these students have had negative experiences with school. For some youth, it is their last hope with graduating high school. The BCJJC has incorporated 40 Development Assets, Trauma Informed Care Training, and Positive Behavioral Intervention and Supports to create a supportive learning environment using the acronym S (safety), O (optimism), A (accountability), and R (respect). An eagle is the mascot of the BCJJC seeking to motivate students to set and reach goals. Education can play a pivotal role in revealing untapped interest, talents, and skills, exposing them to new opportunities, and address the challenges they face, in turn having implications on society. Over the last four years, the BCJJC has graduated twenty students with high school diplomas.
“Educating incarcerated youth comes with significant challenges. They are a highly transient group: because they may enter or leave the facility at different times, the make-up of the classroom may change from day to day. Finally, classroom tools are limited because students can’t use any items that might be dangerous, and can’t have access to the Internet.” (Transforming Education in the Juvenile Justice System with Technology, n.d.). Within a juvenile setting, students lack equity and accessibility compared to their typical peers. “There is still a very long way to go before all youth making the transition from publicly supported education can reasonably expect the employment will be a central feature of their adult life,” especially for youth in correctional facilities (Luecking, 2009, p. 212).
Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. Access to High Quality Learning
Recent research (Sheridan & Steele-Dadzie, 2005) concluded the learning profile for juvenile offenders included processing abilities focusing on creativity and memory, while allowing a classroom environment promoting student engagement, movement, open-ended questions, and created products.
STEAM At the BCJJC, the education staff values the input from the students as they are active participants in their education. According to career interest inventories administered to students at BCJJC, the top three career interest categories include realistic (hands-on experiences), enterprising, and artistic. Based on this data, a learning model was designed to include hands-on learning, risks, innovation and creativity. Within a juvenile correctional setting, individuals experience limited choices. However, this model creates a means for students, who “have an innate need to exercise control over their own lives,” to make decisions about their career pathway through designing a STEAM based business model. Students can also explore entrepreneurship and marketing approaches to develop a business plan and product (Chiarelott, 2006, p. 121). Due to the transient nature of the student population, NESTS is individualized, where students can work at their own pace. This remotely learning option provides high quality science and business experiences for real life situations and authentic learning opportunities.
The first pathway of this learning model will include students completing a pre- assessment to share their experiences, preferences, interests, strengths, and needs in terms of employment within the community. Using the pre-assessment data, students will begin to develop career goals and business models.
JASON Learning For the second pathway, students will have the option to participate in project-based learning through JASON Learning, which is a nationally recognized STEM curriculum. Since “one of the best ways to learn a new job or new work task is from someone who already is doing the task,” students will be exposed to scientists within different STEM career fields (Luecking, 2009, p. 174). The JASON Learning model seeks to inspire and educate students through real science exploration, hands-on experiences, and a forward thinking design with multimedia resources. Lessons are differentiated, which is important for the grade band of students served within the BCJCC. In addition, activities include reading, researching, and journaling to align with English standards, experiments and gaming to align with science and math standards. Research has shown that the JASON approach significantly increases student academic achievement, outcomes, and attitude toward STEM careers. The JASON Learning model would expand students’ knowledge of potential career pathways.
2. Participation and Effective Use of Materials, Devices, and Platforms
Entrepreneurship The third pathway of the learning model is for students to develop employability skills and learn about the world of business. Students will use their experiences with STEAM to create a product and business plan. To build the foundational knowledge of business, students will have access to the National Retail Federation Rise Up programming focusing on Retail Industry Fundamentals, Customer Service and Sales, and Business of Retail. This career development training will prepare students to become certified in the above areas. Furthermore, to compliment their understanding of business, students will have access to a virtual entrepreneurial learning experience with the VentureLab. This resource uses a variety of activities and lessons to teach entrepreneurial thinking skills and mindset with videos to guide students through the process of building a business.
“Two concepts should drive good work experience planning: individualized and person-centered… self-determination and informed choice” (Luecking, 2009, p. 44). Allowing students to create their own business model offers students the opportunity for freedom of expression, creativity, risk, and vision. By focusing on budgeting, scale factor, and unit rates and prices will align to math standards. Another resource students will have access to is Starter Higher from the Brian Hamilton Foundation, which is a free online program that explains the purpose of entrepreneurship and how to navigate the steps for starting their own business. Students learn from other young entrepreneurs how to develop the required skills of problem solving, critical thinking, and collaboration. Starter High’s vision is through ownership of business individuals can remove socioeconomic barriers to freedom and self-determination as teens can make their dreams become a reality and source of income. Students will also use the free resource of the Development Impact and You business model to create their business plan.
Technology, Innovation, and Service: The fourth pathway of the learning process is innovation through technology. The BCJJC utilized federal grant money to purchase the CmLabs and Buckeye Edu Vortex Edge Plus earth moving equipment, which simulates training for loader grader, wheel loader, backhoe, excavator, and dozer. Staff have been trained to lead students through engaging learning scenarios with real life situations they would face in the construction industry. With this grant proposal, students would also have the opportunity to gain exposure to additional construction and manufacturing training with the Vortex Edge Plus forklift simulator.
Students will use innovation and technology to create a product that meets a need either within the juvenile justice center or the Hamilton community. The service learning component will align to social studies standards. For example, students could create pencil grips or toilet paper holders to help facility supplies last longer and promote sustainability. To support local businesses or school districts, students could make a modular mounting system for cell phones to accommodate individuals needing to communicate virtually during social distancing measures. For their business plan, students use the 3-D printer to create a model of their product. Students will also use chromebooks throughout the NESTS learning process to participate in online training and to access free online blueprint designing software, such as Thingiverse, to plan for their 3-D printing product models.
To intertwine science, technology, and innovation, students would have the chance to participate in a growlab, led by the science and health and wellness teachers. Using a hydroponic lab, students will learn how to apply innovative strategies and use natural resources to promote sustainability, which aligns to science standards. With an ever-changing workplace and society, the entrepreneurial business model and relevant technology skills can prepare students for the competitive job market.
2. Engagement in Meaningful High School Learning Marketing The final pathway of the STEAM learning model is marketing. Through advertisements, students are able to develop and incorporate their art and communication skills. Students will use the Young Entrepreneur’s educational model that provides a practical application to empower students to innovate and prepare for success in the workplace and life. This engaging learning tool exposes students to the foundational values of:
Economics Marketing Business finance Administrative resources Entrepreneurial The final step of marketing is for students to present their business plan and model their product to community members for feedback, build community relationships for networking purposes, and demonstrate their professional skills. This summative presentation and project aligns to the English speaking and listening standards and offers students the platform to show how they are responsible and productive citizens. Through their presentation, students will have the opportunity to showcase their learning while demonstrating how their service-learning promotes positively impacts the community. Students will also complete a post-assessment evaluating the learning outcomes by comparing it to their pre-assessment and reflecting on their own personal growth with employability skills and their career goals.
4. Benchmark Dates/Deadlines: -December 18, 2020-January 5, 2021: Contact vendors and purchase materials
-January 6-February 18, 2021-Staff professional development and coaching
-February 19-March 17, 2021- Develop and finalize curriculum for pathways
-March 18, 2021-Begin to launch pathways March 18-April 17: Integrate STEM: JASON Learning into schoolwide lessons April 18-May 17: Develop Entrepreneurship through National Retail Federation Certification Testing Incorporate Venture Lab and Starter Higher from the Brian Hamilton Foundation May 18-June 17: Implement Technology, Innovation and Service with CmLabs and Buckeye Edu Vortex Edge Plus construction and forklift simulator and hydroponic grow lab. June 18-June 24: Teach marketing with arts using Young Entrepreneur June 25: Service learning business presentations with community panel
-June 28-30: Evaluation outcome and reflection of effectiveness of NESTS programming
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders 1. Parents, Teachers, and Students: When both the students and adults are motivated, it creates meaningful and lasting learning experiences. To best prepare the BCJJC educational staff for the new STEAM programming with the JASON Learning, teachers will be offered five professional days to receive instructional coaching and time to develop their curriculum maps and organize/prepare materials. “Students should learn how to transfer concepts and skills between contexts by solving workplace problems using the academic and technical skills learned at school, and applying workplace skills to solve problems in class...that will serve them in future education and work settings” (Alfeld, Charner, Johnson, & Watts, 2013, p. 27). Due to the BCJJC’s affiliation with the Butler County Educational Service Center, the educational staff will have access to a regionally recognized science and technology integration specialist and a nationally recognized curriculum and technology integration specialist. Teachers can also receive micro-credentialing. This professional development training and support will provide a foundation for future project-based learning within the facility.
2. Other Stakeholders in the Community Interagency collaboration and communication is a strength at the BCJJC as multiple stakeholders are under one roof. Since students are within a residential facility, their caretakers are those who have direct interaction and impact on youth during their placement including primary therapists, youth leaders, shift leaders, teachers, probation officers, and facility staff. Together these parties use a joint effort to identify the student’s needs, brainstorm beneficial resources, and disseminate the necessary information for the student to access resources upon his/her release. “According to Chrislip & Larson (1994), collaboration is defined as a ‘mutually beneficial relationship between two or more parties who work toward common goals by sharing responsibility, authority, and accountability for achieving results” (Antosh, et al., 2013, p. 27). The BCJJC facility has the advantage of the amount of time, opportunity, and access to provide support and individualized education opportunities to students. With smaller student populations than typical schools, students’ needs and interests are able to be addressed more regularly and in depth. This provides students with greater experiences to better prepare them for their post-secondary goals. There are a multitude of community partnerships through Butler Tech, Butler County Educational Service Center, Hamilton City Chamber of Commerce, and other community members that are essential to student success. According to the 40 Developmental Assets, building meaningful relationships and support systems teaches students to build resilience, overcome their risk factors, and model how to use life skills to best prepare for their future.
How this will address long-term needs beyond the pandemic and how this will transform education Connections to Future Learning:
The NESTS grant proposal using a STEAM and entrepreneurship learning model will inform what students do in the future as students work toward graduation and beyond with career pathways. The creation of this project based, service learning program and curriculum will allow the BCJJC to meet more transition-related competency standards, while developing students’ workforce skills and set them on a better path for success. In addition, students will become better prepared for the needs of businesses and employers and gain assets to become self-sufficient, competent, reliable, and resilient individuals, who are able to obtain and maintain employment to function in the competitive workforce. Participating in this unique learning opportunity could have a lasting impact by helping youth offenders avoid the continuous cycle of the prison pipeline and change the trajectory of their adulthood. The overarching hope of the NESTS grant proposal is for students within a juvenile justice setting to play an active role in their education and planning for their future career, while simultaneously learning to be active members of their communities by becoming agents of change and finding solutions. This model also has the potential to be replicated within other juvenile justice settings to provide for more equity and access for youth served within the correctional system. As the BCJJC’s mascot, known as SOAR the Eagle, reminds students, “To SOAR from your NESTS because you were made for more.”
Project Outcomes A high school diploma cannot be a finish line, rather a launching point for students’ futures with limitless possibilities. Without exposure to career development, many students would be more prone to seek temporary or undesirable employment based on their need to work rather than their strengths and interests. By addressing the cognitive skills needs for youth who are incarcerated, it could reduce recidivism within the juvenile correctional system as students are seeking to solve problems within their own communities through a business platform, instead of engaging in criminal behavior.
The goals of this proposal are to: -Eliminate obstacles students may face with employment by building professional skills (collaboration, communication, and creativity) for the workforce and their adult life. -Create meaningful, innovative project-based learning experiences for students to become critical thinkers and develop self-efficiency. -Prepare students for their post-secondary goals by providing exposure to STEM careers, entrepreneurship, and training of entry level work to guide students toward sustainable employment upon the completion of the program. -Give students opportunities to make a positive contribution to society through service learning.
In order to prepare students for future employment, NESTS seeks to offer authentic experiences so students can learn the skills needed to be a marketable employee and an active contributor to society.
Evaluation The Return of Investment of this grant funding/pathways can best be connected to the five Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings developed by the U.S. Department of Education and the U.S. Department of Justice. Narrative evidence will be connected to these principles annually as a means of showcasing accountability toward the grant.
NESTS could build a foundation for young adults, ages 14-20, within the BCJJC by providing applications of classroom learning in the real world situations and authentic tasks and tools (Chiarelott, 2006, p. 24). To determine its effectiveness, a variety of evaluation strategies will be used throughout the learning process. Pre-assessments will gain background information about students’ personality strengths, career interests, work experiences, job readiness skills, and career plans. During the progression of the JASON Learning, National Retail Federation, Venture Lab, Starter High, and Young Entrepreneurs curricula, activities will be utilized as formative assessments to gather evidence of students’ understanding and skill. This information will guide students’ business plan proposals, models of their business product, marketing strategy, and presentation of their business product. After each pathway of the learning, different skills assessment rubrics will evaluate students’ professional skills. Students’ presentations to community members will be their summative assessment to evaluate students’ overall job readiness skills and their ability to meet the expectations of future employers.
With post-assessment, students will reflect on their learning of how to overcome barriers to employment and monitor their progress toward career goals. This data can be offered to probation officers and families to guide necessary support and make informed decisions for students’ successful transitions. The goal of the NESTS design is for students to become self-sufficient, competent, reliable, and resilient individuals, who are able to obtain and maintain employment in the competitive workforce. Its’ purpose is for students to see a job as more than a means of survival and a way to make money. The hope is for students to view a career as an outlet to express their interests, passions, strengths, and abilities to positively contribute to their communities. Using self-directed learning can create internal incentives, such as curiosity, self-confidence, satisfaction of accomplishment, and sense of fulfillment, to motivate students to reach their goals. The desired outcome of NESTS is to equip youth who have a criminal history with the necessary workforce development skills leading to dramatically different outcomes upon their release, including employment, and empower youth to see themselves as a valuable member positively contributing to society.
Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST DESCRIPTION / TOTAL BUDGET ITEM OR NARRATIVE e.g. per unit or hour COST
CATEGORY Purchased Services - On site training of BCJJC Purchase of one $12,500.00 Professional staff from Jason school model system Development Learning.
Salaries-Instruction BCJJC stipends for 12 stipends at $500.00 $6,000.00 project planning and each curriculum development
Purchased Services - Curricular mentoring for $700.00 per day for $2,800.00 Professional four days through four days. Development BCESC
Purchased Services - Curriculum $1200.00 per day for $6,000.00 Instruction development for all five days pathways through BCESC Capital Outlay- Classroom chromebook 25 at $300 each $7,500.00 Instruction sets for student use.
Capital Outlay- Interactive televisions 2 at $1300 each $2,600.00 Instruction for student presentations
Capital Outlay - JJC facility upgrades for Items may vary in cost $5,000.00 Facilities student desks, and dependent on whiteboard desks, pathway movable seating, development. storage.
Supplies-Instruction National Retail $17.00 each for exams $1,700.00 Federation Exams for for 100 students student certification completing all three courses virtually Supplies-Instruction CmLabs and Buckey Edu 1 software upgrade $9,900.00 Vortex Edge Plus Forklift Add-on simulation
Supplies-Instruction Growlab materials to 1 additional large $1,000.00 move seedlings to larger indoor grow lab to grow area accommodate seedling growth
TOTALS: $55,000.00 Ohio Collaborative for Educating Remotely Grant Budget
OTHER FUNDING LIST ENTITY AMOUNT PROVIDING OCER INCLUDING IN- FUNDS REQUESTED AMOUNT KIND
NA NA $12,500.00
NA NA $6,000.00
NA NA $2,800.00
NA NA $6,000.00
NA NA $7,500.00
NA NA $2,600.00
NA NA $5,000.00
NA NA $1,700.00 NA NA $9,900.00
NA NA $1,000.00
NA NA
$0.00 $0.00 $55,000 November 5, 2020
Ohio Collaborative for Educating Remotely and Transforming Schools Grant Selection Committee;
I am writing this letter to ask for your full consideration of the Butler County Educational Service Center/ Butler County Juvenile Justice Educating Remotely and Transforming Schools grant application.
I believe that the Butler County Juvenile Justice Center grant application meets all of the needs outlined in specifications including: serving minority students and low income students, limited English language proficiency students, transient and of course incarcerated youth. The grant will allow us, in collaboration with other agencies, the ability to meet at-risk students and provide them with skills and STEM opportunities that they can use when they transition out of the facility.
The staff at the Butler County Juvenile Justice Center have worked hard to earn a state wide reputation for working successfully with the incarcerated youth they serve. They have worked closely with school districts, Butler Tech Career Center and a wide variety of community agencies to provide the very best education to these very at risk students. In fact, the staff have graduated twenty students over the past four years. This is an incredible accomplishment with many of these students entering with zero or very low number of credits.
This Educating Remotely and Transforming Schools Grant will allow the staff and all the supporting groups the opportunities to provide even more opportunities to these students.
Please give the Butler County Juvenile Justice Center application your consideration and allow us to continue to impact the children state wide.
Thank you,
Chris R. Brown Superintendent
400 N. Erie Blvd., Suite A | Hamilton, OH 45011 | 513.887.3710 p | 513.887.3709 f | www.bcesc.org 400 N. Erie Blvd., Suite A | Hamilton, OH 45011 | 513.887.3710 p | 513.887.3709 f | www.bcesc.org
Ohio Collaborative for Educating Remotely and Transforming Schools
Chesapeake Union Exempted Village Schools 10183 County Road 1 Chesapeake Mr. Doug Hale 740-867-1113
Mrs. Jamie Shields Curriculum and Instruction Coordinator 10183 County Road 1 Chesapeake, Ohio 45619 United States 740-867-1113 304-638-9401 [email protected]
County located 44 Lawrence Counties served 44 Lawrence Project title Communicating Mathematics Amount requested $57,704.08 Total project budget $210,201.03 Demographics Number of students served 1357 % Minority 4% % Free/reduced lunch 53% % Medically fragile 1% % Limited English proficient 0% % Transient 8% % Incarcerated 0% % Homeless, foster 1% care, in residential treatment Number of staff served 88 Subject Area(s) Math Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Our students were all remote for the first nine weeks of school and now, may elect to transition to a hybrid schedule. We have approximately 26% of our students (350) who chose to stay fully remote and the other 74% are now attending 2 or 4 days a week. The district recently purchased one-to-one devices for our students and while trouble shooting ways to improve student learning, our math department has come up with two primary obstacles. 1.) Our students have a difficult time discussing a problem and explaining to the teacher, and other students how to solve the problem. This has been an eye opener for teachers who honestly did not realize how much they rely on watching a student work out a problem, and how very little they emphasize listening while a student explains the reasoning behind their work. 2.) In math, more than other subjects, it is difficult for students to show what they know and to do so in a timely manner while holding the interest of another student. Teachers are excited to have one-to-one devices and to be able to teach using technology, but are facing a major hurdle when trying to give and receive feedback. The “I do” portion of teaching works, the “you do” portion works, but when it comes to the “we do” aspect of teaching a lesson, time and distance are a problem. We are noticing that teachers and students who have their own devices with touch screens have an easier time giving feedback and explaining thinking and reasoning. Our Chromebooks do not have touchscreens. We have looked into tablets that connect to Chromebooks, but after researching and talking to representatives from various companies, we have found these tablets are not compatible. Through this project, if funded, our math and intervention teachers will use iPads to draw and write out problems, our students will each have a mouse to use to write out their problems, and we will have platforms on the Google Suite that are easy to use and monitor. Through the use of Pear Deck and Jamboard, our students will use reciprocal teaching assignments, peer tutoring, and receive feedback in real- time, synchronously. Students will explain how to solve problems through communicating their thinking as they work out problems themselves. Teachers will provide feedback to students as they listen to those students explain their thinking while working out problems. Likewise, students will work with a peer/partner to explain how to complete a problem and teach/tutor their peer. The result will be a deeper understanding of mathematical concepts and higher student achievement. We hope to learn how our students are processing what they are being taught, especially while learning remotely, and how to better meet their needs. We are requesting funds from the Ohio Collaborative in order to facilitate reciprocal teaching, peer tutoring, and teacher feedback, especially in the remote setting. Statement of need This project is important because it will greatly increases communication from student to student, student to teacher, and teacher to student. In mathematics, it is critical the teacher understands what a student is thinking in order to clarify instruction and clear up misunderstandings. When teaching remotely and in-person with social distancing, communication becomes much more problematic. The typical back and forth, questioning and answering, that occurs during a math class takes a great deal more time while remote or from a distance. A student being able to solve a problem via a shared screen, discuss their reasoning as they go through the steps, and then receive immediate feedback is crucial to achieving mastery. The target population includes students K-12. District wide, over 50% of our student population receives free and reduced lunch. The district has committed all of the supplemental COVID Relief Funds to PPE and one-to-one devices. The Broadband Connectivity Grant is going toward providing devices with Wi-Fi and touch screen capabilities to our K-2 students. The district has purchased programs and extra materials (including hot spots), but funding is a major concern. The Chesapeake community has only small businesses, and those are few and far between. Their are limited resources in our area and what we do have is usually spread very thin. Chesapeake Schools' math scores are a major concern with only a 12.5% passage rate on state assessments in mathematics on the last report card (2018-2019). We need to focus more on mathematics and work smarter and harder. Using effective strategies will help our students, not only on state achievement tests, but also in all aspects of their lives. The Ohio Collaborative supporting this project would allow our teachers to work directly with students, in real time, and allow our students to use reciprocal teaching, in real time, to explaining reasoning and solidify understanding. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. According to John Hattie's work and information provided in his book "Visible Learning", reciprocal teaching has a .74 effect size, peer tutoring has a .51 effect size, and feedback has a .66 effect size. Hattie conducted research and compiled his findings from 1,600 meta-analyses of over 95,000 studies involving millions of students and his results give educators a good idea of what high-quality learning looks like. This project, Communicating Mathematics, will emphasize these three strategies.
The project focus is to provide high quality instruction that produces deep levels of understanding and learning for students. Students being able to communicate with teachers and peers, and receive feedback from teachers in-person, and especially while learning remotely will be the target. Ultimately, improving student performance in mathematics as measured on monthly assessments, with a focus on improving state assessment results is our goal. This goal lines up with the District OIP Goal: By May of 2021 80% of Chesapeake students at each grade level (K-12) will meet or exceed the passing level on state and/or local assessments.
Strategies include the following: 1) Professional Development Time with the Math Department will be set up to review- Reciprocal Teaching, Peer Tutoring, Feedback and to implement effective use of Pear Deck and Jamboard (we will provide PD through a webinar and through a Google trainer. 2) Plan Instruction 3) On-Going Review of Data
Actions Steps are as follows: 1) All members of the math department will meet to review the project and make sure implementation occurs district wide.
2) Data tracking sheets will be used district wide to make sure there is continuity across the system. These tracking sheets will include a.) the number of communications that occur during the data collection time period, b.) a break down of whether communication was student to teacher, teacher to student, or student to student, c.) classroom performance assessment to quantify learning
3) Baseline data will be collected.
4) Progress monitoring will occur monthly.
Timeline: 1.) Math Department Meeting / Professional Development November/December 2020 2.) Materials and Devices will be issued and students will receive training on how to use platforms December 2020 3.) Baseline Data Collected December 2020 4.) Implementation January 2021 5.) Progress Monitoring will occur the end of January 2021, February 2021, March 2021, April 2021, May 2021 (5 trials)
The effectiveness of the project will be conducted May of 2021 and revisited at the beginning of the 2021-2022 school year following the release of state report card data.
According to NCTM (National Council of Teachers of Mathematics), "Through communication, ideas become objects of reflection, refinement, discussion, and amendment....When students are challenged to think and reason about mathematics and to communicate the results of their thinking to others orally or in writing, they learn to be clear and convincing. Listening to others' explanations gives students opportunities to develop their own understanding" (2000, p. 59). Communicating with students has been a challenge in 2020 due to the pandemic. Our students, especially those students most at risk, students with special needs and students living in poverty, have been especially vulnerable to slipping through the cracks. A key to making sure these students do have equitable access to high-quality teaching and learning is staying in contact and over communicating. In mathematics which is most often communicated through symbols, communication has been especially difficult. This project ensures our math teacher emphasize communication, and gives them the means with which to communicate.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders We have engaged parents through virtual meetings, social media, teleconferences, and in-person communication whenever possible. The district has provided one-to- one devices, access to various platforms, in some cases Wi-Fi, and other materials based on the individual needs of our parents and families. Our school buildings have put out how-to videos on social media in an attempt to assist parents and students. A help line was set up through the board office to troubleshoot technology problems and our technology coordinator monitors social media on evenings and weekends to offer help to parents. Teachers were provided devices, professional development over the summer in preparation for returning to school remotely, and have been given one-on-one professional development when needed, to assure they are prepared to provide high- quality instruction. A team of math teachers met to review how remote learning went the first nine weeks of school and had time to discuss ways to improve instruction. That same group of teachers discussed the need for better communication and the unique struggles of teaching mathematics remotely. Those math teachers brainstormed and came up with a possible solution and helped prepare the information provided in this grant.
Students were issued one-to-one devices and have scheduled remote class times weekly. They all have the opportunity to schedule one-on-one help and can email their teachers day or night for help.
Community members have assisted with locations for hotspots and work with us on an on-going basis.
This project will require our teachers to reach out to parents and help them understand what the project is all about and how to help at home. Likewise, our students will be trained in-person or remotely on how to effectively use the platforms. We will spend several weeks making sure everyone understands the goal. We will reach out through email, social media, and during conferences. How this will address long-term needs beyond the pandemic and how this will transform education The project will address long term needs as Communicating Mathematically changes the way we teach and understand how students learn. Communication has always been most difficult with our most at risk students and families. This project will emphasize the need for every student to be heard and understood. So often our students who understand concepts and have a firm foundation are the ones who speak up and communicate in class. One thing we all have noticed is because students are remote and because we are scheduling one-on-one sessions the teachers are really getting to know everyone better. There aren't many pluses to educating during a pandemic, but that does seem to be one plus. More communication individually helps eliminate many inequalities and offer more targeted supports. Children need to communicate in all areas of life and when this is emphasized in math, it spills over into other areas as well. Allowing students to take part in reciprocal and peer teaching allows those students to firm up their understanding and become more confident, it also allows the teacher to recognize gaps in understanding to provide specific feedback. When communication is two way, everyone learns and understands more which transforms education from "I am being taught" to "I am learning". Project Outcomes 1.) Teachers will focus on communication and learn to better understand their students' reasoning 2.) Teachers will provide targeted feedback to individual students 3.) Students will learn to explain their thought process as they show their work in real time, while learning remotely and in-person 4.) Students will take part in Reciprocal Teaching Activities- by summarizing or explaining steps in the process as they solve problems, ask questions, and both teacher and student clarify for understanding 5.) Students act as peer tutors explaining to their peers how to solve problems 6.) Teachers will have access to devices that allow them to provide feedback quickly 7.) Students will use platforms to show their work in real time
Ultimately, the project outcomes focus on students developing a deeper understanding of mathematical concepts. This comes about through an emphasis on students communicating with their teacher and peers, and receiving feedback to refine and solidify understanding. We hope to learn how individual students reason and solve problems in order to provide feedback that allows the student to master mathematics standards / concepts. Evaluation The project focus is to provide high quality instruction and access, to improve communication in the subject of mathematics. This emphasis on communication will produce deep levels of understanding and learning for students. Evaluating the project will be based on monitoring the improvement of student on mathematics standards as measured on monthly assessments, with a focus on improving state assessment results. By May of 2021 we want 80% of Chesapeake students at each grade level (K-12) to meet or exceed the passing level on state and/or local assessments. Current scores from our most recent state report card show a 60.43% passage rate in mathematics (18-19 school report card). We are not confident, due to the abrupt school shut down in the spring and the transition to remote learning in the fall that basing our self-evaluation on the state report card will be accurate. Therefore, while we want the overall goal to be long-term improvement on state tests, but for more immediate feedback, we are basing our evaluation on progress monitoring of formative / short cycle benchmark assessments as the student indicator, and teacher implementation to measure the adult indicator.
1) A pre and post teacher survey will be used to measure changes to instruction (education). 80% or more of our teachers will implement the project in their classroom as measured by a questionnaire. 2.) All students (remote or in-person) will be given opportunities monthly (January to May) to share their thinking and receive feedback with the goal of 75% participation as measured by a checklist. 3.) Students will be able to explain to a peer how to solve a problem and through this communication, the peer will accurately solve the problem with 80% accuracy on 3 out of 4 trials by May of 2020. 4.) 80% of students will pass their end of the year short cycle assessment in mathematics. Project Start Date 01/04/2021 Project End Date 05/27/2021 Ohio Collaborative for Educating Remotely Grant Budget BUDGET INDIVIDUAL ITEM ITEM COST TOTAL OTHER FUNDING LIST ENTITY DESCRIPTION / BUDGET AMOUNT OCER e.g. per unit or PROVIDING OR NARRATIVE ITEM INCLUDING IN- REQUESTED hour FUNDS COST KIND AMOUNT CATEGORY Pear Deck Pear Deck is a 4,704 4,704 0 $4,704.00 platform for engaging every student through a Google Add On - District License K- 12 iPad 36 iPad for Teacher $956.36 $34,428.96 $152,496.95 Chesapeake $34,428.96 use (In-Kind Funds Schools through will pay for an iPad Broadband for all students and Connectivity teachers K-2) Grant
Apple Pencil Pen to use with iPad $125.78 $4,528.08 0 $4,528.08 2nd Gen and specifically to allow the teacher to more easily and quickly explain how to work math problems and to give feedback
Keyboard Case Keyboard case for $123.49 $4,445.64 0 $4,445.64 iPad Mouse HP- Mouse - USB $859.74 per $8,597.40 0 $8,597.40 pack of 100 Professional Professional $1,000 $1,000 0 $1,000 Dev. By a Development with Google Trainer Pear Deck (above webinar provided) and with Jamboard
TOTALS: $57,704.08 $152,496.95 $57,704.08
Ohio Collaborative for Educating Remotely and Transforming Schools
Chillicothe City Schools 425 Yoctangee Pkwy. Chillicothe Mr. Jon Charles Saxton 740-775-4250
Mrs. Dana Letts STEM Instructional Specialist 841 E Main Street Chillicothe, OH 45601
740-775-4250 740-755-2811 [email protected]
County located 71 Ross Counties served 71 Ross Project title The 75% Project Amount requested $59,602.61 Total project budget $95,153.00 Demographics Number of students served 550 % Minority 2% % Free/reduced lunch 100% % Medically fragile 1% % Limited English proficient 1% % Transient 12% % Incarcerated 1% % Homeless, foster 18% care, in residential treatment Number of staff served 63 Subject Area(s) Language Arts Math Science Social Studies Technology Other Other Explanation We will be focusing on integrated hands-on learning and future ready skills such as communication, collaboration, critical thinking, creative thinking, and compassion and the use of technology to create and problem solve. Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. When we returned to school in August almost one-third of our student population chose to participate in our Virtual Learning Academy option. The two thirds of the students that returned to face-to-face instruction began participating in an innovative curriculum that focuses not only on content but intentionally provides instruction on five additional skill categories: creative thinking, critical thinking, communication, collaboration and compassion. Students receiving in-person instruction are taking part in three specific pieces of our curriculum that go beyond content knowledge. We transitioned our elementary schools from a traditional model to STEM based model beginning four years ago because we recognized that the challenges faced by our students required a broader skill set what we were providing if they were to go on to fully participate in a rapidly changing workforce. With each passing month, our students that are learning remotely are receiving strictly content based instruction and they are being assessed only on their ability to function a digital model based on traditional teaching methods. They have no access to our the hands-on learning and technology that our district had been investing in for our face-to-face population. They will return with minimal exposure and practice with applying their content knowledge to real-world problems. This is increasing the gap in the other areas on a weekly basis. 2. If funded, we would begin this program within 2 weeks of receiving the funds. The funding would provide hands-on kits, and digital resources to virtual students, and staff support for implementation. First, the funds would be used to develop at-home kits to supplement the Virtual Learning Academy content. These kits would contain everything that a student would need to participate in a hands-on learning experience that would mirror the lessons being taught in person. We would also provide digital resource boards that granted families access to many of the future ready skills lessons that are being taught in the buildings. 3. Our goal for this project would be to have all of our virtual students to continue to grow in our STEM based skills even thought they are not able to interact in a traditional way. When they return to in person instruction our hope is that they would be able to utilize design thinking and the future ready skills appropriately. 4. We hope that this work would allow us to discover new ways of utilizing our technology to provide for targeted, flexible, asynchronous instruction and practice for all students even as we regain control over the pandemic and student begin to return to in-person learning. We hope it helps us to broaden our approach to partnering with parents to provide meaningful after school learning. 5. We are requesting funds to purchase supplies for the kits, to fund staffing to assemble kits and manage checkout, and to purchase an online platform that supports student collaboration. Statement of need Our school district is committed to providing our students with a full educational experience that addresses not only the content but the skills critical to succeed in a rapidly changing global economy. Four years ago we began a transformational curriculum journey. We were driven by the realization that, according to the World Economic Forum, beginning with the Kindergarten class of 2018, all of our Kindergarten students would leave K-12 and enter into a workforce where 75% of them would be employed in careers that did not exist on their first day of school. We felt the urgency. Our small town demographics already provided our students with little economic opportunity post graduation. We had to make a drastic shift in the way we educate our students if they are to go on to compete in such a changed landscape of career opportunities. Four years ago we began to dramatically shift our instructional practice at the elementary level. We moved beyond the expectation of mastery of content to the intentional inclusion of five additional focus areas. In addition to content, we design our instruction to support the development of communication, collaboration, critical thinking, creative thinking and compassion. We define compassion as working to understand the struggle of others and using your knowledge to improve their situation. Our district also invested heavily in hands-on resources for our students to utilize for problem solving and communication. In 2018, our K-2 building was granted STEM designation by the Ohio Department of Education. Our 3-6 building is the process of preparing to apply for the designation. We believed that by making this shift in instruction, we had addressed one of the biggest challenges that students in our district were facing as they prepare for careers. As the only public STEM designated elementary school in our region, we have led the charge by providing support to our neighboring districts that are hoping to shift their curriculum in the upcoming years. When we returned to instruction mid-August 36% of our population chose to utilize our Virtual Learning Academy option rather than attend face-to-face classes. For our elementary buildings, a total of 532 students are learning remotely. Only a few weeks into the year, we discovered that our push for a more future ready student population was now at risk. Not only are one-third of our students receiving only the content piece of instruction, the other two thirds were continuing to have access to in person programs and resources that are unique to our district and, we feel, vital to their success in the future. These programs include our K-2 Engineering curriculum which teaches student to use design thinking and boosts student problem solving skills. Our Interactive Career Modules helps our students to see how what they are learning can be applied in a variety of career fields. The program know as VOICE (Variety of Individualized Choices in Education) allows our students to dive deeper into topics of their choice and work alongside their classmates to use their knowledge to make a difference. Virtual students throughout our county are struggling with lack of meaningful interaction with classmates. We believe that providing young students with only online content learning experiences, we are putting at risk their mental health and academic growth. Without the funding to expand our face-to-face learning opportunity into the homes of our virtually enrolled population, we will be faced with a large gap in our population that goes beyond simple achievement. We also believe that once we test our distribution system for the learning kits, we can easily expand the offering to any virtual student in Ross County. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. All of our students learning virtually currently have access to district provided laptop technology in their homes. They have all been interacting with our VLA staff for almost 13 weeks. We would begin by converting our in house programs to interactive digital format that they can access at home. We would convert 10 of our engineering lessons, 10 of our interactive career modules and a minimum of two VOICE lesson per grade level to a format that can be utilized remotely. All of our interactive modules will be designed so that they provides work for a wide range of achievement levels. 25 kits would be created for each lesson. Each kit would require the student to complete at least one hands on engineering design challenge and one technology application lesson with the materials provided. Students would use the Padlet platform to collaborate with other virtual and face-to-face classmates to share their ideas, gather feedback on their designs, and share their final products. Kits would be prepared and ready for distribution by our return to school in January. 2. We would use our current virtual staff to introduce the new extension program to their students and families during the zoom meetings that are already currently taking place. Parents would be able to sign up to participate in an informational session that explains how to check out a box, how to use the interactive component and how to return the non-consumables to the school to be repacked for other household. Our STEM staff would provide professional development for both our virtual teachers and in person instructional staff so that they would be able to answer any platform, content or supply questions. Using Google forms, virtual families would be able to sign up to receive a kit. STEM facilitators would be responsible for including virtual students in VOICE zoom session. Parents would also be given the opportunity to sign up for any in person opportunities offered in the outdoor classrooms that connect to the kit learning. The outdoor classrooms are provided through our partnership with the Ross County Parks District. They have been constructing outdoor classroom spaces to meet our specifications since August. The partnership also allows us to offer sessions outside of traditional school hours for our virtual students. STEM facilitators would also host weekly student seminars to provide guidance and feedback on their work. They would also work support the use of padlet for asynchronous, yet collaborative and meaningful contact between in person and virtual students. 3. All kits would be based off of current learning opportunities being offered to our face-to-face students. Engineering lessons would be connected to the high quality literature and students would be asked to use design thinking to create a solution to the problem in story. They would also be required to use grade level appropriate writing and math skills to explain their solution. In addition they would be able to participate in any robotics based lessons that are part of the unit for in person students. Careers that students would be exploring include entomology, marine biology, computer science, wilderness based careers, entertainment technology, travel based careers, STEM applications in professional sports, entrepreneurial careers, environmental science, and paleontology. Related challenges would include programing a robot to score a basket, building a submarine, engineering an ocean bottom sampler, building a video game joystick, engineering a balloon helicopter, building a self driving car game, engineering a safe stopping robot, and designing a dinosaur tail capable of knocking over a wall. Each of these challenges will require our students to participate in screen-free learning and exercise their creative and critical thinking skills. Participation in kit learning will also include opportunities for participation in outdoor environmental science research at one of our partner parks. All of our in person students participate in frequent learning expeditions to do on site research through our partnership with the Ross County Parks District. We believe that given the opportunity, many families would take advantage of the opportunity to bring their students for short in person learning experiences if they were held outdoors and used proper social distancing, mask wearing and cleaning protocols. When we piloted an offering of this type last month, we had over 130 students sign up. Parents expressed their appreciation for the opportunity to feel connected without having to attend the traditional schedule during this time. The instruction that we will be able to provide through this project will parallel the in person learning in each of the critical areas that we have made the core of learning in our district. Students participating in the career modules would also be able to utilize district provided robotics equipment as part of their kits. Students participating in VOICE groups would be able to have the same kits in their homes that students are working with in the Innovation Lab. This would allow them to collaborate and share learning with the students using the exact same resources we provide in the Innovation Lab. Because of the economics and geographical location of our community, our students are very limited in their exposure to real world application of their learning. We have been able to fill that gap for our students while they are in our walls. Now the challenge is how do we continue that support in their homes. Timeline December - Transfer of lessons to interactive digital format. Kit assembly and preparation. Professional Development for virtual staff. Practice with Padlet platform with in person students. January - Information meeting and personal contact with in district families. Information distribution during food pick-up at our district office. Online sign-up goes live. February - Continue within district students Mid February/March - Utilize the Ross Pike Educational Service Center to recruit virtual students from other school districts to check out kits. May - Inventory and compile and review data Monthly meetings Dec - May for in person staff and VLA staff to contribute to the design of kits and discuss the usage of the kits to provide parallel education to students in both populations.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders Our district has invested heavily in cultivating partnerships that elevate the learning experience for our students. We have recruited family and community members with experience in the career field that we are studying, backgrounds in using design thinking, or access to unique learning spaces to help ensure authenticity in our career explorations. Our primary community partnership is with the Ross County Parks District. This partnership allows us to take over 1800 students into the parks for outdoor learning and research every year. As we planned for a return to in person learning, they worked with us to create large, socially distanced outdoor classrooms for us to take our students this fall. We currently have access to five large learning areas and have held various elementary classes for over 40 days in these spaces. Representatives of one of our other partners, The Mighty Children's Museum has offered to help us by sharing their experience with using online sign-ups for virtual events. Because both of our elementary schools have a STEM focus, our staff is very capable of making swift curricular adjustments to meet the needs of our students. We have a system of problem solving district wide that we utilize to attack any novel challenges facing our students. While, our district is not a member of the Ross Pike Educational Service Center, we often work together to achieve common goals for our area. They have already agreed to assist in notifying their virtual learners of this opportunity. This project would also allow our parents who are working with their students at home to gain a better understanding of the our new model of instruction and how it differs from the traditional model they most likely experienced. Helping their students with these activities would clearly demonstrate the need for their students to look beyond knowledge mastery as a means to meaningful careers. It would also assist them in providing meaningful learning experiences for their students beyond the timeline of this project. How this will address long-term needs beyond the pandemic and how this will transform education We know that for 75% of elementary students we cannot rely solely on delivering rigorous content to prepare them for the workforce. We must ensure that they have ability to respond to any circumstance or problem they encounter. We must prepare them to be problem solvers. We must prepare them to use technology not just to gain information but to create and problem solve. We must prepare them apply their knowledge in useful, compassionate ways. We have felt the urgency to change our instruction and give our students an innovative educational experience that prepares them for the unknown. However, with the current challenges more than 1/3 of our students are not benefiting from the very changes that were put in place to serve them. This change in instructional delivery has created a new, less well defined divide within our population. The gap in instructional access is not simply defined by previously used at risk identifiers. That requires innovative approaches to bridge the newly emerging split. If through this project, we can discover manageable ways for our students to collaborate and learn asynchronously, we will be better equipped to provide high quality learning experiences to any student that is not able to attend face-to-face for any reason. We also will be able to explore how to work beyond the individual classrooms to provide opportunities for students to engage in learning with peers from other grades, other buildings or other districts. When the majority of the students return to face-to-face instruction, we can continue the usage of kits and a growing library digital interactive lessons to provide extended learning for all students. This will empower them to make active choices in their learning. It will allow them to help determine how they demonstrate mastery knowledge and future ready skill growth. The ability to explore this type of personalized delivery of instruction while allow us to move more rapidly to support the development of student agency in a population where that is vital to their ability to break generational struggles and find the belief in themselves as change agents. Project Outcomes We have five main project outcome goals. 1. All student participants will be able to identify and utilize our 6C list of skills. (Communication, Collaboration, Critical Thinking, Creative Thinking, Content and Compassion) 2. All student participants will understand and be able to apply the engineering design cycle to create a solution to a posed problem. 3. All student participants will be able to use coding and robotics skills at the same level as their in person peers. 4. All students participates will be able to use digital communication to share ideas, share and receive feedback and work with other students to solve problems. 5. Staff will identify successful innovative strategies for providing instruction that is asynchronous, student interest driven and supportive of collaboration outside of their assigned classroom. Evaluation We will use a pre-test and post-test content and skill application assessment that will be included in all kits. The staff will design rubrics for each kit to help us to quantify the learning outcome of each kit. Students' performance work submissions will be graded using a single point rubric that includes the 6Cs, the engineering design process, application of technology and solution success rates. We will use a similar rubric for all kits so that data will reflect the effect of the project as a whole. We will also collect kit specific feedback that will help us make adjustment for future usage of each individual kit. We will also provide an opportunity for all staff to review all kits that are being provide and give quantifiable feedback on their plans to continue usage post project. Participation rates will also be recorded and analyzed. We will know that the students have gone beyond the content and utilized the technology and 6Cs based on their score on the rubric for final projects, video submissions and design briefs. We will compare all data collected to the same data set for in person students and use it to analyze the gap between in person and virtual students. We will also ask all virtual families to complete a common survey and compare data on families that utilized the program and families who chose only to utilize the Virtual Learning Academy. We hope to be able to share what we have learned with other districts in our county and the Ohio STEM Learning Network and provide support if they would like to institute a similar project. Project Start Date 12/02/2020 Project End Date 05/14/2021 Martha Holden Jennings Foundation Grant Budget BUDGET ITEM LIST ENTITY MHJF OR INDIVIDUAL ITEM COST TOTAL BUDGET ITEM IN-KIND / OTHER FUNDING PROVIDING REQUESTED CATEGORY DESCRIPTION / NARRATIVE e.g. per unit or hour COST AMOUNT FUNDS AMOUNT Staff salary 3 STEM educator salaries for five $400.00 per day per staff 6,000 6000 Chillicothe City days to complete the digitizing of member School District lessons/units and kit design Staff salary Substitute Classified Staff to pack, $12.50 per hour 1,875 1875 1,875 sanatize, restock and assist with distribution of kits 25 hours per month Staff salary Minimum of work 30 day of current $400.00 per day per staff 12000 12000 Chillicothe City staff dedicated to supporting kit member School District usage via zoom, digital response, hosting family informational meetings, collecting and analyzing student learning and project data. Staff salary Average of $50.00 per hour 5 15,000 15000 Chillicothe City VLA and in person staff training on hours for approximately 60 School District padlet, digital modules and kits certified staff members Staff salaries Classrooms can be designed 1,050 1050 Ross County Parks in approximately 2 days with a District Ross County Parks District staff that team of 3 people (This cost is is responsible for designing the an estimate of 3 people for 2 outdoor classrooms that meet the days at a rate of 175.00 per needs of our lessons/units day) Shipping Cost The district will cover the cost of Estimate 1500 1,500 1500 Chillicothe City any shipping on ordered items School District Kit supplies - Boxes 10 HOMZ 3410CLGRDC.05 Clear 28.74 287.4 287.4 Storage Container with lid, 7.5 Quart (5 Pack), Grey, 5 Count Kit supplies - Boxes 10 RIS USA TB-17 19 Quart Stack 39.99 399.9 399.9 & Pull Box, Multi-Purpose Storage Bin, 6 Pack, Pearl Kit supplies - Boxes 10 Sterilite 19618606 Small Clip 37.9 379 379 Box, Clear Lid & Base w/Colored Latches, 6-Pack Kit supplies - Boxes 4 - White Cardboard Pizza Boxes, 64.05 256.2 256.2 Takeout Containers - 16 x 16 Pizza Box Size, Corrugated, Kraft – 50 Pack Kit supplies - 5 50pcs Poly Envelope, Clear 17.99 89.95 89.95 envelopes Plastic Waterproof Envelope Folder with Button Closure, Letter Size/A4 Size Kit supplies - bags 4 - 22 Pack Drawstring Backpack 22.69 90.76 90.76 Bags String Backpack Bulk Tote Sack Cinch Bag Sport Bags for School Gym Traveling Robotics 25 Dash Robots for coding kits to 149 3725 3725 be used in multiple kits throughout the program. Robotics 25 Dot creativity kits for coding kits 79.99 1999.75 1999.75 to be used in multiple kits throughout the program. Robotics 25 Cue Robots for coding kits to be 199.99 4999.75 4999.75 used in multiple kits throughout the program. Robotics 25 Beebot See and Say beginning 109.95 2748.75 2748.75 coding robots for coding kits to be used in multiple kits throughout the program Robotics 25 BlueBot See and Say beginning 139.95 3498.75 3498.75 coding robots for coding kits to be used in multiple kits throughout the program Tactile readers 25 sets for computer science kits 129.95 3248.75 3248.75 Digital microscopes 25 SMARTMICROSCOPE 5M 225 5625 5625 Hands-on learning 100 LEGO Classic Green Baseplate 5.99 599 599 supplies 2304 Supplement for Building, Playing, and Displaying LEGO Creations, 10in x 10in, Large Building Base Accessory for Kids and Adults (1 Piece) Hands-on learning 4 -Gamenote Magnetic Letters and 11.99 47.96 47.96 supplies Numbers for Toddlers - Plastic Alphabet ABC 123 Magnets Refrigerator Kids Uppercase Lowercase Math Symbols for Fridge (78 Pcs) Hands-on learning 9.95 9.95 9.95 supplies 1 - 30 pack of craft rolls Hands-on learning 20 LEGO Classic Creative Fun 39.99 799.8 799.8 supplies 11005 Building Kit, New 2020 (900 Pieces) Hands-on learning 25 Bendy Builder Kits with sacks 149.99 3,749.75 3749.75 supplies Hands-on learning 25 Makey Makey Go Engineering 19.95 498.75 498.75 supplies kits Hands-on learning 25 little bits at home learning starter 54.99 1374.75 1374.75 supplies kits Hands-on learning 25 3-1 K'nex thrill ride builder kits 68 1700 1700 supplies Sports and 25 K'nex NBA game day full court 49 1225 1225 videography supplies set Hands-on learning 25 - Juboury 1054Pcs Building Toy 18.99 474.75 474.75 supplies Building Blocks Bars Different Shape Educational Construction Engineering Set 3D Puzzle, Interlocking Creative Connecting Kit, Hands-on learning 25 Snap circuit home kits 49.99 1249.75 1249.75 supplies Hands-on learning 25 - Snap circuit green energy kits 89.99 2249.75 2249.75 supplies Hands-on learning 25 - VIAHART Brain Flakes 500 16.99 424.75 424.75 supplies Piece Interlocking Plastic Disc Set Hands- on learning 25 - Hydraulics Engineering STEM 59.99 1499.75 1499.75 supplies Kit Hands-on learning 25 - Water Shortage Project-Based 69.99 1749.75 1749.75 supplies STEM Kit Hands-on learning 25 - Plane designers lab kits 69.99 1749.75 1749.75 supplies Hands-on learning 25 - Windmill designer lab kits 69.99 1749.75 1749.75 supplies Hands-on learning 2 - Plastic Hotels and Houses: 15.99 31.98 31.96 supplies Black, Grey, White, Red, Orange, Yellow, Green, Blue, and Purple Color Board Game Replacement Hotel and House (Colored Miniature Town & City Buildings) | 90 Pieces Hands-on learning 2 - Sets of 36 hand magnifiers 99.99 199.98 199.98 supplies Hands-on learning 25 - Energy Crisis problem solving 69.99 1749.75 1749.75 supplies kits Hands-on learning 25 - Titan Teacher Stacking Peg 21.96 549 549 supplies Building Interlocking Block Toy Set (96 Piece Set) Hands-on Craft sticks, crayons, glue stick, 3000 3000 3000 consumables construction paper, straws, paper clips, tape, rubber bands Software 1 year school subscription to Padlet 2000 2000 2000 for digital collaboartion and work submission Software 1 year school subscription to 1695 1695 1695 Teching Success pack - Wonderworks TOTALS: 95,153 37425 59602.61
Ohio Collaborative for Educating Remotely and Transforming Schools
Cincinnati College Preparatory Academy 1425 Linn Street Cincinnati Mr. Guyton Mathews 513-684-0777
Mr. Guyton Mathews Superintendent 1425 Linn Street Cincinnati, Ohio 45214 USA 303.257.9966 303.257.9966 [email protected]
County located 31 Hamilton Counties served 31 Hamilton Project title Circle of Support Amount requested $101,500.00 Total project budget $139,500.00 Demographics Number of students served 895 % Minority 100% % Free/reduced lunch 100% % Medically fragile % % Limited English proficient % % Transient % % Incarcerated % % Homeless, foster % care, in residential treatment Number of staff served 105 Subject Area(s) Language Arts Math Science Social Studies Visual / Performing Arts Other Other Explanation Services described in this application would support student learning, teacher effectiveness and parent engagement across the entire district and curriculum Person Administering (if not primary contact) Andrea Granieri Director of Community Outreach 513.684.0777 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative CCPA and Beech Acres are joining forces to establish a new initiative, Circle of Support to will provide coordinated, mutually supportive and dovetailing services for students, their teachers and their parents
Equity & Learning Issues: The economically challenged children of color who comprise CCPA’s student community face innumerable intertwined inequities that create a vicious cycle of barriers to meaningful and productive learning.
Students, particularly younger students, are challenged to adapt to blended and remote learning and unaccustomed to the responsibility of logging in for class at the right times, submitting assignments virtually, etc.
Students are isolated, worried and fearful, separated from their peer networks and, in many cases, working from small and crowded apartments with no quiet space to concentrate. Many struggle with stress, anxiety and fear of losing a parent or family member to Covid.
Teachers are challenged to build relationships with their students, read students’ body language, observe a puzzled expression on a student’s face or recognize a need for additional educational or emotional support. They feel pressured to immediately and continually expand their virtual teaching skills.
Parental stress, anxiety, worry and fear are omnipresent in many households. Many parents have lost their jobs, and may be at risk of eviction or immediate food insecurity (traffic at CCPA’s food pantry has doubled since Covid began). These issues can deepen students’ worries, and can lead to serious emotional or mental health issues.
Circle of Support: CCPA and Beech Acres Parenting Center have crafted a three-part plan called Circle of Support (COS) to address the complex and interrelated inequities facing our District’s students, parents and teachers.
Parent Support: Since parents are children’s most powerful influencers and role models, COS emphasizes targeted support for parents. Beech Acres’ Beyond the Classroom incorporates group and 1:1 therapy, coaching in parenting skills, strategies for helping students learn remotely, guidance in accessing safety net services and more.
Student Support: CCPA will work with the learning specialists, faculty members, parents and the Beech Acres team to hone our delivery of virtual instruction, leadership, mentoring and tutoring and more. Teacher Support: Teachers will receive counseling and self-care support through Beech Acres Character Effect . Needed teaching devices include 360-degree cameras and document cameras.
Intended Result: Students, parents and teachers will all feel supported. Targeted assistance provided to each cohort will dovetail with the tools and resources provided to the other two cohorts, establishing a balanced and solid foundation for meaningful and engaged learning.
Transforming Education: COS has the potential to evolve as a replicable model.
A grant of $101,500 is requested.
Statement of need Importance of Circle of Support: Inner-city students living below the poverty level seldom have access to educational opportunities on par with more affluent students. Decades of financial inequity between public schools serving affluent communities and those serving low income communities has resulted in an intrinsically flawed public education system that functionally precludes economically challenged minority students from accessing high quality education and access to college or other post- secondary programs.
Located in Cincinnati’s West End neighborhood, where the median household income is less than $23,000 annually, CCPA provides academically rigorous STEM-focused education for more than 900 economically disadvantaged students who are 95% African American, 4% Hispanic and 1% White. Despite the ingrained systemic inequities these demographic groups have faced for decades, 100% of CCPA seniors graduate and are accepted to college, with generous financial aid packages.
Even prior to the Covid pandemic, the communities served by CCPA have been plagued with crippling educational disparities. Schools serving low-income non-white students are often under-funded and under-staffed, with sub-par materials and technology and minimal parent support or volunteerism. With median household incomes well below the federal poverty level, families are relegated to lives of deep poverty and debilitating stress and anxiety. Thousands face food insecurity and are at imminent risk of eviction and homelessness. Their children qualify for free breakfast and lunch, and families rely on CCPA’s food pantry to tide them over the weekends. Drugs and alcohol are rampant. Their streets are not safe. Stressors like these have been shown to increase risk of mental health and substance abuse in adults, which in turn can trigger emotional and mental health issues for their children, dramatically undermining students’ capacity for meaningful and productive learning. Covid Impact: The Covid pandemic has aggravated every aspect of these inequities. The demographic groups of CCPA’s learning community are among the most vulnerable populations for Covid19 exposure. Many parents and caregivers work in low-wage service industry jobs with ongoing interaction with the public; any do not own cars and must depend on crowded busses; many are falling ill. Thousands are losing their jobs. Stress, anxiety and fear are omnipresent and all-consuming.
It is hardly surprising that parents facing these and a spectrum of related challenges and crises may have very limited time and bandwidth for coaching their children through academic and life challenges. Loving parents recognize and agonize over this vicious cycle but do not know where to turn for help in unravelling the interconnect tangle of issues that keep their families trapped in poverty. While there are numerous resources and tools available, in too many cases, parents do not know how to access this support or are too overwhelmed by pressing issues to do so.
Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. Circle of Support Project Description: Eliminating disparities in access to education is at the heart of CCPA’s mission and service model. Numerous strategic practices and protocols are built into our advanced curriculum and ongoing student engagement activities. These issues are, however, complex, multidimensional and rooted in decades of systemic inequities in the nation’s public education system. The Covid pandemic has exacerbated the educational inequities faced by CCPA students and by their teachers and parents. CCPA is leveraging its existing relationship with Beech Acres to address this with Circle of Support (COS) partnership.
CCPA’s Circle of Support partnership with Beech Acres will use supportive services and evidence-based programming to help our students and their families rise above these systemic barriers with movement towards economic mobility. Although several of the services and activities described below have been employed in the past, it has never before been financially feasible to serve parents, teachers and students simultaneously using a well-coordinated, flexible and inclusive action plan.
COS will support CCPA students in engaging in remote learning, which requires very different levels of concentration and absorption of information than the traditional classroom learning. Components would include:
● Advanced remote learning resources and platforms to make digital learning more engaging, inclusive, easier, and fun.
● Remote and, as circumstance permit, in-person tutoring and ACT college admission tests preparation
● Coaching and leadership development activities provided by parent volunteers and through extra-curricular activities ● Assessment and recommendations in response to special needs, including behavioral, emotional and mental health support
● Mentoring, leadership development and other skills to help students develop self-agencies and overcome educational inequities
Benchmarks: Attendance, academic performance, and referrals for extra-curricular health care and emotional wellness support (demonstrated by student academic performance, attendance and need for disciplinary intervention.) Deadline: Services would begin in January and continue through August 2021.
COS will support CCPA teachers based on Beech Acres The Character Effect™ program, a complete, universal social & emotional learning program that improves the culture of a school’s community by building on everyone’s innate strengths.
● Teacher First approach that focuses on teacher self-care and mindfulness
● Rallying adults in a student’s life around their strengths, to keep them focused on learning
Additional support for teachers will include: ● Professional development training focused on remote learning strategies and Diversity, Equity and Inclusion
● Specialized remote teaching equipment including 360-degree cameras that permit teachers to move naturally around the classroom and document cameras to give remote learners access to various teaching materials, white board content, science lab demonstrations and so on.
Benchmarks: Delivery and teacher feedback on support services, Acquisition of desired training, resources and self-care strategies; quantities and qualitative assessments of their effectiveness over the course of the semester. Deadline: Equipment would be in place by early February, 2021. As soon as the equipment is installed, teachers will receive initial training on their effective usage; additional training may occur over the course of the semester.
COS will support CCPA parents and families through the Beech Acres Beyond the Classroom initiative, streamlining engagement between parents, schools and cost- free social safety net resources. Through tight integration and coordination of services, Beech Acres staff helps parents to help students focus on their academic performance, improve social and emotional learning and reduce disciplinary actions by working with parents and caregivers to:
● Develop individualized goals and monitor progress for students
● Identify their student’s strengths and needs ● Coordinate services with school and community systems, and
● Develop solution focused emotional and behavior management techniques.
● Offer therapeutic counseling by a licensed mental health professional on a 1:1 basis or in a family therapy format billable through Medicaid or private insurance
● Provide peer support, pairing parents whose children have been struggling with parents who have faced similar experiences
● Offer monthly support groups with a focus on self-care and positive practical parenting
Further information is provided in the Beech Acres Beyond the Classroom brochure which accompanies this request.
Among other creative strategies for connecting parents, students and teachers, Beech Acres is planning to deliver a “Goodie Box” to every CCPA family. The box will include age-appropriate learning tools for students, (such as crayons for young children, white boards for older elementary students, etc.), along with informational materials for parents on supporting remote learning, interacting with teachers, and other parenting skills. The purpose of delivering these resources in the form of a goodie-box is that parents are sometimes disinclined to open and read an envelope full of helpful materials; however, if the kids are gathered round and exclaiming “oh, cool!”, parents are much more likely to share their children’s enthusiasm and explore the contents of the box. The Goodie Box strategy is new for Beech Acres. It is not part of their established service model, but is a strategy they have been eager to explore. This potentially powerful approach can take place only with OCER support.
Benchmarks: Rate of parent interaction with CCPA and Beech Acres staff; referrals for outside community support; quantitate and qualitative evaluation by teachers, qualitative feedback by students and parents. Deadline: Goodie boxes would be delivered by mid-February 2021. Follow up would continue throughout the semester and into the summer months, ending in August, 2021.
2. Effective participation materials, devices and platforms: CCPA has already provided every student with a personal Chromebook computer and coordinated internet access for every student household. We have also invested in Schoology, a remote teaching platform that enhances student/teacher interaction on multiple levels. However, since remote teaching is new to CCPA’s students and faculty members, we are continually learning of new tools and resources that will increase students’ access to educational content. The 360-degree cameras and document cameras described above are an example. 3. Meaningful and Productive Learning: Meaningful and productive learning is the purpose of all of CCPA’s work. While remote learning is an ongoing challenge, it is also an opportunity. We are clearly getting better at it, as indicated by student logins and attendance for virtual classes. In addition to the critical items described in this application, CCPA is continually exploring ideas to further enhance remote and classroom-based learning and we are working with other community philanthropists to address these needs. Additional information is available upon request.
4. Engage families, students and teachers: The entire purpose of the COS initiative is to bring together families, students and teachers with mutually supportive strategies to build relationships and create optimal settings for substantive and purposeful learning.
5. Complement other partnerships and funding efforts: CCPA and Beech Acres have been partnering to support our students and teachers for many years. The work described in this application represents significant expansions on our past collaborations. As the enclosed project budget indicates, philanthropic support has been received for several components of the COS initiative, but these assets will not be sufficient for the full spectrum of services we envision to address the needs CCPA is confronting.
6. Contribute to educational effectiveness beyond the pandemic. If the COS initiative’s pilot year is as successful as we anticipate, we will explore every possibility to continue the program into the future. We anticipate rigorous data-based outcome tracking and evaluation. These data will be very powerful tools for engaging other funders in the future.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders Parents, teachers and student engagement: Parents, teachers and students will be engaged throughout the COS initiative through the coordinated and complementary services and strategies described above. Additionally, parents and teachers are generously lending their perspectives and expertise to brainstorming and planning the initiative.
Community Stakeholder engagement: The entire COS initiative arises from the long- time partnership between CCPA and Beech Acres. Other community stake-holders include philanthropic contributions to support several specific aspects of the program. Specifically, a grant has been received to underwrite a portion of the student tutoring that will be offered. An application requesting supplemental funding for mental health services is under development.
How this will address long-term needs beyond the pandemic and how this will transform education COS will address learning needs magnified by the pandemic including inequities, provide targeted supports, a whole child approach, learning for mastery, and develop voice and agency. COS responds to multiple learning needs magnified by the pandemic. Coordinated and dovetailing supports are planned for parents, students and teachers. CCPA already offers an advanced college preparatory curriculum that intrinsically elevates student engagement in meaningful and productive learning. Leadership coaching will help students develop voice and agency. Tutoring and emotional/behavioral support will position students for academic and developmental success.
Transforming education: COS employs straightforward and logical strategies to resolve complex systemic inequities. If the pilot year is successful, COS has potential as a replicable model for broader usage. There is increasing speculation that remote education will continue to grow after the pandemic. In this case, COS could offer an invaluable approach to transforming education.
Project Outcomes Anticipated changed learning outcomes include:
CHANGED LEARNING OUTCOMES FOR STUDENTS: Student engagement in and responsiveness to remote learning will be enhanced, with corresponding improvements in tests and other academic assessments. Because remote learning is new to us, we do not yet possess a baseline for full statistical quantitative evaluation, but other indicators such as logon rates and test scores will be tracked and evaluated during and following the initiative.
CHANGED LEARNING OUTCOMES FOR TEACHERS: Teachers will continue to build their skills in remote teaching. Teachers will also become proficient in teaching both in-classroom and remote students simultaneously. At present, some teachers must teach the class twice—first to students in the classroom and again to students on line.
CHANGED LEARNING OUTCOMES FOR PARENTS: Beech Acres will help eliminate barriers and challenges including addressing family’s basic needs so parents can focus on and receive assistance in building the skills needed to navigate and support their child’s virtual and/or hybrid learning.
Transforming Education & Teaching: COS has potential to help transform virtual learning, particularly for economically challenged children of color. This may be particularly important if schools continue teaching virtually in the future, since remote education is relatively cost-effective to deliver, and can be accessed by many more students than could be accommodated in a classroom setting.
Evaluation Assessment and evaluation strategies will be based on quantitative and qualitative results including: Quantitative: ● 896 students will gain skills in meaningful and productive remote learning ● 105 teachers and staff members will hone their professional skills in remote learning ● 15% improvement in timely login rates over the previous semester ● 10% increase in virtual submission of assignments over the previous semester ● 10% improvement in local and state learning assessments over the previous semester ● Up to 200 parents/families will engage with Beech Acres for coaching and support ● Up to 20 parents/families will access 1:1 support for assistance with individual family needs ● All CCPA families (approximately 600 households) will receive informational and motivation goodie boxes ● 25% increase anticipated in numbers of students and/or parents receiving support including 1:1 coaching, group support, parenting mentoring ● student behavior modification, emotional/mental health, etc. and the specific services they request. ● Establishment of an evaluation baseline for use in the future. 100% completion anticipated
Qualitative: ● Student participation in interactive class activities ● Leadership in coordinating small-group activities ● Effectiveness of parent, teacher and student coaching ● Qualitative feedback from parents, teachers and students
Periodic reviews by the project leadership team will assess whether various components of the program are working well or to determine whether aspects of the program need to be adjusted or tweaked. Teacher supervisors will also gain immediate feedback from teachers, which will be shared with leadership.
Comprehensive post-project evaluation will examine outcomes, accomplishments, and challenges to address in future incarnations of the program.
COS’s power for long-term educational transformation will require long-term data harvesting to establish baselines of student, parent and teacher successes, identify opportunities for programmatic enhancements, and measure progress over a period of years. With all of that said, however, we anticipate that COS has potential as a high-impact replicable model with power to transform education in substantive ways.
Project Start Date 12/15/2020 Project End Date 08/15/2021 Cincinnati College Preparatory Academy OCER Grant Reqest Project Budget
OHIO COLLABORATIVE FOR EDUCATING REMOTELY
Entity Budget Item or Individual Item Other OCER Description/Narrative Total Cost providing Category Cost Funding Request funds STUDENT-DIRECTED ACTIVITIES
Beech Acres: Assessments, behavior Costs related to Engaged Student modification, motivational Beech Acres services Learning activities are totaled below. 21st Tutoring & Partial funding in place - 21st $20 per tutor per $ 15,000 $ 12,000 Century $ 3,000 Mentoring Century Grant hour Grant- Tailored incentives teachers will use to motivate students - gift Incentives cards, treasure box, etc. $10 $10 $ 12,000 $ 12,000 per classroom/wk., used at teachers' discretion Mental Health Aperture Grant Application in $ 10,000 $ 10,000 Services process
TEACHER-DIRECTED ACTIVITIES Social, emotional, self-care and Costs related to Beech Acres: mindfulness support, 1:1 Beech Acres services Character Effect coaching re classroom and are totaled below. student needs
Teacher & Staff Remote and blended teaching, Professional DEI, STEM program adaptation Varies $ 25,000 $ 25,000 Development to digital format, etc.
Enable teachers to move around the room to access 360 degree Cameras various supplies and materials; $2,500 per camera $ 10,000 $ 10,000 (4) make classroom activities visible to remote learners Give remote learners access to Document camera documents, white board 200 per camera $ 2,000 $ 2,000 (10) content, etc.
PARENT-DIRECTED ACTIVITIES Beech Acres Coordinated services to help Beyond the parents identify students' Costs related to Classrom outreach strengths & needs, establish & Beech Acres services & support for monitor learning goals, build are totaled below. parents and care emotional and behavioral givers management tools, etc.
1 11/9/2020 Cincinnati College Preparatory Academy OCER Grant Reqest Project Budget
Goodie boxes with age- Budgeted as a appropriate learning materials Beech Acres discrete activity, (crayons for young children, Motivational and and is not white board for older $ 29,000 $ 29,000 Informational included in the elementary students, etc.), "Goodie Boxes" cost of Beech along with information on Acres Service Fees support resources for parents.
PROJECT - MANAGEMENT COSTS: Partial Includes coordinated services funding Beech Acres Service Feesto students, teachers and Varies $ 34,000 $ 16,000 received $ 18,000 parents State of Ohio Part-time project Part-time coordinator to 5 hrs./wk. x coordinator - 4 manage tutoring and other $25/hr. x 20 $ 2,500 $ 2,500 hrs./wk. service delivery weeks
GRAND TOTAL FOR THE ENTIRE PROJECT $ 139,500 $ 38,000 $ 101,500
2 11/9/2020
November 9, 2020
To whom it may concern:
As Superintendent of the Cincinnati College Preparatory Academy School District (CCPA), I am writing to express my endorsement of the District’s three-part plan to help CCPA students rise above systemic barriers to educational equity, and engage in meaningful and productive learning.
CCPA’s entire purpose is to prepare our students for college and career. The economically challenged minority children and youth in our school community face innumerable intertwined barriers to meaningful and productive learning which have been severely aggravated by the Covid19 pandemic. Immediate issues include:
Students are challenged in adapting to blended and remote learning models: Students are working from small and crowded homes, often with sufficient adult support or oversight. They are not accustomed to learning only through a computer screen, without their peers, and the stress from home can impede their ability to perform at their best.
Teachers are also challenged in the new blended and remote learning models. In a remote environment, it is difficult to read students’ body language, observe a puzzled expression on a student’s face, or recognize a situation where additional educational or emotional support might be needed. Environmental stressors related to Covid19 face teachers as well.
Students’ home lives are increasingly marked by stress, anxiety, worry and fear among parents and caregivers. Many parents have lost their jobs, are at risk of eviction, and/or are facing food insecurity (traffic at CCPA’s food pantry has more than doubled since the beginning of the pandemic). Such a home environment can deepen students’ worries and, in some cases, can lead to more serious mental health issues.
CCPA would like to expand work with our partner, Beech Acres Parenting Center, to address all three areas of concern -- students, teachers, and parents -- to create a circle of support for our students. By addressing or eliminating barriers, students will be better able to learn.
Thank you for your consideration for this proposal.
Guyton Mathews Superintendent Cincinnati College Preparatory Academy School District
CINCINNATI COLLEGE PREPARATORY ACADEMY 20 Years of Education That Empowers
Cincinnati College Preparatory Academy (CCPA) is a tuition free nonprofit Public School District in Cincinnati’s West End neighborhood and the oldest charter school in Cincinnati. CCPA offers an academically rigorous curriculum to 900 economically disadvantaged students in grades K-12. Our students are ambitious and dedicated--they have chosen CCPA because they want an education that prepares them for college and life success.
OUR STUDENTS: More than 20 years of Empowering students through education 95% African American, 4% Hispanic, 1% White 100% of students receive for free breakfast and lunch 100% of seniors graduate and accepted to college, including:
Alabama A&M Cincinnati State Technical College Miami of Ohio University University of Central State University Eastern Michigan University Mt. Saint Joseph University Cincinnati Chatfield College Jackson State University, Jackson MS Northern Kentucky University And Others
OUR ACADEMICS: STEM-focused K-12 education prepares students for college or other post-secondary studies Extended 9:00 – 4:00 school day increases instruction time STEM-certified campus by the National Institute of STEM Education, the first school in Ohio to earn this honor Required uniforms reinforce the environment of a serious academic institution Balance of traditional academic curriculum with fine arts (music, theater, dance and visual arts) and athletics (swimming lessons, football, basketball, cross country, track, volleyball, and cheerleading) Workforce Pathways in the Construction industry, Logistics Management to be introduced in 2021-22
OUR DISTRICT: Independent school district focused specifically on serving the very low-income children of color from the West End, Price Hill, English Woods, Fairmount and other surrounding communities Separate High School, Middle School and Elementary Schools. The Elementary school adjoins the Carl H. Lindner YMCA which hosts swimming lessons, space for dance and athletic (currently on hiatus due to Covid) On-campus health center and Covid testing Lion’s Den Food Pantry partnership with the Free Store No cost to attend—the CCPA is a Public Charter School District with IRS-designated nonprofit status Operating budget of $9,000,000 includes State and Federal funding along with contributed and in-kind support
OUR PARTNERS: These partnerships enhance CCPA’s academics and other direct services to our students: Allied Construction Industries Contemporary Arts Center Messer Construction Andrew Jergens Foundation Crayons 2 Computers Most Valuable Kids Beech Acres Parenting Center Ethos Laboratories Tru Partner Credit Union Carl H. Lindner YMCA Free Store Foodbank Turner Construction Cincy Smiles Greater Cincinnati Foundation And Others
TO LEARN MORE: To learn more, please contact Andrea Granieri, Community Resource Director at 513.498.0546 or [email protected] or Margaret DeMichelis, Grant Manager at 303.257.9966 or [email protected].
Cincinnati College Preparatory Academy - 1425 Linn Street - Cincinnati OH 45214 - 513.684.0777 - www.ccpaonline.com
ACADEMIC HIGHLIGHTS:
Grade Subject Two Teacher Model 2017-2018 2018-2018 K Reading 76% 90% 3rd Reading Guarantee 68% 72% HS US History 51% 89% HS American Government 80% 89% HS ELA 1 80% 89% HS ELA II 24% 48% HS Algebra 11% 56% HS Graduation & College 100% 100% Acceptance
COVID MANAGEMENT: Ensuring safe learning conditions for our 900 students and 120 faculty and staff members is CCPA’s most pressing responsibility in the 2020-21 school year. Our Covid protection protocols include:
Blended Attendance Schedule K-8th grade: Full day in classrooms Monday-Thursday; remote classes on Fridays 9th & 10th grades: Mornings in the classroom; remote classes in the afternoon Monday- Thursday; remote classes on Fridays 11th & 12th grades: Morning remote classes; Afternoons on in the classroom; remote classes on Fridays Students with special needs or who need tutoring can come to school on Friday.
Across the Campus Mask requirement at all times for all students, faculty and staff, except kindergartners Temperature scanning when entering any district building Floor stickers on the floors to indicate appropriate physical distancing Temporary suspension of several programs requiring larger student groupings or off-campus travel, including swimming, performing arts and some athletic programs; all will be reinstated as soon as it is safe to do so. Plexiglass dividers in office, administrative spaces and in some classrooms
In the Classrooms Students use personal supplies instead of sharing supplies and equipment Breakfast & lunch delivered to classrooms for K-8 with Grab & Go for high school students Hand sanitizing stations throughout classroom buildings Grouping students in family groups on school busses and in other settings where this is possible
For all Students: Individual Chromebook computers that may not be touched by any other student Option for 100% remote classes Medical and food pantry access as needed Free Mental Health Care provided at Beech Acres
Cincinnati College Preparatory Academy - 1425 Linn Street - Cincinnati OH 45214 - 513.684.0777 - www.ccpaonline.com Ohio Collaborative for Educating Remotely and Transforming Schools
East Central Ohio Educational Service Center 834 East High Ave New Philadelphia Mr. Randy Lucas 330-308-9939
Mrs. Michele Carlisle Coordinator, Distance Education 834 East High Ave New Philadelphia, Ohio 44663
330-308-9939 [email protected]
County located 79 Tuscarawas Counties served 7 Belmont 10 Carroll 30 Guernsey 34 Harrison 79 Tuscarawas Project title Building Transformative PD Amount requested $125,000.00 Total project budget $125,000.00 Demographics Number of students served 10000 % Minority 2% % Free/reduced lunch 55% % Medically fragile 0% % Limited English proficient 1% % Transient 2% % Incarcerated 0% % Homeless, foster 1% care, in residential treatment Number of staff served 1500 Subject Area(s) Technology Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Lack of equitable and accessible technology professional development has long been a need, highlighted by the pandemic. There is a continued, urgent need for staff professional development surrounding a virtual, hybrid or technology-driven environment. Implementation of Forward Edge Edge-U badges, support staff, & shared instructional technology coaching, will seek to vastly improve the confidence, skills and ability to teach in a virtual classroom, while providing support and sound guidance to teachers and learners daily. When awarded, Forward Edge Edge-U badge licenses will be secured, in order that teachers can immediately begin working on specific, micro-PD segments of technology PD. Additionally, 2 staff members at ECOESC will begin scheduling virtual and in-person coaching days with districts utilizing the badge program. This will allow teachers to work independently, but have instructional coaches available at scheduled times in order to further support and broaden the depth of knowledge attained through the process. Through the implementation of this project, we seek to strengthen the confidence and actual technology skills of our teachers, allowing them to spend less time on learning the technology and more time on teaching their students. Providing specific, targeted technology training in meaningful, measurable, and producible chunks will positively impact the educational experience of our teachers and students. As teachers select and work through each segment of Forward Edge Edge-U badges, we hope to refine areas in which more targeted and specific PD needs to happen in order to further strengthen daily instruction. Additionally, through measurable products at the end of each badge completion, we hope to build and develop skillsets among grade-level teams and teachers, which will provide a sustainable support network for each group of teachers. Finally, through progress monitoring as teachers select and gain badges, Instructional coaches will be able to develop and deliver additional, building specific PD to further support and strengthen teaching staff. The greatest measure of sustained success will be that educators continue to utilize technology tools as embedded into their classroom, even after classrooms return to in-person learning. Funding is requested to set up a comprehensive technology PD offering for our region. This will include securing up to 1400 seats of Forward Edge Edge-U badges, which provides engaging, relevant, micro-trainings, targeted specifically for teacher needs with their own remote and hybrid learners. It provides focused and meaningful training, followed by an implementation and review process for each badge selected. Additionally, instructional technology coaches will be deployed to our service region in order to provide coaching strategies, support to the learners and instructors and assistance in both selecting technology pathways and creating meaningful learning outcomes from said pathways.
Statement of need Among the 17 districts in the service region of ECOESC, we have always observed great disparity between districts in terms of both the ability to offer robust technology resources, and the ability to support staff as they learn to embed technology into daily classroom instruction. Our rural, small districts often engage a single technician, which means that little time is devoted to teacher PD covering technology integration. At the onset of the pandemic, this disparity was glaringly obvious, in both the ways in which less prepared districts implemented remote learning options, and also the volume with which district staff reached out to the ECOESC to provide technology training and support to their staff as they began the process of remote instruction. The ECOESC serves districts in Tuscarawas, Carroll, Harrison, Belmont, & Guernsey Counties. ALL counties are designated Appalachian service areas, and all suffer from both a high level of poverty as well as inequitable access to reliable and affordable internet outside of their physical school building. This applies to both staff and students in the region, where it is estimated that in some individual districts, 22% of attending families have no ability to access the internet at home, no matter the cost. This includes the staff working in these districts as well. At the onset of the pandemic, shifting to home instruction, gaps in access and training for our service region were highlighted. During the 2nd and 3rd week of the March shutdown, Michele Carlisle provided PD specifically covering instruction using Zoom, and during those three one- hour sessions, more than 400 teachers attended these sessions to gain remote teaching skills. During the subsequent weeks trainer Dana Atwood & Michele Carlisle provided a combined total of more than 15 PD sessions covering Google Classrooms, Google Meet, Google sites and other tools and Zoom to more than 619 teachers in our region. All of these sessions and attendees were at the specific request of districts, due to the extreme need presented as a result of the shift to remote learning. Summer training included several planned full-day PD sessions with ECOESC, again, diving deeper into the technology skills most needed in order to provide high quality instruction whether in person or remotely. From June-September, 6 districts have secured more than 21 full days of PD from our training staff. Our observations have shown that teachers are still trying to fit technology skills and tools into their traditional classroom delivery method. Additionally, we are finding that, while well-versed, there are many additional technology tools and programs that would further strengthen and support our teaching staff, but, we do not have the depth of knowledge on each and every resource to provide meaningful PD on each topic. Forward Edge Edge-U badges is able to provide what our district teaching staff continues to ask for in the form of customizable, chunked PD, targeted for their own classroom and student needs, delivered in a meaningful and measurable way. Through this project, ECOESC will secure seats of Forward Edge Edge-U badges, which will create for each teacher the ability to customize their learning pathway. Each badge will contain 4 segments; what the tool or strategy is, and how it will benefit their students in the educational setting, learn it section, where the expert provides the tools for the teacher to learn the tool or strategy, the use it section, where the teacher will implement said skill into their learning environment, and finally, the teacher will be given feedback on how they used the tool and ways to further enhance classroom learning with the tool. ECOESC instructional coaches will support each teacher as they individually migrate through their selection of badges as well, which will provide a more comprehensive and sustainable outcome for further district growth. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. The ECOESC serves a uniquely challenged area of school districts, most of which reside squarely in Appalachia-designated counties. Our service region is made up of Tuscarawas, Carroll, Harrison, Belmont and Guernsey Counties in Ohio. These unique districts are diverse in terms of courses offered, internet access outside of their physical buildings, student poverty level, and technology access within the school districts, to name a few differences. Historically, staff at the ECOESC are called upon to provide high-quality training and professional development, specific or targeted school staff support and state-level program support. That is the role and purpose of an Educational Service Center, and when asked, the ECOESC meets the call. The role of trainers, at its core, focuses on providing tools, technology, current and relevant teaching best practices and sound, research-based professional development in order to equip area teachers to continue to provide high-quality and meaningful education to their students.
At the start of the educational shut-down, ECOESC technology staff quickly realized just how much of a demand would exist to supply training, tips, tools and best practices for our teachers to provide relevant and meaningful curriculum while teaching in a remote environment. Staff had to navigate new tools, internet disparity, student access inequality, and a general lack of preparedness in the area of remote instruction. Technology staff to date, since the March shut-down, have provided more than 25 individualized and customized technology integration sessions, reaching more than 819 area teachers. Additionally, in preparation for the start of this new school year, 28 full professional development days have been purchased and ECOESC technology staff have delivered additional staff PD covering best practices for providing high-quality instruction in a virtual classroom. Currently, our technology staff consists of just two staff members versed in technology integration tools to the point at which professional development is relevant and meaningful for the teachers in our service region.
In order to best serve the large geographic service area, with diverse, rural teaching professionals, we have chosen to implement Forward Edge. Forward Edge is an education-focused technology solutions and service provider, whose focus is 100% on education, specializing in bringing a deeply personalized training experience to each teacher in the program. Each Badge area encompassed in the Forward Edge Badge program is designed to illicit transformative changes at all levels, leaving lasting positive impact on educators’ use of technology in the field. Edge-U is designed to analyze the myriad of technology and web-based tools available today and break them down into specialized micro-bites in a tool or strategy. Each of these micro-bites allow the teacher to learn the tool, practice the tool, and with coaching, provide evidence of effective implementation of the tool, then earning the badge. While this badge shows that the teacher has gained depth of knowledge, it also serves a dual-role of providing educator-owned professional development pathways, provided back to the district upon completion of each badge. As these badges and pathways are designed, developed and delivered by K-12 content specialists, Edge-U has earned a seal of Alignment from ITSE, verifying that each pathway promotes critical technology skills, supports integration of technology in meaningful ways for the learner, and contributes to the robust use of technology for teaching and learning. Through this implementation, we believe that all participants will demonstrate further examples of high-quality learning as their technology skills and knowledge increase. We strongly believe that with the implementation of Forward Edge Edge-U badging for participating staff, and the access to technology integration coaches from our ECOESC, participants will immediately be able to increase their effective use of materials, devices, and platforms, and that these implementations will help decrease the time and stress of trying to learn and overcome the technology while in a remote learning environment, and instead, build confidence and comfort in the further embedding of learned skills. Measurable results will be provided through each of the successful badge awards, and will demonstrate mastery of the skill targeted. The unique concept design of Edge-U allows teachers to build skills while owning their own skill pathway, which will create a deeper understanding of the new technology acquired. With more than 170 current badges available, on a variety of topics, including advanced G-Suite badges available, teachers will be able to customize their own pathway that best suits their needs, and therefore the needs of their own remote learners. Forward Edge provides levels earned by educators, which translate to hours consumed through each badge, and they have a level of 5 steps; initiator, achiever, engager, transformer, and trailblazer. The level of trailblazer is an equivalent of 225- 400 points, which is roughly 100 hours of learning and professional development. At the level of engager, it is expected that the teacher will have completed roughly 56 learning hours, and completed roughly that many badges. It is at this level, student engagement has been demonstrated to increase, and teachers’ comfort levels with technology has done the same. As we begin to roll this program out, immediately upon our award, our target for most participants is the level of Engager. In order to best transform the learning experience, we believe that teachers must achieve this level of integration and engagement in various technology skills as well. We anticipate that the program will begin in January, as soon as teachers return from the winter break. We will be immediately scheduling integration coach meetings with any willing teacher, teacher team, or school district, and follow that up with enrollment in the Forward Edge badge program. To meet the goal of Engager, we will then set the monthly pace for each participant at 9 hours, or 9 badges per month. We realize this may be aggressive, but, to reach Engager before the end of the 2020-2021 school year, May, 2021, this will be the pace expected for each participant. To facilitate this; ECOESC technology integration coaches will plan by-weekly check-ins with all participants and follow up with at least 2 on-site/zoom sessions per month with participant groups. These will happen monthly, January-May, 2021. The Forward Edge Edge-U program will begin immediately in January and will be self-paced, by participant, based on the expected completion of 9 hours per month.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders The East Central Ohio Educational Service Center will continue to engage teachers directly through customized professional development opportunities, coaching and support meetings and the provision of Edge-U professional development badging program. This, by its nature, will further engage students and parents of those participating teachers. As an ESC, we typically do not have direct access to parents and students, instead, the role of an ESC professional development is to further strengthen educators to increase engagement in these populations. Stakeholders for this project will include district teaching staff, and curriculum directors who choose to have staff participate. The ECOESC chose not to engage in a consortia for this project, due to the incredibly diverse makeup of both districts and individual staff within each district. It is important to note that, for this project, the ECOESC will offer the project to any in the service region willing to participate, but, it may or may not include full district participation or buy-in. Professional development requests during the current academic year have shown us that needs are incredibly individualized even within each district, and therefore, it is believed the project will provide the greatest impact as an individual educator choice.
How this will address long-term needs beyond the pandemic and how this will transform education As long known, when a learner is truly responsible for the learning pathways being chosen or completed, there is inherently more ownership for the task at hand. Since its onset, Forward Edge has shown that participants using Edge-U professional development leads to increased teacher engagement and excitement for learning new skills, which directly impacts student learning. While many of these skills are uniquely necessary for strengthening learning and teaching remotely, they are not skills that exist in isolation, or exclusively for remote and hybrid learning. All skills offered, and pathways available include technology skills that are relevant, meaningful and current in educational settings. What this means is that, long after the pandemic, and a return to what has long been considered traditional education, these teachers’ technology skills will remain, grow, and further impact classroom teaching and learning. These skills do not exist in a remote vacuum, instead, they truly transform the way a teacher presents information and content, and how students interact with the learning material. Self-choice on the part of the teacher provides not only a sense of personal accomplishment, but also, allows them to most directly and effectively impact the needs of their own classroom and their own students. This individualized ownership will further impact the future use of learned technology skills. The provision for instructional coaches in tandem with the Edge-U badge program will provide additional strength, encouragement, and support to teachers as they implement the skills acquired. Again, these concepts do not exist in a vacuum, instead, are part of embedded learning, and future impact in the classroom. As shared from Forward Edge, it is known that no piece of hardware, technology tool or software program can solve student outcomes in isolation; it is the teachers’ understanding, use of, and ability to evaluate data provided by said program that ultimately impacts student learning. According to the US National Education Technology Plan released in 2016, there is a new digital divide, the Digital Use Divide, which is described as teachers who have the ability, skills, time and resources to implement new technology in the classroom with learners, and those not provided those opportunities. Creating time weekly for instructional technology coaches to meet with staff, and the implementation of Forward Edge Edge-U badges will greatly reduce this digital divide among served teachers. And, these implementations have long- lasting implications to the future classrooms, as the skills, once learned, are then embedded.
Project Outcomes The changes expected as a result of this implementation are actually quite singular; teachers will feel comfortable implementing, and demonstrate increased implementation of technology tools, web-based tools, and embedded technology skills, whether in a remote learning or face-to-face classroom environment. It is expected that as skills are acquired, the stress and unsure nature of teachers in the use of technology will lessen, and their comfort level with integration will grow. Ultimately, it is expected that embedded technology will become the norm, not the exception. Embedded technology, for our purposes, assumes that the technology is not an add-on, or an extra, but, instead, essential to the deep learning expected from the student. A classroom in which the learning is truly flipped, and where the skills implemented in remote learning can be applied no matter where learning is taking place will enable learners and teachers to maximize instructional time, no matter the circumstances. Evaluation Our adoption of Forward Edge Edge-U badges will provide for us the hourly progression of each participating teacher. These badges will provide for us the skills being implemented, and at what level of implementation, as well as the pace by which teachers are working toward becoming and Engager. Additionally, meetings and training time with ECOESC instructional technology coaches will be documented as well. We will ask teachers to provide monthly data showing increased student engagement, lessening student frustration with technology tools, and survey frequently to check for teacher comfort levels with regard to technology implementation and practices.
Project Start Date 01/05/2021 Project End Date 08/16/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST OTHER FUNDING LIST ENTITY DESCRIPTION / TOTAL BUDGET ITEM AMOUNT PROVIDING OCER OR NARRATIVE e.g. per unit or hour COST INCLUDING IN- FUNDS REQUESTED AMOUNT KIND CATEGORY Instructional tech ECOESC instructional $600 per day, 9 $5,400 $5,400 Coach Technology Coach, face- months total to-face and zoom meetings with all participants to ensure teachers feel supported through the badge- earning process. 2 days per month, through the project, is expected
Instructional tech ECOESC Google $600 per day, 9 $5,400 $5,400 Coach - Google Certified technology months total Certified coach, 2 days per month, to support Edge- U badge process Forward Edge Edge- Edge-U badge licenses, $80 per license, 1427 114160 $114,160 U license for up to 1400 teachers licenses expected in the service region. Trackable, sustainable, and individualized by user
TOTALS: $124,960 $- $124,960 Tuscarawas County Office Belmont County Office Guernsey County Office 834 East High Avenue 67400 Betty Lee Way 725 Wheeling Ave New Philadelphia, Ohio 44663 St. Clairsville, Ohio 43950 Cambridge, Ohio 43725 ______
November 9, 2020
To Whom It May Concern:
As Superintendent of East Central Ohio Educational Service Center (ECOESC), It is my pleasure to write a letter of support for the Ohio Collaborative for Educating Remotely and Transforming Schools Grant being pursued by East Central Ohio Educational Service Center.
If awarded, this project will allow us to assist our member school districts by providing much needed resources and support for students that are receiving their education remotely. Additionally, this project will align with, and strengthen, current remote learning initiatives that currently exist within our agency and our member school districts such as:
● RemotEDx - a state sponsored grant program that is designed to provide families and school districts with the following supports for online learners: ○ RemotEDx Exchange - a repository of vetted resources, tools, professional development, services, and content for remote learners and educators. ○ Connectivity Champions - regional service providers that will assist families with connectivity and technology issues ○ RemotEDx Support Squads - high quality, job-embedded professional development that is provided by Educational Service Centers ● RemotEDx Concierge - ECOESC has secured grant funding to employ a regional concierge that will be responsible for connecting families and school staff with the aforementioned resources and services of the RemotEDx initiative. ECOESC is willing to permit the RemotEDx Concierge to serve as a resource and partner for this grant endeavor as an in kind service. ● Online Advocates - ECOESC currently employs online advocates that serve as a liaison between school and home for students that are receiving their education remotely. The resources and professional development obtained from this grant could be used by online advocates to further support these students.
In conclusion, East Central Ohio Educational Service Center looks forward to collaborating with our service region as a committed partner for the Technology Collaborative grant.
Sincerely,
Randy J. Lucas, Superintendent
Ohio Collaborative for Educating Remotely and Transforming Schools
Educational Service Center of Central Ohio 2080 Citygate Drive Columbus Dr. Tom Goodney 6145866546
Mr. Thomas Reed Director 2080 Citygate Drive Columbus, Ohio 43219 United States 6145424120 6145723519 [email protected]
County located 25 Franklin Counties served 21 Delaware 25 Franklin 45 Licking 51 Marion 59 Morrow 71 Ross 80 Union Project title Beyond the Classroom: Mentoring 101 Amount requested $125,000.00 Total project budget $125,000.00 Demographics Number of students served 500 % Minority 46% % Free/reduced lunch 70% % Medically fragile % % Limited English proficient % % Transient % % Incarcerated % % Homeless, foster % care, in residential treatment Number of staff served 50 Subject Area(s) Other Other Explanation Career-Based Intervention; Work-based Learning Person Administering (if not primary contact) Christine Galvin Director, College and Career Success 614.753.4704 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative In the state of Ohio, nearly two out of three jobs require employees to have an education beyond high school. Yet, less than half of working-age Central Ohioans hold a postsecondary certificate or degree. Therefore, employment is continually becoming more difficult to obtain due to skills gaps. As youth from families that were hit hardest by the pandemic enter the labor market or consider obtaining postsecondary education credentials, they need extra support for proper career preparation and training. Traditionally, work-based learning experiences were done face-to-face at the work site. But as more and more employers move to and maintain remote work environments, work-based learning experiences must now be delivered remotely to ensure the safety of the students. Just as online teaching requires new skills and competencies, online mentoring in a remote environment demands that business and industry mentors also develop new skills and strategies to ensure equitable access to work-based learning experiences.
Beyond the Classroom will train high school career-based intervention specialists and business/industry partner mentors to use evidence-based online learning modules to successfully implement remote work-based learning experiences for economically disadvantaged and at-risk youth. These work-based learning experiences will offer disadvantaged students equitable access to opportunities to prepare for and succeed in employment through activities by developing effective occupational skills training, workforce preparation, leadership development, career exploration, virtual job shadowing, personal counseling, and adult mentoring.
This proposal requests funding to establish the Beyond the Classroom program that will be developed and delivered by the ESC of Central Ohio. The ESC of Central Ohio is eager to provide the services of Beyond the Classroom and to continue its strong partnership with the Franklin County Department of Jobs and Family Services (FCDJFS), school district leadership, area businesses and community organizations to develop and deliver a comprehensive, integrated approach to preparing at-risk students for higher education and the workforce. The ESC has proven, established partnerships in the Central Ohio area including the Central Ohio Compact, the Success Network, and the Investing in Innovation federal grant. Working together, these partners have made a significant impact in the lives of at-risk youth through obtaining postsecondary credentials, career pathways and sustainable employment.
Statement of need While more than half of high school graduates eventually pursue further education, many are not academically prepared for postsecondary work. An unfortunate truth is that high school completion is not equivalent to college and career readiness, which requires having the content and skills that enable a student to succeed at the next level. Only slightly more than half of high school students that do pursue post- secondary enrollment at Ohio’s four-year private institutions were likely to complete in four years. Just 73 percent earn degrees at some point in the six-year study period. That compares with 64 percent of students staring at four-year public institutions and a worrisome 33 percent of students starting at two-year public institutions, well below the national rate of 39 percent. Additionally, the "stop-out" rate for Ohio students starting at two-year public institutions was more than double the rate for students staring at four-year institutions. They also exhibited minimal mobility during the study period, with between 80 and 90 percent finishing at the same institution at which they started, depending on type of institution. A mere 4 percent of students who started at a two-year institution subsequently transferred to a four-year institution to complete their first degree.
As one can see by these statistics, many students are getting left behind with no post- secondary training and no viable path to a career. In work-based learning programs, young people and adults alike can get the experience employers are seeking and gain the skills and credentials they need to enter and succeed in careers. Workplace learning experiences are beneficial for all students but can be especially useful for low-income students, people who have jobs but lack the skills necessary for better- paying positions, and opportunity youth who may otherwise not have access to the educational opportunities, professional networks, and social capital that often play a critical role in career success.
Likewise, work-based learning helps employers gain access to job candidates who have the hands-on experience they’re seeking. Traditional classroom-based educations and many third-party job training programs don’t usually offer instruction tailored to the specific needs of individual employers. But when employers work with schools or other partners to design work-based learning programs, they can ensure that the curriculum and on-the-job activities cover the skills that workers need to succeed in crucial roles at their organizations. The Beyond the Classroom project will create tools to assist business/industry leaders in developing and implementing an effective work-based learning program. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Ensuring equitable access to successful employment for disadvantaged youth is the core mission of Beyond the Classroom. Accordingly, this will require successfully supporting three distinct cadres of participants: 1) Disadvantaged youth enrolled in work-based learning experiences 2) High school career-based intervention specialists who work directly with students and mentors in work-based learning experiences 3) Business/Industry mentors who provide work-based learning experiences
ESCCO will implement the Beyond the Classroom program through a three-phase plan: PHASE 1 (DEC-JAN): Develop online work-based learning modules PHASE 2 (JAN-FEB) Recruit and training career-based intervention specialists and business/industry partners PHASE 3 (FEB-JUN) Identify priority students and implement remote work-based learning experiences
1) DECEMBER 2020 to JANUARY 2021 - DEVELOP ONLINE WBL MODULES: In phase one, the first 60 days of the project, three master educational technology designers from the ESC will adapt Linked Learning's* evidence-based work-based learning strategies for online learning modules. This content will focus on several areas: job attainment, customer service, interpersonal and business communication, problem solving and critical thinking, working in teams, workplace discipline. The modules and materials will also provide training on how to effectively mentor an at risk student that may need additional supports in the workplace.
*Linked Learning is an evidence-based, proven approach that combines academics, technical training, work-based learning and integrated student supports. Linked Learning centers around linking student’s talents and interests to viable adult roles and striving to attain the challenging college- and career-ready skills needed to attain them.
2) JANUARY to FEBRUARY 2021 - RECRUIT AND TRAIN EDUCATORS AND MENTORS: In the second phase, ESCCO staff will leverage existing work-based learning partnerships and develop new relationships to recruit business/industry partners to partner with the ESCCO and their member districts to develop high quality work-based learning experiences. This will include completing the training in how to effectively utilize online modules with students, providing ongoing feedback and support during the work-based learning experience, and completing the evaluation process after the work-based learning experience is completed.
3) FEBRUARY to JUNE 2021 - IDENTIFY PRIORITY STUDENTS/ENSURE ACCESS: In the third phase of the project, the ESC WBL specialists will work with high schools to identify priority disadvantaged students for the project and match them with a business/industry mentor. Students and mentors will be supported by high school career-based intervention specialist to learn job attainment skills, how to use job search tools to find available employment, how to interview for a job and how to thrive and advance in employment. During this implementation phase, the ESC's technology team will work with each high school to ensure all disadvantaged students have connectivity and devices to access online content. Also during this phase, two ESC WBL specialists will provide technical assistance to career-based intervention specialists and business and industry mentors in working through obstacles and barriers, reflecting on the fidelity of the work-based learning experience to the standards outlined in the training, and providing targeted training and support as needed. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders In order to provide the proper preparation for students and employers for a high quality work-based learning experience, ESCCO staff will leverage existing partnerships with business, community, and government leaders. Over the past several years, the ESC of Central Ohio has constructed partnerships through its work with the Central Ohio Compact. These connections are essential to the success of Beyond the Classroom, as they provide the career explorations and job-embedded learning experiences that students may not receive otherwise. Established in 2012, the Compact is a regional strategy for college completion and career success through deeply planned collaboration between and among K-12 districts, higher education institutions, employers, community organizations and other stakeholders.
The ESC of Central Ohio has been diligently working to accomplish the goals of the Compact by fostering partnerships through its Success Network and implementing evidence-based college readiness strategies through an “Investing in Innovation” federal grant. By adopting a regional approach, the Compact has created a model of collaboration intended to bring about a dramatic increase in college success for Central Ohio students and position the region as a leader in economic growth, per- capita income and quality of life. This Beyond 12 project proposal precisely aligns with the goals and work of the Compact, and will assist in moving toward creating the highly skilled workforce essential for today’s economy.
In addition to business partnerships, the ESC of Central Ohio has established relationships with positive and successful youth-based organizations such as community involvement programs, tutoring programs, and guidance and counseling organizations including I Know I Can, Learning Circle, the PAST Foundation and many others. Partnerships with higher education have been established by ESCCO staff to expose students to postsecondary educational opportunities and additional career paths. Links have been made to community, technical, and four-year colleges, skilled trade education institutions, and other non-traditional, postsecondary educational opportunities. Furthermore, partner institutions of higher education will contribute to the development of the training modules and materials by providing assistance for preparing for postsecondary education and various career choices that require advanced training. This program leverages existing partnerships with higher education institutions, businesses and civic organizations to provide high quality and comprehensive services, while also ensuring that seamless transition can be made from high school to college or career.
How this will address long-term needs beyond the pandemic and how this will transform education Although the pandemic has magnified the inequities and skills gaps that exist in Central Ohio, this issue is not new. Disadvantaged students and students of color historically have been disproportionately affected by various school and non-school factors. Students of color and economically disadvantaged students graduate from high school at lower rates than their white and non-disadvantaged peers. Students of color make up less than half of the student population in central Ohio, but account for over 70% of disciplinary occurrences in schools. Economically Disadvantaged students make up about two-thirds of the student population, but account for 85% of disciplinary occurrences in schools. Similarly, students of Color enter the juvenile justice system at higher rates than their white peers and are more likely to suffer violent intentional injury than their white peers both in school and in non-school settings. On average, students of color in the Columbus metropolitan region earned industry credentials in 2018 at only 68.75% of the rate of white students. Each of these indicators points to inequities and disproportionalities that present barriers to successful work-based learning experiences in high school.
Research and experience show that real educational solutions exist in the “and” not the "or." When we combine college and career preparation, we put every student in position to pursue the full range of postsecondary options, whether trade school, college, or other credentialing programs. Historically, the vast majority of American students have faced an “or.” At some point in their high school experience they were deemed to be college material, or not. So, they were encouraged to study for college or train for a trade. But when college-entry coursework is separated from career education, the limits of each model are exacerbated. When integrated, college and career preparation reinforce each other, creating a much stronger equation with real benefits to our students, communities, and economy. That’s the power of plus—and the driving principle behind Linked Learning. By integrating rigorous academics with real-world learning AND strong support services, students are better prepared for success in college, career, and life. Students enrolled in high-quality Linked Learning pathways outperform their peers in traditional high school programs. On average, Linked Learning students accumulate 8.9 more credits by the end of high school, are 2.1 percentage points less likely to drop out, and are 3.1 percentage points more likely to graduate. Students of color in Linked Learning programs earned 15.2 more credits in high school. In workplace readiness, Linked Learning students demonstrate enhanced self-management and self-efficacy, improved in communication, collaboration and informational literacy, and grew in their career navigation ability. Overall, Linked Learning students are making strides toward a more equitable, economically promising future.
Project Outcomes Through "Beyond the Classroom: Mentoring 101" online modules and mentor training, we expect the following outcomes for disadvantaged and at-risk students as well as the educators and mentors who support them: 1. Improved workplace readiness skills in participating students 2. More equitable work-based learning experiences for disadvantaged and at risk students through high-quality modules aligned to Linked Learning 3. Increased sense of efficacy of educators and mentors to design, deliver and support high-quality remote work-based mentoring experiences 4. Increase the number of high quality work based learning experiences Evaluation The evaluation will be conducted by the ESC's Data and Research team. Dr. Megan Johanson will serve as the principal investigator and will be assisted in data collection and analysis by Dr. Thomas Reed. A transparent and replicable evaluation process will collect both quantitative and qualitative evidence of impact. The evaluation process will follow a quasi-experimental design to evaluate the effect of concepts and strategies on the proposed outcomes. The scope of the evaluation will be to: 1) Measure the change workplace readiness skills in disadvantaged and at-risk students. 2) Measure the use in high-quality remote mentoring training modules and materials. 3) Measure the change in efficacy of educators and mentors to deliver high-quality remote work-based mentoring experiences. 4) Measure the increase the number of high quality work based learning experiences in a remote and in person environment (if permissible and safe)
DECEMBER 2020 - JANUARY 2021 BASELINE DATA COLLECTION Pre-assess student workplace readiness skills. Pre-assess educator and mentor efficacy in delivering remote work-based learning experiences. Data will be collected using locally developed efficacy instrument. Determine the total number of current WBL experiences as reported by high school counselors and/or career-based intervention specialists. Online modules will be developed by ESC technologists and loaded into Canvas (learning management system) during this period. Use in high-quality remote mentoring training modules and materials will be zero.
MARCH 2021 - MIDYEAR BENCHMARKING Career-based intervention specialists and mentors will report observations of student workplace readiness skills. Canvas student enrollment and usage reports will show the number of logins by student, by mentor, and by educator. Career-based intervention specialists and mentors will self-report efficacy levels after training sessions.
JUNE 2021: FINAL REPORTING Change in student workplace readiness skills Self-reported efficacy of educators and mentors Total module usage data by student, by mentor, and by educator logins Total number of WBL experiences reported by high school
ANALYSIS OF PROCESS MEASURES The evaluation team will use Multivariate Analysis of Covariance to measure changes in teacher knowledge and student outcomes on key performance indicators. The team will examine correlations of changes in student workplace readiness to changes in efficacy. Changes in workplace readiness and efficacy will be correlated to total module usage. Analyses of outcomes will be presented in both narrative and graphic form. APPLICABLE PRIVACY REQUIREMENTS Evaluators will adhere to the Educational Service Center of Central Ohio's Governing Board policy regarding data and information security (8305).
Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget BUDGET INDIVIDUAL OTHER ITEM ITEM COST LIST TOTAL FUNDING DESCRIPTION / ENTITY OCER e.g. per unit or BUDGET AMOUNT OR NARRATIVE PROVIDIN REQUESTED hour ITEM COST INCLUDING IN- G FUNDS AMOUNT KIND CATEGORY Purchased Three ESC EDTECH1-250 $ 60,000.00 OCER Service educational EDTECH2-250 GRANT technologists will EDTECH3-100 design and develop TOTAL 600 HRS x online work-based $110/HR learning modules aligned to Linked Learning. Purchased Two ESC WBL WBLSPEC1-20 $ 28,000.00 OCER Service specialists will WBLSPEC2-20 GRANT recruit, train, coach TOTAL 40 Days x and provide $700/Day technical assistance to 50 CBI educators and up to 250 mentors
Purchased Reimbursement to 50 high schools x $ 25,000.00 OCER Service schools to offset the $500/School GRANT cost of data collection and reporting, identifying priority students, ensuring access to online learning modules
Purchased Two ESC data and DATA1-80 $ 12,000.00 OCER Service research specialists DATA2-40 GRANT will design, develop, TOTAL 120 HRS x and deploy data $100/HR collection processes, tools, visualization and final reports.
TOTALS: $ 125,000.00 $- $-
2080 Citygate Drive • Columbus, OH 43219 p: 614.445.3750 │ f: 614.445.3767 www.escofcentralohio.org
November 6, 2020
To whom it may concern:
Please accept this endorsement of “Beyond the Classroom: Mentoring 101,” the Educational Service Center of Central Ohio’s Round Two application for the Ohio Collaborative for Educating Remotely and Transforming Schools grant through the Martha Holden Jennings Foundation and Philanthropy Ohio.
This proposal seeks to ensure equitable access to high-quality work-based learning experiences for disadvantaged and at-risk students across seven counties in the Central Region.
In doing so, we commit to doing the following: 1) develop online work-based learning experiences for students rooted in evidence- based curriculum 2) coordinate and deliver training opportunities for educators and mentors 3) provide ongoing coaching, technical assistance and support to support implementation and monitoring 4) ensure success and sustainability in remote work-based learning experiences beyond the pandemic
We welcome the opportunity to serve the Central Ohio region in this important work.
Sincerely,
Tom Goodney, Ed.D. Superintendent Ohio Collaborative for Educating Remotely and Transforming Schools
Gahanna Jefferson Public Schools 160 S. Hamilton Road Gahanna Mr. Steven D. Tartt 614-337-3771
Mr. Steven Tartt Principal 350 Stygler Road Gahanna, Ohio 43230 USA 614-479-1416 [email protected]
County located 25 Franklin Counties served 25 Franklin Project title Advancing Equity in Remote Learning Amount requested $123,625.00 Total project budget $123,625.00 Demographics Number of students served 1802 % Minority 43% % Free/reduced lunch 245% % Medically fragile % % Limited English proficient 6% % Transient % % Incarcerated % % Homeless, foster 1% care, in residential treatment Number of staff served 100 Subject Area(s) Language Arts Math Science Social Studies Visual / Performing Arts Technology World Language Other Explanation Person Administering (if not primary contact) Steven Tartt Principal, Gahanna Middle School West 6144791416 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Gahanna-Jefferson Public Schools is a highly rated, public school district located in Gahanna, OH. It has 7,726 students in grades PK, K-12 with a student-teacher ratio of 19 to 1. The middle level program includes three middle schools: Middle School East, West and South serving a combined 1,802 students grades 6 - 8. Among the three middle schools, the number of free and reduced lunch eligible students ranges from 12% at East to 41% at West. The middle school approach to learning focuses on the growth of the total student with the goal of providing a safe, friendly, and productive learning environment for all students. The staff, through individual instruction and team approach efforts, assists students as they develop at a rate commensurate with their individual abilities and awareness levels. The curriculum integrates academic and cultural courses so that the school environment closely relates to life and the world outside of the school building. When students leave the middle school, it is the goal of the total staff that they will be equipped with the critical thinking skills and self confidence necessary to meet the challenges and capitalize on the opportunities that they will encounter as they become young adults. Statement of need Our schools were thrust into a crisis response situation at the onset of Covid-19 forcing us to immediately deliver education remotely. Now, the requirements for distancing and severe physical constraints requires changes in what teachers have historically done to educate children. Rapid change, coupled with a lack of experience in a digital environment, has forced us to address implementation differences that focus on equitable access and opportunity in remote instruction.
Remote teaching presents a number of challenges for faculty, including the logistics-- both pedagogical and technological--of how to transition activities, discussions, and lab or studio learning experiences online with equity between the in-person and remote learner perspective. Our essential question for this submission is: How can our middle level instructional staff ensure that all students have access to the strategies they need to succeed academically, socially and emotionally when the learning contexts are rapidly changing? Pedagogy that prioritizes inclusion--whether the courses are online, in-person or a combination of the two--asks us to consider how we can help all students succeed. For in-person classes, inclusive approaches include (but are not limited to) creating inclusive learning spaces where students feel valued and included, setting clear expectations about curriculum standards and deadlines, and making the learning and assessment accessible and relatable to all students. When in-person classes are not available, learning shifts to online spaces and methods. These ideas can still be applied, but access and equity can look very different in online teaching contexts, and become increasingly complicated for a staff that has limited or no experience in the convergence to digital learning. The tendency in moments like this is to treat only the immediate problem; however, we know that building teacher efficacy through a focus on inquiry based, visual learning and virtual learning, will increase academic achievement for all students, including subgroups.
Our students may or may not be able to be in classrooms, so we must create a way for teachers to educate them remotely. This is necessary, but not sufficient. The opportunity to address the social and emotional learning (SEL) elements of a complete education must be considered as part of the remote learning solution. In this proposal, we imagine a solution that incorporates effective remote learning practices to promote equitable access to high quality instruction. This approach would truly be a step toward transforming education, and would apply in all environments, not just those when the student and teacher are separated. South, East and West Middle Schools, along with our partners (Modern Teacher, PAST Foundation, StartSOLE), will apply modern learning theory that positively impacts learning and then share that learning with those around us through the State of Ohio’s RemoteEDx connectivity teams at the Ohio Department of Education.
Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Project Start Date* 11/18/2020 Project End Date* 06/30/2021 This proposal leverages a partnership between the PAST Foundation, OSLN STEM Action Center, ESC of Central Ohio and Gahanna Jefferson Public Schools with a laser-like focus on creating models, tools and environments that bring about the transition from traditional educational strategies to immersive problem-based approaches that resonate with diverse and dynamic communities. The PAST Foundation is in charge of the OSLN STEM Action Center.
Equity of the instructional experience between online and in-person environments in general will be addressed along with three specific aspects of accessibility that are key – accessibility for students with physical impairments that may create challenges for reading/seeing/hearing digital files and content, accessibility for students with psychological and/or learning differences that require certain accommodations such as extra time to process materials or additional exam time, and accessibility for students with limited access to computers or stable internet service.
TASK 1 – Activate the staff of Middle School West (West as the pilot site) to expand digital synchronous and asynchronous instructional delivery capacity so that ALL students have access to high quality instruction. West will team the digital convergence pedagogy of Modern Teacher in a real time, on-demand delivery system facilitated by PAST Foundation. TASK 1 reduces the inequities between in-person delivery of instruction and remote delivery of instruction.
We will approach the training of teachers in three steps. Between November 18 and December 31, Past Foundation will deliver the Modern Teacher modules for digital convergence to MS West so that a common understanding of synchronous and asynchronous digital learning is established. Between January 3 and the end of March, PAST Foundation coaches will train TBT leaders (East and South) to facilitate discussions of delivery and equity through the digital convergence practices and coach teachers in effective delivery of instruction in a virtual environment while implementing MT in each of their buildings. Between March 31 and June 30, intensive analysis of practices utilizing the OIP process will help to determine the best practices and interventions needed for 2021-2022.
TASK 2: Implement StartSOLE (SS) to amplify and accelerate the utilization of inquiry through a blended approach to collaboration. Using SS’s database of 20,000 standards-aligned questions, they are ready to facilitate a student-centered inquiry- based lesson using the resources provided by the SS platform. Gahanna already has teachers trained to use the SS approach in their classroom. TASK 2 reduces the gaps in relationships between teachers and students experienced in remote instruction while promoting high quality inquiry based learning experiences for students.
We will approach the training of teachers in two steps: PAST Foundation will “activate” the existing SS capable teachers and train them to use the same teaching strategy virtually with their students. A portion of these teachers will be designated ambassadors. Next, the ambassadors will be deployed virtually with SS facilitators to recruit more teachers and train them to apply the SS concepts. SS will also supply the facilitation technology platform and connection to the local community of practice. By doing so, they will also be instantly connected to the broader SS communities of practice working across Ohio, the US, and the world.
By the end of March 2021, the goal is that 170 GJPS teachers will be capable of conducting virtual SS, either using the teacher’s preferred virtual meeting platform, or one provided by SS and this training approach will have been adopted by patterns serving other regions of Ohio.
Task 3 – Build and implement real time assistance structures and strategies for accessibility for students with physical impairments that may create challenges for reading/seeing/hearing digital files and content, accessibility for students with psychological and/or learning differences that require certain accommodations such as extra time to process materials or additional exam time, and accessibility for students with limited access to computers or stable internet service. For educators in the development of competency in TASK 1 and TASK 2, Between January and June, 2021 teachers will have access to just-in-time support service from Modern Teacher and PAST Foundation. GJPS will establish a rapid response network of individuals to provide tailored support to users trained by MT and PAST. The SS platform already has built-in data analytics that allow near real time monitoring of how teachers are using SS with their students. The SS platform also has robust digital communication with its users, and this allows for automatic responses and alerts when new tools or training are available. Our goal is to combine tools for virtual instruction along with real time on-demand assistance so that teachers do not feel overwhelmed with the burden of learning new strategies while also making the time to provide their students with personal support. This is especially true in cases with special needs students. TASK 3 reduces the response time between difficulties in instructional delivery and remedies that promote high quality learning experiences. TASK 3 also reduces the competency gaps that exist among teachers with regard to high quality delivery of instruction regardless of the experienced learning difficulties of the students.
We will approach the creation of the assistance team as follows: A rapid response team will be recruited and assembled within GJPS utilizing the Modern Teacher virtual learning platform and the StartSOLE student platform. The goal will be an initial reply to the user problem within 1day of the request. (Note: the technology infrastructure to do this is already in place – this is not a development effort.) The ambassadors from TASK 1 and TASK 2 will be deployed within TBTs as facilitators to support the sustained utilization of the approaches to digital learning. MT and SS will also supply the facilitation technology platform and connection to the GJPS community of practice. By doing so, they will also be instantly connected to the broader communities of practice working across Ohio, the US, and the world. Data will be collected about problems/solutions to determine trends and to help identify improvements to the systems in use as a component of the Ohio Improvement Process. The milestone goals: An initial SOS team of 5-8 members will be trained and ready for responding to issues by February 1, 2021. Additional membership in the response will occur based on need. The data arising from this task will also be made available to RemoteEDx connectivity teams.
Task 4 – Develop and launch a socioemotional learning (SEL) application. SEL was a challenge to educators prior to C19. C19 has potentially rendered most SEL strategies impractical or not possible. Educators across all districts are struggling to identify SEL to their virtual instruction plans. The team will leverage the GJPS SS trained community to unpack the challenges, identify potential solutions, and pilot those solutions following the design methodology above. SS has the commitment of the PEAR institute (a collaboration between Harvard graduate school of education and the Harvard medical school), and My Special Word, a set of curricula that boosts student self-esteem. TASK 4 improves the relationships between teachers and students through the establishment of empathy and data driven decision making during crisis.
PAST Foundation will assist in the simultaneously created embedded feedback loop necessary to understand from the district level how MT and SS implementation is shifting the district dialogue about deeper learning in COVID environment. This task also provides the structure to have candid open dialogue about steps to deepen the work of the districts. From these conversations will come concrete next steps in the areas of SEL, SPED, and Technology access, cost and impact. Task 4 will incorporate the SEL solution into GJPS service delivery across all grade bands by the end of May, 2021.
By the end of the June, 2020 OCER deadline, GJPS staff will be comfortable producing inquiry based, active learning lessons and delivering them to students virtually (both synchronously and asynchronously). Students will have access to high quality learning environments that produce equity of access and opportunity for learning. GJPS will implement sustainable practices that can be replicated beyond the granting period and will monitor effectiveness of the strategies as a component of our ongoing work. Through the outlined tasks, our students will benefit from meaningful, high quality learning environments where research based practices enable an equitable experience whether remote or in-person learning.
Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders The most powerful partnerships are those that have strategic purpose, intent, structured collaboration, and clear expectations for performance. To that end, we will utilize our Partnerships with the PAST Foundation, Modern Teacher, StartSOLE and the OSLN Central Ohio STEM Action Center to help us create a digital and in-person learning environment as a community of practice.
The community of practice created by the PAST Foundation and StartSOLE in other areas of the State of Ohio while implementing practices informed nationally through the digital convergence practices delivered through Modern Teacher and Harvard University. In this way, other OCER grantees and future grantees can learn from each other creating a more sustainable ecosystem for remote instructional practice and pedagogy. As of the writing of this proposal, plans are in place to work collaboratively with Reynoldsburg City Schools, Zanesville City Schools, Mapleton Local Schools, Northpoint ESC, the ESC of Central Ohio and others.
Our implementation of the community of practice will initially be facilitated by PAST Foundation at our pilot site-MS West, with a transition of facilitation over the next six months to MS South and MS East. We believe that ownership of implementation strategies is a necessary ingredient to sustainability. This project aims to affect a change in our teachers’ mindset, planning, and classroom practices. These changes will make their lessons more inquiry driven and effective, whether delivered in person or online. Properly created and implemented inquiry lessons will necessarily make the learning more individualized and equitable while also promoting mastery. We hope to be a leader in digital learning in Central Ohio and are honored to be considered as a partner with OCER to amplify and accelerate our ability to lead.
GJPS, in partnership with our parents and community members, cannot improve the quality of learning without partnering with all who influence the growth and development of the child. We are an unwavering supporter of the family, community, student learning connection and will tirelessly partner with our community members for the benefit of our collective impact on improving educational equity. Our proposal is partnership driven - a collective impact model of improvement with two distinct targets: equitable delivery of high quality instruction and sustainable practices for improving outcomes for all children.
How this will address long-term needs beyond the pandemic and how this will transform education
Regardless of the pandemic, digital convergence brings opportunity and challenge to education and the effects of digital access to learning will last long after the pandemic. For GJPS middle schools, our primary goal for improvement efforts rests in our primary quest articulated in this proposal: equitable delivery of high quality instruction and sustainable practices for improving outcomes for ALL children.
GJPS recognizes that the implementation of digital devices in a middle level program allows for access to multiple sources of information as easily as it allows for access to information that may disrupt learning. Teachers must be able to cultivate learning in a digital rich environment for jobs that in some cases didn’t exist when they started kindergarten. Digital convergence in education triggers a move away from predetermined delivery of instruction that relies heavily on “canned” lessons, to a dynamic environment that is more intuitive and responsive to the learners’ prior knowledge, level of progress, and readiness for learning.
This proposal has been developed with an appreciation of the full ecosystem in which the remote education problem exists. As learning conditions change in response to COVID19, public pressures, districts’ stressors and economic conditions require that the best solutions to Ohio’s call for action must be agile. GJPS must establish a continuity of high quality delivery of instruction even as the circumstances change. The solutions must also equip teachers and educational leaders with tools necessary to respond. These educators must know, with precision, the status of their progress with students and families in real time, so they can adapt instruction to meet these needs.
The pandemic causes us to assume that the current conditions may have caused an as-yet unknown academic regression across all populations. The impact of this regression may not be revealed until much later in the educational development of a child. In normal circumstances, the SEL aspects of a whole-child education could mitigate these challenges. However, C19 has potentially rendered most SEL strategies impractical or not possible. Educators everywhere are struggling to identify SEL to their virtual instruction plans. The GJPS team will leverage the partnerships (PAST, SS, MT, OSLN) through our community of practice to unpack the challenges, identify potential solutions, and pilot those solutions following the design methodology in our proposal. The plan laid out is the groundwork to continue to respond not only to the conditions of learning, but also use the urgency created by this moment to make positive moves to close gaps.
The funding provided through this grant will amplify and accelerate our work toward digital convergence and will lay the groundwork for sustainability far beyond the granting period.
Project Outcomes For this project, outcomes are short-term and intermediate changes that occur for learners, program participants and teachers as a direct result of the program or experience. Impacts are broader changes that occur within the learning community as a result of the program outcomes.
TASK 1 Outcome - 300 staff members will complete the digital convergence modules from MT with assistance from PAST Foundation. Impact - Staff mindset measures indicate that digital convergence has occurred, growth is expected and delivery is equitable for years after the program concludes.
TASK 2: Outcome - 10 teachers per building act as SS ambassadors, 100 teachers are regularly utilizing SS in the classroom impacting 2,500 students. Impact - Inquiry driven practices are embedded in the delivery of instruction improving critical thinking skills as measured through improved measures of performance.
TASK 3: Outcome - 100% of instructional staff has access to real time, on-demand assistance and coaching to implement instruction. Impact - Analogue and digital delivery of instruction have equitable outcomes and approaches to learning for ALL students well beyond the program implementation.
TASK 4: Outcome - Whether analogue or digital delivery, 75% of lessons integrate SEL strategies. Impact - Student engagement, behavior and academic performances are monitored for efficiency and effectiveness beyond the granting period and result in greater relationships, self efficacy and understanding.
Evaluation PAST Foundation will lead the evaluation efforts for GJPS. For evaluation purposes, this grant evaluation will align to the guidance from the WWC standards using their Pilot Single-Case Design, (What Works Clearinghouse Standards Handbook, Version 4.0, p. A-2). The work will include networked working groups. Each task activity that has a defined training event (e.g., the intervention) will be examined using the GJPS early adopters as a treatment group in a single cluster. Historical data for the population of interest will be used to inform the potential benefit from the treatment, although a strict control group is not warranted for this type of grant. A team of experts, led by a PAST Foundation researcher will conduct the evaluation.
A calibration exercise will be conducted at the outset of the project to prepare the evaluators with mixed-methods analyses. This process will be supported by the fact that there are well-established and documented objectives laid out in the MT and SS training designs, and measurement instruments are embedded in those modules. Upon completion of the instructional sequences, the participants continue in a community of practice that contains all members of the cohort through the Ohio Improvement Process.
Three times during the program, the evaluation team will meet with the project team to conduct data reviews and feedback. In the first meeting, the focus will be to establish a data definition and data element repository (DER). This DER will include all of the data measures the researchers are intending to collect, a definition of those measures, the associated instrument that will be tied to each data element, when the specific data element is likely to be ready to be collected and resulting data and artifacts. In subsequent data review meetings, the following questions will be addressed: (1) to what extent does the data being collected match with what the researchers intended to collect, in form and in substance?; (2) have any data elements been identified that are unable to be collected from the intervention, if any?; (3) what documentation exists to the trustability and credibility of the data that is being deposited in the data bank; (4) what can researchers infer from the feedback and early assessments of the evaluators about the likelihood of the intervention to achieve the intended outcomes?; (6) has any new data element arisen that should be collected, and why? and (6) what threats to validity of fidelity of treatment have occurred in the prior period, if any, and what impact do these pose to interpretation of results?
This continuous process keeps the project leadership apprised of the fidelity of the project activities to the original plan and allows for corrective actions to be made when necessary. Such an approach increases the likelihood that the study in total will be useful to inform Ohio regarding remote education policy choices.
Project Start Date 11/18/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL BUDGET ITEM OTHER ITEM COST FUNDING LIST ENTITY DESCRIPTION / TOTAL BUDGET OCER e.g. per unit or AMOUNT PROVIDING OR NARRATIVE ITEM COST REQUESTED hour INCLUDING IN- FUNDS AMOUNT KIND CATEGORY Modern Teacher - 24 hours of ($ 25,000.00) ($ 25,000.00) ($ 12,500.00) PAST ($ 12,500.00) Agency Access to implmementation Foundation Platform support from MT, District wide analytics of teacher module badge attainment, unlimited access to district implemented module development on MT Portal Teacher Licenses Individual licenses ($ 5,000.00) ($ 5,000.00) ($ 5,000.00) to Modern for every staff Teacher member in the district to enter into MT portal, unlimited PD modules from MT, unlimited access to district designd PD modules PAST Foundation Train the Trainer for ($ 15,000.00) ($ 15,000.00) ($ 15,000.00) Facilitation Modern Teacher (6 -3 hour sessions plus 6 hours planning repeated every month for 5 months) StartSOLE Training sessions for ($ 1,125.00) ($ 1,125.00) ($ 1,125.00) ambassadors (3 - 2 hour sessions plus 3 hours planning) StartSOLE On Demand ($ 40,000.00) ($ 40,000.00) ($ 40,000.00) Assistance (max 24 hourdelay in response rate) Teacher Stipends Teacher Leader for TBT Leaders Training on weekends and after school to lead community of practice PAST Foundation Data Collection - 15 ($ 5,000.00) ($ 5,000.00) ($ 5,000.00) Research and hours, Data Analysis Evaluation - 10 hours, Evaluation Management - 8 hours, Reporting - 7 hours ESCCO - Equity A leadership team of ($ 7,500.00) ($ 7,500.00) ($ 7,500.00) Institute 5 from each building Participation (MS East, West, South) ESCCO - SOS Team Assistance for $7,500) $7,500) ($ 7,500.00) Equitable Assess Coaching Services (60 hours, 20 per building) GJPS Teacher Stipends (10 ($ 25,000.00) ($ 25,000.00) ($ 25,000.00) teachers participate and train trainers) GJPS No-contract Mobile ($ 5,000.00) ($ 5,000.00) ($ 5,000.00) Hotspots for families with no Internet service (100 at $49.99)
TOTALS: ($ 136,125.00) ($ 12,500.00) ($ 123,625.00)
($ 123,625.00)
Gahanna Middle School West 350 North Stygler Road, Gahanna, OH 43230 November 6th,2020 Phone : 614-47 8-5570 | Fax: 6L4-337 -377 L www.ga ha n naschools.org Deborah Aubert Thomas CEO, Philanthropy Ohio 500 S. Front Street, Suite 900 Columbus, 0hio 43215
RF: Ohio Colloborofive tar Educding Remolely
Ms. Thomas:
I om writing this leiter on behslf of Gohsnno Jefferson Public Schools with full cnd eoger support for The Ohio Colloborotive for Educoling Remotely ond Trcnsforming Educolion fund {OCER} gront submission titled "Advoncing Equity." ln partnership wilh your support, we cre eoger to irnprove our rennote leorning proclfces ond outcomes lhrough o coordinoted, strotegic approoch smong our schools, with the support of our pcrtners PAST Foundalion, STARTSole ond the ESC of Centrql Ohio.
Specificolly, this work will supporl the tronsition of focused, reseorch-bosed, effeclive intervention strolegies for both typicolond specioleducolion students in blended ond remote environments. It is imperolive thot we provide equitoble occess to high quclity instruction thot makes o difference in both in*person ond online environments.
Through OCER, we propCIse to omplifyond occelerote digitolconvergence in fourspecific oreos: implemenling reseorch-bosed distonce leon'ring strotegies with fidelify, utilizing remofe leorning methodologies{Modem Teocher); addressing the irnmediote educolionol needs of students reloted to this crisis by identifying problems in criticolthinking ond moking the gops in leaming visible for teocher intervention; improving the relevoncy and reolwodd nslure of the opplicotions of the strotegies by working with locol comp The methodology ond strotegy crested by this projeci will be able to be repticoted ocross our network of schools and school diskicts in our region, ond your considerstion of our proposol for funding will omplify and sccelerote the olreody successful implementotion of gop closing strotegies thot moke o difference for our students" Respecifully, tr@M-/Boneti Steve Superintendeni, Gohonno Jeffenon Public Schools 1605. Homilton Road, Gohonno, OH 43230 Steve Tartt Amie Ladd Shayla Oates Principal Assistant Principal SchoolCounselor November 6, 2020 Deborah Aubert Thomas CEO, Philanthropy Ohio 500 S. Front Street, Suite 900 Columbus, Ohio 43215 RE: Ohio Collaborative for Educating Remotely Ms. Thomas: I am writing to support the “Advancing Equity in Remote Learning” submission for the Collaborative for Educating Remotely and Transforming Education fund (OCER) grant. The PAST Foundation (Partnering Anthropology Science and Technology) has a 20-year history of working with schools and school districts in their quest to provide access and opportunity to students in school. We are excited to work with Gahanna Jefferson Public School the transition strategies to remote learning for middle school children who are unable to come to school and/or are remote learners for these districts. Through OCER, Gahanna will integrate Modern Teacher (MT) modules with on-demand assistance of PAST Foundation (PAST), to establish a digital convergence between remote and in-person learning. PAST Foundation will assist in the implementation of research based strategies for the delivery of remote learning while examining elements of instruction that demonstrate equity. Past Foundation regularly partners with ESCCO, Modern Teacher and StartSOLE (Self Organized Learning Environments) to expand the ability of students to engage in collaboration while strengthening the relationships between students and teachers in the middle level programming. The program will run smoothly and effectively because of the groundwork already in place among partners. The methodology and strategy created by this project will be able to be replicated across our existing network of schools and school districts beyond this grant and throughout the country. Your consideration of our proposal for funding will amplify and accelerate the already successful implementation of gap closing strategies that make a difference for our students. Respectfully, Annalies Corbin CEO, PAST Foundation 1003 Kinnear Road, Columbus, OH 43212 USA | PASTFoundation.org Ohio Collaborative for Educating Remotely and Transforming Schools Graham School 140 East 16th Ave Columbus Mr. Greg Brown 6142534000 Ms. Deborah Addison Director of Advancement 3950 Indianola Ave. Columbus, OH 43214 USA 614-262-1111 614-571-1701 614-447-0558 [email protected] County located 25 Franklin Counties served 21 Delaware 23 Fairfield 25 Franklin 26 Fulton 42 Knox Project title Family Engagement: Leveraging Crew Amount requested $82,138.00 Total project budget $129,138.00 Demographics Number of students served 875 % Minority 73% % Free/reduced lunch 72% % Medically fragile 8% % Limited English proficient 5% % Transient 8% % Incarcerated 0% % Homeless, foster 3% care, in residential treatment Number of staff served 126 Subject Area(s) Other Other Explanation We believe that putting school culture at the forefront of school improvement will accelerate and elevate student overall growth and achievement including math and literacy scores. Crew is the vehicle for continuously improving school culture. Person Administering (if not primary contact) James Kutnow Executive Dean of Culture, TGFS, Dean and Director, GEMS 614-253-4000 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative The Graham Family of Schools believes in the development of strong relationships to support our culture of learning and being within our educational communities. During this historic period of remote learning and living we see an opportunity to better connect with and support the families of our students so that they too can feel a sense of belonging and community with our schools. In Identifying Barriers: Creating Solutions to Improve Family Engagement by Baker et al.; School Community Journal, v26 n2 p161-184 2016, https://eric.ed.gov/?id=EJ1124003, the idea of parent engagement in quality ways outside of being present in the building showed increased trust, behavior, student social capital and academic success. A core practice at our schools is Crew, a culture and structure of EL Education schools. Our partnership has focused the importance of planning, developing, and sustaining practices that bring the community together, promote shared understandings, and encourage all community members to become crew, not passengers. Crew is a vehicle for developing this relationship and supporting students socially, emotionally, and academically. It is also an engine for equity and inclusion, a place where all students feel they belong and can succeed. We intend to create Family Crews at our schools to engage and connect our families with our Crew culture, building more trust and engagement for families and their students. There will be 5 evening Family Crew sessions occurring at the elementary, middle, and both high schools for a total of 20 sessions. A Family Crew workbook will be created to be given to any family who wishes to participate as determined by a survey the month before. By leveraging opportunities such as the Broadband Connectivity Grant we are linked to families in a way that potentially opens avenues for greater collaboration and understanding. Our Staff Crews will be supported and enriched by this process; engaging in Family Crew connections and reflecting on practice with expanded communications. We believe tending to the inclusion of our families in the culture and structures we trust and operate within will benefit our students, schools, and greater communities. TGFS’s hope is that we are able to nurture a more family inclusive learning environment that honors the importance of collective knowledge and experiences for our students. Through Family Crews we offer another vehicle for belonging and identifying with our schools that will further engage and respect the role of family. We believe this model is scalable and can seize upon the opportunity to discard barriers of transportation, physical presence and stigmas of engagement to strengthen the trust and belonging within our schools. Partnership with the Ohio Collaborative will allow us to create a curriculum that utilizes professional tools to produce high quality, engaging experiences for families to interact with that will lead to positive outcomes for our students. Statement of need With significant increases in stress and mental health related issues amongst the members of our community as a result of the pandemic, societal unrest and remote learning we believe that the importance of togetherness, belonging, consistency and predictability is paramount for our students, families and our staff. Research shows that there is a significant connection between academic learning and Social and Emotional Learning (SEL). Studies over the past 30 years also connect trauma, including the stressful environment of continuous, pervasive poverty, as a significant factor in many children's struggles. The global pandemic has dramatically shifted the axis of education and the social and emotional health of our students, their families and our staff. Crew serves as a vehicle for consistency, safety, and belonging during this critical time. We must engage our students for their well-being and sense of worth and their families are crucial partners in that work. Through Family Crew we can model various healthy coping and connecting frameworks, Crew is the framework that binds us all together. We need that framework to engage our families. Our parent group meetings at each school average less than 10 parents/guardians attending meetings per month. Surveys sent to families average just enough to be statistically viable, and often require multiple attempts to request completion. The message we have received is that parents are happy to help the school but if they are attending a meeting they seek content that will give them a better understanding of their student’s school experience or the benchmarks and pathways required for their student to find success. The development of a Family Crew structure would allow for greater voice, empowerment, inclusion, and engagement with our schools. The shift to teaching students remotely has brought a harsh spotlight to inequities in education based on race, family income, and geography. The closing of schools has deepened the problems. Schools often provide safety, food, and health services for students, as well as supporting their emotional health. When students and staff don't see one another in person each day, there are great risks of losing touch with the most vulnerable students and of being unable to support social and emotional health across the school community. Across all 3 schools we have an average of 72% economically disadvantaged students, 8% of our students are considered transient (enrolled under 120 days) and 27% have an individual education plan (this ranges from 17% at TCS to 37% at TGS). As such we must connect in a more meaningful and applicable way to our families so that we can support them and their students during this time of isolation and uncertainty. If our students aren’t mentally healthy or are living in a constant state of negative stress they will never be able to learn or retain academic standards being presented to them let alone be healthy and hopeful youth. We need to mirror student Crew structures and systems with Staff Crew and Family Crew. Student Crew allows for relationship building, academic progress monitoring, and character development. Crew allows students to build positive connections with their peers and with their crew leader. Staff Crew includes synchronous meetings for staff to comfort and support one another, to plan and share resources and to innovate solutions for new ways of teaching and learning. Crew is the sustaining force behind our approach to learning. We have worked to reinvent the elements of Crew to make it accessible and engaging for all students and staff in the virtual environment. We now need to do the same for our families. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. TGFS is committed to the development of high quality and engaging academic and social emotional learning opportunities. Access to these experiences has been challenging with remote learning, equity of technology, and the isolation of our learning community. We stress relational development amongst our students, staff and community members. A defining aspect of our hiring process is the ability to convey relational aptitude and agility. At each of our schools we prize the development of relationships, networking, teamwork and collaboration. Our staff is exhausting itself to meet the high expectations we collectively share in this relational framework of schooling within a remote setting. We have introduced new learning platforms, conducted PD on remote learning, focused on staff and student well-being and partnered with national and local organizations to prepare and adjust our learning environments. While doing all of this we also recognize the importance of reaching out to the families of our students in a more engaging and thoughtful way. If we are to effectively leverage our platforms, processes, structures, systems and partnerships we must better engage our families. More advocates, mentors and human connections are needed and with the pandemic the burden is falling upon our families to fill those rolls. We need to equip our families with the tools to access our educational resources and structures to support our students in meaningful ways academically and social emotionally. We need to create spaces for our families to experience and become comfortable with engaging if we are to expect them to be partners in the success of our students. This is where the development of Family Crew becomes crucial. Student Crew has been part of our culture for many years. Virtual Crew meetings and the supportive relationships between Crewmates and Crew leaders have been a sustaining force in our school life since the buildings were closed. We use greetings, readings and check-in prompts to ensure that every student is seen, heard, and cared for. Crew meetings are also a time for ensuring that all students know how to use the tools they need for virtual learning. Crew leaders create opportunities to reflect, to ask for support, to problem solve, and to set goals for academic progress just as they would in on-site Crew meetings. Virtual Crew meetings are a time for strengthening students' sense of purpose and agency by affirming students' personal passions and interests, and also by creating opportunities for them to put their talents to work in the service of others. Staff Crew was piloted in 2019-20, the first year of a specific commitment to it by all schools and how fortuitous - it became essential in March. We use greetings, readings and check-in prompts to ensure that every staff member is seen, heard, and cared for. A choice of relaxation/well-being tools will be offered to staff to check out. At GEMS we are engaging with trauma-informed care for staff, sharing best practices with our other two schools, thanks to a grant from the Martha Holden Jennings Foundation. Our partnership with EL Education has provided us with thought partners and exemplar models of Staff Crew from other network schools. We will work to make it continuously better, for this period of online learning and are committed to keeping Staff Crew when we are back to in-person learning. Family Crew is the third element for full Crew integration into our work. Our culture teams will collaborate to build a program of Family Crew across the schools. We will create curriculum and an accompanying workbook for 5 Family Crew sessions, one per month at each school, with GEMS divided into elementary and Middle, totaling 20 sessions presented throughout the spring of 2021. Just like student and staff Crew we will use greetings, readings and check-in prompts to ensure that every participant is seen, heard, and cared for. A choice of relaxation/well-being tools will be offered to families to check out. The Family Crew workbook will include activities and challenges for the family and their student. Challenges that can then be used for competitions within a Crew or Crews, developing sense of Crew identity and community. The five Family Crew sessions will include: What is Crew? Family Crew? Mindfulness What is SEL? CASTLE principles/Ohio standards What is TREP (Trauma Responsive Educational Practices) for predictability and consistency What is Restorative Practice? What is PBIS (Positive Behavioral Interventions & Supports) Mindfulness We practice mindfulness-- both staff and students--for enhanced wellbeing. It supports a student's ability to remain present to what is happening in the moment. Secular mindfulness enhances the ability to regulate emotions, combat stress and turn present day challenges into opportunities for personal and educational growth. Research demonstrates that mindfulness yields positive health benefits through its ability to train attention and develop the capacity for self-regulation. SEL Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family- community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities. The five principles of SEL (CASEL) are: Self- Awareness; Self-Management; Responsible Decision Making;Relationship Skills and Social Awareness TREP Trauma Responsive Educational Practices Project We prioritize keeping children in the classroom and engaged in learning. Through learning how to make our learning environments Consistent and Predictable, something prioritized in TREP, we support that end. Because traumatized children often exhibit challenging classroom behaviors, their school experiences can become focused on discipline, behavior control, and exclusion from instruction. To prevent this, children and youth coping with trauma need Educators who have been trained to identify how trauma shows up in behaviors at school. They also need Educators who use evidence-based practices to support the healthy development of children coping with trauma. Restorative Practices We implement Restorative Practices as an alternative to traditional discipline. Restorative Practices are a set of principles and practices that is centered on promoting respect, taking responsibility and strengthening relationships. As aligned with PBIS we are moving away from punishing students after any and all wrongdoing and toward repairing the harm done/ preventing its reoccurrence. A student learns how to correct their actions through discussion, talking circles and conferences which are safe, structured ways of communicating with a student about the harm that has been caused and what can be done about it. In the process a student becomes aware of their impact on others or even the whole community. They learn to take responsibility for their actions by involving the person who was harmed in the circle conversation. We are teaching the skills for civil conversations about wrongdoing as well as practical strategies to build strong, healthy relationships in order to enhance students' present experience of school and future possibilities. PBIS PBIS (Positive Behavior Interventions & Supports) is a system where staff focus on fostering a strong sense of community and on the positive behavior that members of our community exude. In order to provide adequate supports for all members of the community, we spend time defining, modeling, teaching, and acknowledging positive behavior so that our celebrations are authentic for our students. We like to involve our parents by providing access to Hero, which gives parents real-time data on the positive behaviors their student is demonstrating along with inviting parents to Student-Led Conferences where they can examine what positive behaviors are being mastered and/or what ways we can support the student. Family Crews will be conducted online once per month at each school. They will be advertised throughout our community and portions of them recorded to be placed on the website for easy access. Family Crew will have its own section on our websites. It will include elements of these sessions such as mindfulness minutes, links to SEL, TREP, Restorative Practices and PBIS. Over the course of the winter and spring we will encourage teachers and staff members to record mindful minutes to be added to the website enabling members of our community to not only take advantage of this practice but experience them with someone they know or are familiar with. Checking in regularly with Crew members and listening deeply is perhaps the best way to find out how students and families are coping with isolation and disconnection and to give them the opportunity to support and learn from one another. We want the culture of crew to extend beyond the school walls to relationships with families and community members. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders The purpose of the project is to further engage parents, teachers/staff and students through Crew. We have a strong foundation of student Crew already, and have made progress building staff Crew particularly since the pandemic. Our expectation is that the establishment of Family Crew will encourage significantly more engagement from families. Our practice has always included parent group meetings for parents to receive information and support various school initiatives; student led conferences that further engage families with what students are achieving in the classroom; and a wide range of communication tools including newsletters, social media postings, REMIND-an interactive two-way texting service, as well as mass and individualized mailings, phone calls and emails. In addition, our experiential structure provides many opportunities to include family members as experts, chaperones, general class supporters. Further, we will simulate Family Crew with our School Boards and community partners/mentors for their edification and support. Crew is a core practice of EL Education. Our extension of Crew to Families will enhance this partnership and provide a pilot/template for other network schools to build upon. We have culture teams at each school who lead many of these efforts. These team members are committed to building Family Crew as the third essential Crew element and enriching all three Crew models through this work. This project will additionally allow us to further utilize our trauma responsive lens work with the University of Chicago’s TREP program. How this will address long-term needs beyond the pandemic and how this will transform education This project has the potential to strengthen the foundation of public education by encouraging and facilitating positive and productive engagement amongst families, staff and students. This engagement addresses the whole child, the whole family and the whole school. It provides a platform for families to be connected with each other, the school and their students in a meaningful and applicable way. By modeling an essential structure of our culture with families we believe they will have a greater understanding of our identity as schools. With consistent opportunities to engage, be heard, and learn what we are about, families will have perspective on how we are approaching the education of their children. These understandings and perspectives need to be tended to during and after remote learning. Putting structures in place with families now that can be continually used whether in person or remotely will add to the consistency of our messaging and engagement for student supports. Our responsibility is for student performance and growth in all three dimensions of achievement: mastery of knowledge and skills, character, and high-quality student work. Crew helps provide the essential conditions and environment for student performance and growth to occur. Family engagement in these areas will help to increase the performance and growth of our students. A core measurement tool we will use is Panorama. It includes System-Level Advising, a long-term collaboration helping build, embed, and sustain systems of student support; Targeting and Tracking interventions, virtual, interactive learning experiences that build knowledge and skills, and help drive adoption; Coaching & Consulting, small group sessions to surface insights, strategic prioritize strategically, and create a plan of action. These resources and partnership will continue to bring student needs and well-being data into our planning and outreach experiences. In addition, all three schools use HERO to track Habits of Learning with a built in reward system. This is used for tracking and transparency to enable greater understanding amongst students, families and staff about growth and goals related to the Habits. TGS Habits of Learning Self-Direction, Perseverance, Teamwork & Collaboration,Service & Stewardship, Adventure & Risk GEMS Habits of Learning Responsibility, Perseverance, Quality Work, Thoughtfulness, Teamwork TCS Habits of Learning Community, Courage, Grit, Integrity Project Outcomes Crew is never more important than it is during a crisis. When school shut-downs began, jumpstarting virtual Staff and Student Crew was our first goal. The middle and high schools would have been lost without an established structure to ensure every child could be reached right away, to check on health, safety and basic needs of shelter and food and to consider conditions for learning. TGFS’ hope is that we are able to nurture a more family inclusive learning environment that honors the importance of collective knowledge and experiences for our students. Through Family Crews we offer another vehicle for belonging and identifying with our schools that will further engage and respect the role of family. We believe this model is scalable and can seize upon the opportunity to discard barriers of transportation, physical presence and stigmas of engagement to strengthen the trust and belonging within our schools. Partnership with the Ohio Collaborative will allow us to create a curriculum and workbook that utilizes professional tools to produce high quality, engaging experiences for families to interact with. The increased connectivity with our schools will lead to positive outcomes for our students socially and academically.A sense of purpose, belonging and agency help empower families to be more engaged with their children, staff, and school and help address the isolation and anxiety many adults and students are feeling as we worry for our loved ones and face an uncertain future. Evaluation Crew culture involves all students and all staff. It shapes community events, grade level gatherings, whole school gatherings, community gatherings and the climate throughout the school. It shapes staff meetings and team meetings and department meetings. and it also shapes the way relationships and learning takes place in classrooms. It is a way of being that defines what the school stands for. This positive culture reduces disciplinary interventions, creates opportunities for students to “shout out” student accomplishments and strengths, and fosters collaboration and leadership among faculty and students. In this unusual virtual learning environment, Crew is the glue keeping all of the members of our community connected and engaged. With the introduction of Family Crew we seek family engagement with their students, our staff and the school to reach 80%. This will be documented by staff and administrator interactions with families. We expect to build student engagement by 30% as measured by academic growth and achievement as reported by teachers and via PANORAMA and HERO measures. We expect staff to report via PANORAMA and survey measures, positive improvements in their work and personal lives. This work to be implemented from January through June, 2021 is the initial implementation. We fully expect to collect and analyse a variety of data that will help us make adjustments so that this initiative will become an integral part of our work each school year. The sessions will be reviewed, edited and added upon after spring 2021 through surveys, interviews and collection of some Family Crew workbooks. Student-level data will be combined with other data sources, such as parent surveys and school observation instruments including HERO, Panorama, and interviews to determine which conditions in the school are best supporting student growth and which are not. Improving conditions for learning and supporting the well being of everyone in our community are our goals. Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST DESCRIPTION / TOTAL BUDGET ITEM OR NARRATIVE e.g. per unit or hour COST CATEGORY Culture Team Stipends for Culture $1,000 x 21 $21,000 Stipends team members from each school to develop and implement Family Crew curriculum and develop the accompanying Family Crew workbook stipends Administrators $1,000 x 7 $7,000 overseeing the development and implementation of Family Crew, Family Crew Workbook and enhancement of Staff Crew SEL evaluative tool PANORAMA Education subscription $10,000 surveys and tools, enhanced data collection and analysis - students, staff, families CREW Books for We Are Crew, an EL 146 x $28 $4,088 staff (126) Education publication filled with resources and best practices for the implementation of and Board members staff and student Crew (20) Family workbook designing and $5,000 $5,000 printing Family workbook $5,000 $5,000 1000 copies of this tangible resource for families to use with their students Mindful relaxation exercise balls $20x40 $4,800 tools for staff and massage balls $15x40 family Crew use Resistance bands yoga mats $15x40 yoga bolster $25x40 Jump ropes $40x40 $ 5x40 photo shop editing for web videos $250x3 $750 contributed by staff (mindful minutes) video camera with set-up for 3 studios (one $500 $1,500 microphone and in each school for tripod recording and sharing mindful minutes and other Crew practices for distribution on our website and through other video platforms postcards printing and postage for 5000x$1 $5,000 postcards for staff to send to students for recognition of perseverance, resilience and growth mindset TREP Access to TREP experts $10,000 for this project, part of ongoing partnership EL Education Access to School 3x $20,000 $60,000 Designer specifically for the Family Crew Project and the enhancement of Staff Crew EL partnership TOTALS: $129,138 Ohio Collaborative for Educating Remotely Grant Budget OTHER FUNDING LIST ENTITY AMOUNT PROVIDING OCER INCLUDING IN- FUNDS REQUESTED AMOUNT KIND $21,000 $7,000 School Quality Improvement grants $10,000 $4,088 $5,000 $5,000 $4,800 $ 750 $1,500 $5,000 $10,000 SQI $60,000 SQI $30,000 Title IA Wellness Funds $47,000 82,138 The Graham School The Charles School at Ohio Dominican University Graham Elementary and Middle School November 6, 2020 The Ohio Collaborative for Educating Remotely and Transforming Schools To Whom it May Concern, I am pleased to write in support of The Graham Family of Schools’ (TGFS’) proposal to the Ohio Collaborative for Educating Remotely and Transforming Schools seeking support for the project: Family Engagement: Leveraging Crew. This proposal aligns very well with the mission, vision and ongoing initiatives of TGFS which comprises The Graham School, The Charles School at Ohio Dominican University and Graham Elementary and Middle School along with their partners EL Education, Middle College National Consortium, The International Institute for Restorative Practices, and The University of Chicago Department of Comparative Human Development Trauma Responsive Educational Practices Project (TREP). TGFS is committed to the EL Education model of Crew, the foundation of a schoolwide culture that inspires adults and students to be their best selves and to achieve more than they think possible academically, emotionally, socially, artistically, and physically. The global pandemic has made Crew an even more pivotal practice, once which we are expanding to include staff and families as we navigate the new reality of K-12 virtual teaching and learning. Crew establishes, encourages, and maintains positive relationships, even more important this school year. Our student Crews have been integral to the work in each of our schools. Last fall we initiated staff Crews and expanded them in March as our school buildings closed and our community became physically separated. The positive growth of staff Crews has encouraged us to initiate the development of Family Crews. Family Crews will provide families with opportunities to gain a deeper understanding of their child’s Crew experience, engage families with the school’s culture teams, and take advantage of the resources and practices of Crew in their own lives. This will further engage families with their students, their student’s teachers, and with the school during this period of online and hybrid learning and once we return to in-person schooling. We are grateful for your consideration of our proposal. Thank you, Greg Brown Superintendent/CEO The Graham Family of Schools 3950 Indianola Avenue, Columbus Ohio 43214 Phone: 614-262-1111 Fax: 614-262-5878 www.TheGrahamSchool.org www.TheCharlesSchool.org www.GEMSschool.org Ohio Collaborative for Educating Remotely and Transforming Schools Hamilton County Educational Service Center 11083 Hamilton Ave Cincinnati Mr. Chad Kimberly Hilliker 5139076946 Ms. Meghan Lawson Coordinator 11083 Hamilton Ave Cincinnati, Ohio 45231 United States 5139076946 [email protected] County located 31 Hamilton Counties served 13 Clermont 31 Hamilton Project title Sounds of Science: Mentored PBL Amount requested $108,362.00 Total project budget $187,562.00 Demographics Number of students served 600 % Minority 22% % Free/reduced lunch 45% % Medically fragile 1% % Limited English proficient 3% % Transient 20% % Incarcerated 0% % Homeless, foster 3% care, in residential treatment Number of staff served 10 Subject Area(s) Math Science Technology Other Explanation Person Administering (if not primary contact) Erin Milligan Educational Consultant 513-252-1459 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. For students from low-income households and those in rural areas, access to high- quality STEM learning is limited. STEM literacy is increasingly essential for success in the future workforce. Students who lack opportunities to develop STEM skills in their K-12 years are hard-pressed to catch up on them later, resulting in a widening of the wealth gap. Changing the trajectory for these groups demands a more nuanced approach than what schools currently provide. 2. JASON Learning, a national K-12 STEM education nonprofit, has long been at the forefront of making high-quality STEM education more accessible and equitable, which is why Hamilton County ESC, West Clermont and Norwood City have partnered with JASON for this program. JASON’s “Sounds of Science” program directly addresses the elements of student learning that have the largest impact on underrepresented demographics: motivation, relevance, and role models. The program challenges students to study the sounds in their local environments, making scientific research real and relevant to their daily lives. By engaging in a real scientific process driven by their own interests, students embody what it means to be a real scientist and can envision themselves as true “citizen scientists.” The project will empower participating teachers by mentoring them through a successful project-based learning experience with their students. Through professional development, teachers will master topics such as experimental design, data collection and analysis, and science communication. The program will engage parents and other family members in the process of scientific inquiry, which has been shown to benefit long-term student outcomes, particularly within cultures where STEM careers are dismissed as unattainable. 3. By having students create their own scientific research projects with the support and mentorship of real scientists, they will experience firsthand the excitement of scientific exploration while simultaneously developing skills and mindsets required to problem solve and overcome challenges—all critical capabilities for success in future pursuits. The program will change students’ perceptions about science, help teachers deliver best-practice remote instruction, and boost STEM academic outcomes. 4. The program will help transform education by exploring new and innovative ways to improve STEM teaching and learning outcomes for students, families, and teachers, informing educators as to how to provide more effective learning experiences for all students in the future. 5. Hamilton County ESC requests funding to support expenses related to the program’s elements, including: JASON Digital Platform licenses to provide full digital curriculum access to every student and teacher in both districts, implementation of the "Sounds of Science" program with 600 priority students, teacher training workshops, scientist mentors, family engagement activities, and coaching support for teachers. Statement of need The shift to virtual learning environments has highlighted areas of practice in West Clermont and Norwood Schools that require significant change. Too often, schools teach what we can easily measure instead of teaching what matters deeply. It is no longer enough for students to be hard workers. It is no longer enough for students to possess knowledge. What matters is what students can do with what they know. West Clermont and Norwood Schools must find ways to inspire students to be critical thinkers, great question-askers, and independent problem solvers in the remote environment. They must find ways to make learning meaningful. Each district must find ways to make learning authentic, relevant, and complex. What better way to do that than through science, technology, and math, especially when the jobs of the future increasingly demand these knowledge and skills? For too long, West Clermont and Norwood students have been without access to hands-on, inquiry-based learning opportunities in science classrooms. Norwood Schools serves many students from low-income households which makes both access to STEM resources at home and in the public school community difficult. Access is especially challenging for West Clermont students and teachers because of their rural geographic location and limited resources. Students and staff have been without resources because funds and partnership opportunities have been incredibly lean during COVID-19. With a history of failed school levies, teachers have done the best they can given the incredibly strenuous circumstances; thus, the district would like to better equip teachers with the resources and skills they need to provide equitable, high-quality learning experiences to all students. As Kate Martin says in her book, Learner-Centered Innovation, “teachers create what they experience.” Norwood and West Clermont are committed to changing both the teacher and student experience. The districts have taken a close look at grade levels with critical transitions in K-12 education, and research shows that 5th, 6th, and 8th grades are critical years for student hope and engagement: 5th and 6th grade sets the tone for middle school, and 8th grade sets the tone for how students view themselves and their futures in high school and beyond. With this in mind, both school districts have reimagined their middle school schedules this school year. In these new schedules students are provided the space and time for project-based learning. While both districts have tried to offer professional development to teachers to take full advantage of these project-based opportunities, understanding what truly authentic, relevant, and complex learning experiences look and “sound” like is challenging and elusive. Learning partnerships are needed to model and guide teachers so they have the experience necessary to deliver upon the promise of project-based learning to their students every day. What better way to learn how to think like a scientist than to actually do real science? Who better to learn from than actual scientists? What better way to learn how to make learning engaging and meaningful in any environment than through a vetted, guided, digital project-based learning experience? Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. Too often, students learn science from people who are not actively involved in the field of science. As a result, it’s far too common to focus on the end results of the scientific process—the discoveries made, the knowledge gained, the “right answers” that are memorized for the test. Any real scientist will tell you that the real time, effort, challenge, creativity, and excitement comes from all that comes before the end result of producing answers: making observations that raise great questions, finding ways to collect data that will produce insights, failing, iterating, and innovating on methods and tools, and spawning a dozen new questions in the process. The “Sounds of Science” program gives students direct access to real scientists who guide them through a vetted, virtual scientific research experience that allows students to fully experience real scientific exploration firsthand. Science can and should be hands-on, immersive, and interesting, and that is exactly what this program provides for students. The remote environment is particularly effective for a PBL approach to instruction. Increased rigor, differentiation, an increased sense of purpose, and personalized experiences are the cornerstone attributes of Problem-Based Learning and are taught through JASON’s staff development training. Teachers will become better remote instructors through this training, the scientists’ mentorship, and through their shared experience of conducting their own scientific research alongside their students. Ohio’s guiding principles and the 5E learning cycle for science give teachers direction for best practices when teaching science. Unfortunately, the reality today is that science is often not prioritized in schools due to pressures associated with reading and math interventions. The implementation of the “Sounds of Science” program will ensure that the high-quality learning the Ohio Department of Education expects will take place in West Clermont and Norwood Schools. By giving access to JASON’s full curriculum to the entire district, every student will have access to high-quality science materials. JASON’s curriculum has been aligned with Ohio’s Learning Standards for science, thereby making it easier for teachers to locate high-quality lessons and resources that are in line with Ohio’s guiding principles for teaching and learning. 2. All students will have the opportunity to connect virtually with the program’s role model scientists and learn how to use a variety of scientific tools, technologies, and resources. Weekly meetings will take place virtually via videoconference, allowing students to connect and learn from anywhere. Students will explore, analyze, and share environmental sounds with the help of software programs and platforms such as Audacity, Sodaphonic, iNaturalist, Google Earth, Arduino Science Journal, and ESRI GIS mapping software, and (depending on their chosen experiments) may also utilize sensors and tools to measure light, humidity, temperature, and other environmental conditions. JASON’s curriculum will be available for teachers and families to utilize during the school year. The professional development offered will help teachers and families learn how to properly navigate and use the materials to maximize student learning. 3. Long-time JASON collaborators “The Bug Chicks” will guide all program partners in the development and implementation of “Sounds of Science,” in their role as the lead scientist role models and mentors for the project. Kristie Reddick and Jessica Honaker, Cincinnati-based entomologists known as “The Bug Chicks,” teach about the fascinating world of insects, spiders, and their relatives. Through videos, digital media, and in-person appearances, they inspire people to open their minds and learn about these often-maligned animals. They specialize in connecting STEM and social- emotional learning (SEL) and use arthropods to challenge students’ perceptions of themselves, others, and the natural world. Their drive to create fun, accurate science media has led them to work with some amazing organizations: the U.S. Forest Service, Norman Borlaug Institute of International Agriculture, National Ag Science Center, the GLOBE Program, Microsoft, Nike, and many more. They inspire people to be brave and realize that "different isn't bad." Learning is also more motivating when students see the relevance of what they are learning and understand that they can make a real difference in their community and the world. The “Sounds of Science” program allows students to become deeply curious about the sounds in the world around them—sounds that they may not currently even notice, or pay much mind to. The “Sounds of Science” program supplements the traditional science curriculum by adding engaging lessons that are reflective of students’ cultures, communities, and daily lives, making learning more meaningful and relevant. The program provides learning structures and guidance which support students in thoughtful inquiry and feedback loops using the scientific process. With students driving their learning, they have high levels of investment in the process and outcomes. Research on JASON’s approach to teaching and learning shows that their combination of high-quality, role-model driven curriculum, teacher training, and community engagement significantly improve student participation, interest, and academic achievement. Benchmark dates/deadlines for key project activities: January 2021 Program launch District-wide JASON Digital Platform access begins Parent/Family “STEM Explorations” access begins Teacher orientation on JASON platform (district-wide) Teacher training on the Sounds of Science program HCESC teacher coaching begins Participating students and teachers complete pre-program survey February 2021 “Sounds of Science” program begins with 600 students in grades 5, 6 and 8 across 2 partner school districts, utilizing existing project-based learning time within the school day The Bug Chicks and other scientist mentors introduced during program launch event Program focus: exploring environmental sounds, learning about insect and human sounds and their interactions HCESC teacher coaching continues March 2021 Program focus: experimental design, materials & methods (including technology and other tools) Scientist mentorship sessions with student teams/cohorts (virtual) HCESC teacher coaching continues April 2021 Program focus: data collection, experimental design iteration, data analysis Scientist mentorship sessions with student teams/cohorts (virtual) Family engagement sessions connecting scientist mentors with students, parents, and other family members at home (evening virtual sessions) to address: what’s “Sounds of Science” and how can they support or be involved in their students’ research? HCESC teacher coaching continues May 2021 Program focus: sharing results, data visualization, formal and informal science communication techniques Capstone event: students share their results and experiences with the broader community. The event format and venue(s) will be determined in collaboration with West Clermont and Norwood Schools. HCESC teacher coaching continues June 2021 Student project portfolios shared with JASON & HCESC for analysis and internal evaluation Participating students and teachers complete post-program survey Program concludes Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders 1. Parents will take part in the “Sounds of Science” program by working with their children on fun STEM activities through JASON’s “STEM Explorations” family platform. They will also have multiple opportunities to assist in projects and attend family-oriented webinars that will further connect the students’ families with their STEM education. Teachers will be directly involved with the program beginning with teacher training and staff development workshops. JASON’s high-quality professional development for teachers will give each team the skills and the confidence to teach cutting-edge STEM topics, master remote instruction techniques, and improve their teaching effectiveness. In addition, they will learn how to align their JASON teaching with state and national science standards and strive for educational equity in blended and virtual learning. Students are the top priority beneficiary of the proposed program. Students will be able to engage with STEM topics earlier, therefore boosting their confidence and encouraging steady progress toward more advanced STEM classes, topics, and career pathways. 2. Students and teachers will engage with local science and/or community venues to share and celebrate student discoveries, accomplishments, and encourage further educational practices. The online world can feel lonely. COVID-19 has many members of our community engaging online more than any other space. With students, scientists, teachers, and family members creating a social presence online, it raises connection levels in the community and supports a sense of shared interest and investment in student learning. Collaborative PBL environments encourage social bonds through responsibility to the group. “Sounds of Science” program partners are closely linked with Cincinnati-area nature organizations who are constantly seeking ways to engage youth in local activities. Throughout the program timeline partners will look for ways to engage and align with these local stakeholders to provide students with additional opportunities to learn, explore, and share their experiences as they develop a passion for nature, conservation, and environmental science. How this will address long-term needs beyond the pandemic and how this will transform education COVID-19 has taught our schools and our country important lessons. We have been reminded of the profound importance of scientific and medical research. We have also been reminded of how deeply we matter in each other’s lives and of what can be accomplished when we all work together for the greater good. The “Sounds of Science” program encourages deep levels of curiosity about the world, but it also promotes in students a deep sense of care. Students in this program will become profoundly invested in how their use of the scientific process can make the environment, and our human interactions with it, better. When students can feel not only how much their work matters in this world but also how much the adults believe their work matters, they will be motivated to tackle additional, complex challenges for the betterment of humanity. This has the potential to start a chain reaction of care, passion, and grit in the school communities. When neighboring school communities take note of this ignited student passion, they may start to believe that they too can develop student passion and competencies. Students don’t have to wait to make a difference in the world. They are capable of doing so now. Imagine how the world would change if middle and high school students were empowered to do their part to make this world a better place. The “Sounds of Science” program solves for an immediate need—delivering high- quality STEM learning during a pandemic—while also readying students for their post- pandemic future by bridging the gaps between school districts, businesses, and their local communities. The continued shift to remote and hybrid instruction brings with it a huge learning curve that the teacher training workshops work to remedy. Teachers and staff will be provided with new and innovative resources and approaches better suited to the remote or blended learning model that will better equip them for transitions in the future. Students will have “digital-first” STEM content and resources that are accessible, interactive, and designed from the ground up for remote instruction to help students grasp the fundamental concepts and be enthusiastic about learning. Students who participate in the program will learn that they can be scientists no matter their background. Leveling the playing field for priority students by enabling them to engage with STEM learning earlier and allowing students to make steady progress toward more advanced STEM courses, topics, and career pathways will help transform education now and in the future. Even for students who do not go on to pursue science as a career, having this kind of exposure to the "real" scientific process will boost their scientific literacy. It will make students more informed citizens in a world that increasingly requires a solid STEM foundation to make good decisions at individual, national, and global scales, and help them understand and trust (or appropriately question) scientific findings, news, and advice. Project Outcomes Teachers will become effective practitioners in the area of PBL, increase their science content knowledge, improve their instructional facilitation skills in remote/hybrid learning environments, and gain insight into how to promote student-led research. Parents will be empowered with resources to move beyond helping with homework; leading their children to an understanding of the world around them, transforming their time at home. Students will increase their interest and proficiency in STEM. Students will grow empathetic as they practice imagining the world through the completely foreign experiences of their insect study subjects. Thinking deeply and learning about sounds in their environment will encourage students to be and feel more connected to the world around them. This type of connection to one’s environment promotes mindfulness which is at the heart of wellbeing and social-emotional learning. Students will become problem-solvers. As students gather data, receive and provide feedback, their level of ownership, investment in project outcomes, engagement, and divergent thinking will continue to rise. Students will determine which information is valid, reliable, and can be trusted. The adult and student learners involved in this project will increase their communication and collaboration skills while working together to solve compelling, authentic, and relevant problems. Evaluation Student STEM knowledge will be assessed with a pre-test prior to participation in the program and the culminating project portfolios will be reviewed to determine student mastery of key STEM skills. Additionally, students, teachers, and parents will be given a perception survey prior to participation to determine what their thoughts are related to the value of STEM learning, how learning should be executed, and what students are capable of learning and doing. Upon completion of the project, all groups will be surveyed again and data will be reviewed for growth in these key areas. Further assessment and evaluation will include “I used to think/now I think” rapid assessment techniques, in combination with artificial intelligence systems to assist with data analysis. This style of rapid assessment was designed by Richard F. Elmore for Harvard Graduate School of Education’s Project Zero. Using rapid assessment techniques throughout the program will help identify key areas of sentiment change in students and teachers alike and help the scientist mentors support participants in real time as they move through each program phase. To understand emotional and cognitive change over the course of the program, these responses can be evaluated through advanced text analysis with IBM’s Watson Natural Language Understanding Program that will quantify significant shifts in knowledge, tone, confidence, and emotion. Pre and Post surveys will be used with district leadership, students, teachers, and parents to assess their thoughts about STEM learning and it’s importance before and after the “Sounds of Science” experience. Student hope and engagement data will be collected before, during, and after program completion to determine whether students grow their sense of self-efficacy and purpose after participating in the program. Project Start Date 01/04/2021 Project End Date 06/04/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL BUDGET ITEM OTHER ITEM COST FUNDING LIST ENTITY DESCRIPTION / TOTAL BUDGET OCER e.g. per unit or AMOUNT PROVIDING OR NARRATIVE ITEM COST REQUESTED hour INCLUDING IN- FUNDS AMOUNT KIND CATEGORY JASON Digital District-wide access $ 36,000.00 $ 36,000.00 $ 18,000.00 JASON $ 18,000.00 Platform License - to all JASON digital Learning in-kind Regional STEM curricula and donation (50%) Consortia Model resources for all West Clermont and Norwood City Schools students and teachers Teacher Workshops and $ 3,250.00 $ 19,500.00 $ - $ 19,500.00 Onboarding and virtual modules to Professional support district-wide Development JASON digital Sessions curriculum usage and "Sounds of Science" program implementation "Sounds of Development, $ 40,000.00 $ 40,000.00 $ - $ 40,000.00 Science" Program implementation, and Customization ongoing support of 6- and month student and Implementation teacher science research program. STEM Subscription access $ 72,000.00 $ 72,000.00 $ 61,200.00 JASON $ 10,800.00 Explorations to JASON's family Learning in-kind Family Platform platform for use by donation (75%) Licenses & 600 "Sounds of Events Science" participating students' families Teacher coaching 6 months of HCESC $ 15,062.00 $ 15,062.00 $ - $ 15,062.00 services coaching by STEM specialists Scientist mentor Honorarium to $ 1,000.00 $ 5,000.00 $ 5,000.00 stipends support 5 mentor scientists involvement over 6- month program period TOTALS: $ 187,562.00 $ 79,200.00 $ 108,362.00 Norwood City School District Mary Ronan, Superintendent 2132Williams Avenue, Norwood, Ohio 45212 .513-924-2500 November 6, 2020 Dear Ohio Collaborative for Educating Remotely and Transforming Schools: When approached about participating in this grant, The Sounds ot Science, my STEM teacher replied, "This sounds awesome and exactly like what the 5th/6th graders need to boost their virtual STEM experience. Let me know what I need to do to help make this happen!" This school year has provided an unique opportunity to build our student's expertise through remote learning. We have built an instructional model that includes a hybrid experience and for some, a full remote experience. We have learned much this year: the connectivity issues within families, how to forge relationships within the remote environment, how to engage students, and how to evaluate their 1e..,,!Tning. Our participation in The Sounds of Silence grant will ensure that our students will have an engaging, inquiry-based, relevant experience with experts in the field of science. The Bug Chicks, Entomologists Krstie Reddick and Jessica Honaker, in partnership with Jason Learning, found a way to bring scientific discovery, inquiry, and project-based learning to the digital classroom. While many of our students can't touch science right now, they can still hear, notice, and wonder about the sounds of science in our environment. In the program, students design and perform their own experiments to answer a question and publish and present their results to the community. Teachers and famil~es work alongside the students to act as mentors and support. Jason Learning has found that teachers gain valuable experiences from this process as well because they get to engage with true scientific experiments and other scientists. This project-based learning experience is tocused on environmental sounds and meets once per week for about 10 weeks. Students also get the opportunity to use digital tools needed to capture and analyze sound data, as well as create infographics and websites to share their findings, thereby increasing their digital literacy skills. The Bug Chicks (scientists that will be mentoring the students) also have a social-emotional learning component which our 5th and 6th grade students need now. more than ever. We need to raise their hope and engagement levels before they enter junior high school It is my pleasure to extend my full support for participation in this grant with Hamilton County ESC, Jason Learning, and The Bug Chicks. Mary Ronan, Superintendent Dear Ohio Collaborative for Educating Remotely and Transforming Schools: The 20-21 school year has brought us many lessons. We’ve learned that we can change quickly to meet the needs of modern learners. We’ve created online schools almost overnight and have found safe ways to educate students during a global pandemic. We’ve proven that it is possible to do school differently on very short notice which makes us wonder what other seemingly impossible things we can do to meet the needs of modern learners? The shift to digital learning environments has highlighted parts of our practice that need to change in drastic ways. Too often, we teach what we can easily measure instead of teaching what matters deeply. It is no longer enough for our students to be hard workers. It is no longer enough for our kids to possess knowledge. What matters is what our students can do with what they know. We must find ways to inspire students to be critical thinkers, great question-askers, and problem-solvers. We must find ways to make learning meaningful. We must find ways to make learning authentic, relevant, and complex. What better place to do that than through science, technology, engineering, and math especially when STEM-related careers continue to be on the rise. For too long, our students have been without access to hands-on, inquiry-based learning opportunities in our science classrooms. Our students and staff have been without resources because funds have been incredibly lean. Teachers have done the best they can, and we owe it to our teachers to give them everything they need to provide equitable, high-quality learning experiences to all students. As Kate Martin says in her book, Learner-Centered Innovation, teachers create what they experience. We are committed to changing both the teacher and student experience. We’ve taken a close look at grade levels with critical transitions in K-12 education. Research shows that 8th grade is a critical year for student hope and engagement. Often, 8th grade sets the tone for how students view themselves and their futures in high school and beyond. So, we’ve reimagined the middle school schedule this school year. In this new schedule, students have the space and time for project- based learning. Unfortunately, while we’ve tried to offer professional development to teachers, it’s been challenging to help our teachers discover what truly authentic, relevant, and complex learning experiences look and “sound” like. It’s clear that learning partnerships are needed to show teachers the way. The Bug Chicks, Entomologists Kristie Reddick and Jessica Honaker, in partnership with Jason Learning, found a way to bring scientific discovery, inquiry, and project- based learning to the digital classroom. While many of our students cannot touch science right now, they can still hear, notice, and wonder about the sounds of science in our environment. In the program, students design and perform their own experiments to answer a question and publish and present their results to the community. Teachers and families work alongside the students to act as mentors and support. Jason Learning has found that teachers gain valuable experiences from this process as well because they get to engage with true scientific experiments and other scientists. This project-based learning experience is focused on environmental sounds and meets once per week for about 10 weeks. Students also get the opportunity to use digital tools needed to capture and analyze sound data, as well as create infographics and websites to share their findings, thereby increasing their digital literacy skills. The Bug Chicks (scientists that will be mentoring the students) also have a social-emotional learning component that our 8th-grade students need now more than ever. We need to raise their hope and engagement levels before they enter high school. This is mission-critical. We are deeply grateful for the opportunity to bring our hopes and dreams to you and hope to earn your partnership. With gratitude, Natasha L. Adams Superintendent West Clermont Schools Ohio Collaborative for Educating Remotely and Transforming Schools Hamilton County Educational Service Center 11083 Hamilton Avenue Cincinnati Mr. Chad Hilliker 513-674-4212 Mr. Chris Anderson 1606 Main Street Apt. 4 Cincinnati, OH 45202 United States 4403151152 [email protected] County located 31 Hamilton Counties served 31 Hamilton Project title Science Around Cincy Outreach Amount requested $41,720.00 Total project budget $41,720.00 Demographics Number of students served 18000 % Minority 75% % Free/reduced lunch 80% % Medically fragile 5% % Limited English proficient 8% % Transient % % Incarcerated 2% % Homeless, foster 5% care, in residential treatment Number of staff served 360 Subject Area(s) Science Other Other Explanation STEM Person Administering (if not primary contact) Chris Anderson Instructional Coach 4403151152 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. Low-income students and students of color are less likely to have access to quality programming and instruction that supports building STEM skills or preparing them for those careers. Technology, logistics, expenses, and lack of relevance create barriers and suppress the motivation of marginalized communities. The result is these students develop neither STEM skills nor interest in STEM careers and become underrepresented in high-paying STEM careers. A recent survey of Cincinnati Public Schools (CPS) science teachers showed that only 19% of science teachers stated they had access to quality remote science content. 86% of teachers stated that they would find professional development on how to utilize remote learning better as a need. 2.The Center for Urban Educational Services (CUES) through Hamilton County Educational Service Center (HCESC) will assist schools in implementing Science Around Cincy science content within their Cincinnati Public School classrooms. Science Around Cincy is a web-based series featuring local scientists and engineers and their work. The series will provide teachers, homeschool parents, and informal educators with high-quality instructional resources. The videos and teachers' resources make up a robust unit of instruction that targets grade-level STEM standards, at no cost to the teacher. The projects will also fund workshops for teachers on how to effectively use the resources in the classroom and in remote instruction and will utilize coaching strategies to work directly with teachers on how this can be infused into their science curriculum. 3. The goal of this project is to provide teachers with the learning instructional skills needed for remote STEM instruction and increase teacher comfort and confidence in using technology to deliver quality science instruction. We also look to teach students key science concepts and increase student interest in STEM careers. Lastly, we will create supports for parents to assist their children in engaging in these lessons. 4. By collecting data from teachers and students, we hope to learn how to enhance students' remote learning experiences and improve the videos and instructional materials we produce in the future. We want to learn how this project will We want to learn what barriers prevent students from accessing quality STEM educational materials. We want to see how utilizing coaching strategies with schools and teachers assist in teachers feeling more comfortable and confident in delivering quality remote instruction. The data collected from parents on how the parent guides will assist educators in knowing how to support homes in this remote model of instruction more effectively. 5. To help us attain our goals, we humbly request $41,720 to train teachers on how to use the remote product, instructional coaching for teachers, create unit materials for teachers, students, and parents, market the lessons directly to teachers and homes, and gather data on the project. Statement of need In the 2015 administration of the National Assessment of Educational Progress, only 32% of US 8th graders were considered proficient in science and only 2% scored advanced. American students are lagging far behind their international peers in math and science, ranking 18th out of 78 countries by the Programme for International Student Assessment. Today’s students will also need strong science and math skills to compete for STEM careers, a sector of the economy that will grow in need over the next several decades. Motivating students to pursue STEM careers is vital to our national and local economy, and is an underutilized path to economic success for many students. However, low-income students and students of color are less likely to have access to programming and instruction that supports building STEM skills or preparing them for those careers. Additionally, low-income families face barriers to access such as access to technology and reliable internet connectivity. Through no fault of their own, these students are prevented from developing STEM skills at the same level as their high and moderate-income peers. By lowering the barrier of entry for high-quality STEM content, we are providing the most at-risk students opportunities to develop STEM-related skills and inspiring them to pursue STEM careers. The motivation for students to pursue learning paths that have strong STEM content is addressed. When students see the relevance of how STEM disciplines are utilized in the real world they are more likely to engage. Students of color need to see STEM professionals that look like them. Our series will utilize a diverse background of professionals. Our survey of CPS teachers indicates a need for teachers to have access to quality remote learning science resources. Teachers need to have remote and distance learning options for students that are connected to their grade level STEM standards. We plan to have classroom activities that are tied to the videos, at no cost to the teacher to provide free, easy access to high-quality STEM instructional materials while support implementation in the classroom. Teachers are still learning how to instruct students in this new era of remote learning and need support in their new learning as indicated by the survey. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Science Around Cincy will have 24 episodes that feature scientists and engineers around the city. All instructional resources including videos and accompanying units (including discussion guides, lesson plans, and activities) will be open source and free to access on our website (www.sciaroundcincy.com), with updates available by January 2021. Once instructional resources are complete, CUES will implement its marketing plan to teachers and school districts. This will include professional development sessions throughout the half of the year, uploading resources with Cincinnati Public School’s LMS and curriculum guides, direct contact teachers, and promotional materials distributed to schools and families in urban communities to encourage engagement with content. Partnerships with additional districts will also be developed. All documents will utilize Google Suite for seamless integration with virtual instruction and will allow educators to edit on their own drives and distribute hard copies if families lack internet access. We will work with our partner districts to make the resources available in the learning management systems they currently use for remote student instruction. All videos will be housed on a YouTube Channel which will allow for access on any device - a critical feature because while many students do have a laptop or broadband connection at home, most have a smartphone that can view content easily. A key strategy of this project is to provide instructional coaching to teachers on how to use the materials effectively. This begins with introducing our resources to teachers through professional development to demonstrate the use of the videos and activities. We will provide opportunities to model instruction with the teacher’s own classroom and create an instructional video for teachers on how this would look in a remote classroom. Additionally, we will also provide technology troubleshooting strategies to ensure remote or blended instruction is done smoothly. Science Around Cincy provides students with high-quality STEM content through the production and dissemination of entertaining and educational videos. Children can watch videos either in class or at home on their devices and enjoy learning more about STEM concepts and the world around them. Videos are edited to be short and fast-paced, with main episodes running less than 10 minutes long and shorter featurettes between 2-3 minutes, a style easily digestible for middle school-aged children. The series shows the multitude of STEM career pathways to students, giving context to what they are learning and exposure to real-world applications. By featuring women and minority scientists, more children will be able to see themselves as scientists. Each video incorporates student-friendly language while defining scientific terms to teach children the terms used by scientists to describe the natural world. Vocabulary words, in both English and Spanish, are provided in accompanying instructional units. Yet most significantly for teachers is that all videos and accompanying teaching resources are aligned to Ohio science standards. Science Around Cincy gives teachers a critical tool in increasing student achievement by clearing linking video content, inquiry activities, and state standards. While there are thousands of science- based videos available to educators, few, if any, are tied to end of year assessments. Both series provide educators video content and paired inquiry-based instructional units that link directly to student achievement, with no additional onus on the teacher. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders 1. Science Around Cincy will be shared directly with teachers and students in Cincinnati Public Schools through internal communications and embedding resources in established curriculum guides and learning management systems. Videos and instructional resources will provide students, teachers, and parents in Ohio's third- largest public school district high-quality content that may be accessed anywhere at any time. Additionally, teachers within Cincinnati Public Schools will help measure the projects' impacts on learning through the administration of student assessments and providing written feedback. CUES/Hamilton County ESC will communicate series updates and share instructional units with teachers and educators in surrounding districts. Science Around Cincy will also build on its current email distribution list, sharing episode releases, featurettes, and available educational resources with members of the community and other subscribers. The series is also promoted through STEM conference presentations and appearances on local and national media outlets (radio and television segments, podcasts, etc.) Marketing and promotional materials will be developed and distributed to schools and families in urban communities to encourage engagement with content. Materials will be created specifically for parents and especially parents of ESL students to accompany the series to assist parents in their engagement with the school and teachers. 2. We are currently working with PBS affiliate stations, both regionally and nationally, to identify opportunities for broader distribution of our content. Featured scientists, organizations will help raise awareness for the project through social media engagement and direct email communications. Science Around Cincy will also share science content on social media such as featurettes and production updates, using targeted promotions and coordinating with project partners to increase visibility. How this will address long-term needs beyond the pandemic and how this will transform education While public health outlooks remain uncertain for the immediate future, the demand for flexible, high-quality STEM resources will remain high. Science Around Cincy supports student understanding of science concepts and background knowledge through an easy to access suite of videos. The series provides educators a vital tool, even if their schools do not incorporate a flipped classroom model. By implementing an engaging introduction or refresher video that can be viewed remotely by nearly any device into their lesson plans, teachers can then dedicate in-person instructional time for higher cognitive demand activities. Each video has an accompanying discussion guide and inquiry activity that work together to build a conceptual understanding of science and critical thinking through investigations and student-led projects. By working with teachers to engage with the tools we offer, we can help curate more rigorous and creative classrooms. This structure also provides more equitable access to high-quality STEM content for low-income students. These students have economic and logistical barriers that prevent them from participating in many programs that would develop STEM skills. Removing the traditional hurdles for children to participate in STEM programming, we hope to nurture their curiosity for the world around them. These qualities combined with high-quality academic content made entertaining and easily-digestible for students are critical to developing children into well-rounded adults. Additionally, by exposing students to a broad diversity of scientists and engineers, we show that all children, regardless of background, have the tools and qualities to be a scientist themselves. This is especially critical for our target population, who may be unaware of the different STEM career pathways and need an exemplar who looks like them and may share a piece of their personal story, to understand this path is open to them. Beyond the urgency of meeting instructional needs during a pandemic, children need to see themselves in scientists. Project Outcomes Students will have greater access to remote STEM learning opportunities and increase their understanding of science concepts through the production of engaging science videos and accompanying instructional materials. Students will also have increased exposure to STEM-related fields, inspiring them to pursue those careers. By highlighting women and minority scientists, children will see themselves in the experts featured and we hope they are inspired to learn more about the world around them. Teachers will have the tools to implement high-quality STEM remote instruction that is aligned with Ohio standards and focused on building a conceptual understanding of science and critical thinking skills. Educators will have free access to all instructional materials and guidance in seamlessly integrating our products with any existing learning management system. Teachers will gain the skills and support needed to deliver remote instruction. Even after the COVID-19 pandemic is over, Science Around Cincy resources can be implemented as a flipped or blended learning model, giving needed flexibility for educators. Evaluation To assess our impact on learning and attitudes towards STEM careers, 3-5 teachers within Cincinnati Public Schools will administer a pre-assessment of 5-10 items to their students to measure their prior knowledge of a science concept within National Parks and STEM careers. After students view an episode of Science Around Cincy and complete the accompanying unit, they will take a post-assessment to measure their growth and understanding of science connections. These assessments will be administered by teachers for two episodes via Google Form, providing an option for remote testing. Students will then complete a 5-8 question survey on their attitudes toward STEM careers. After all student assessments are complete, teachers will provide their feedback through a 15-20 item survey, detailing their experience with the project and impacts on student mastery and attitudes towards science and STEM careers. Analysis of student assessment data, when combined with teacher feedback, will inform instructional design for videos and resources produced in the future, making it easier for educators to implement in their classrooms or programs, and increasing the rigor and quality of resources provided. Through an iterative understanding of what content is most impactful to student achievement, we will continuously improve the efficacy of our videos, materials, and student engagement. To assess the size of our audience, viewer data from both online and broadcast views will be collected. An analysis of this data will provide marketing insights, helping us help us better target and grow our audience to impact more students. By analyzing viewer data we can curate videos and social media posts that will better connect with students. Project Start Date 12/01/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST OCER OTHER FUNDING LIST ENTITY REQUESTED OR e.g. per unit or hour TOTAL BUDGET AMOUNT INCLUDING PROVIDING AMOUNT CATEGORY DESCRIPTION / NARRATIVE ITEM COST IN-KIND FUNDS OTHER NOTES Contracted Services Curriculum Design CUES / HCESC 20000 $20,000.00 $20,000.00 Contracted Services Direct Marketing Materials to schools and families, 10000 $10,000.00 $10,000.00 social media ad buys , Printing Cost, direct mailing Contracted Services Coaching and PD services CUES/HCESC 10000 $10,000.00 $10,000.00 Adminstration Adminstrative costs for managing budget ~4.3% of overall budget $1,720.00 $1,720.00 TOTALS: $41,720.00 $- $41,720.00 The Cincinnati Zoo & Botanical Garden 3400 Vine Street Cincinnati, OH 45220 Dear Proposal Reviewer, I am writing to you today to show my support for the Hamilton County ESC’s proposed program for Science Around Cincy and OutSCIder Classroom. Their innovative idea to create digital content that is science standards-aligned and locally based is brilliant and will truly help many of our families, students, and teachers in the Cincinnati area. Their program goals and objectives align very clearly with ours at Cincinnati Public Schools, to help provide equity and access to our families and students in the region. Digital content from Science Around Cincy & OutSDIder would be featured on CPS TV, which has the ability to reach up to 100,000 families in the Cincinnati area. Digital content would also be shared with teachers to help bring quality educational, standards aligned resources to our 38,000 students and their families during a time where we are moving into a more digital learning environment. The staff at Hamilton County are exceptional! They are professional and timely. They’re educationally focused and work well with others. I have zero doubt that their finished product will be state of the art. We hope to receive the opportunity to continue to work with Science Around Cincy & OutSCIder Classroom as we move towards a digital learning environment. I know that working together we can continue to make educational strides in science despite the current challenges. I know as the Science Curriculum Manager for Cincinnati Public we value our partnership with everyone at Hamilton County ESC and truly hope to continue to expand our partnership. Thank you for your time and consideration. Kind Regards, Liz Wolf Cincinnati Public Schools Office of Curriculum & Instruction Science, P.E., & Health Curriculum Manager [email protected] August 26, 2020 To Whom It May Concern, I am writing to express KET’s support for the production Science Around Cincy, a science-based video series aimed at youngsters that highlights researchers and scientists who work in the Cincinnati area. The half-hour monthly program was brought to our attention by Chris Anderson in conjunction with John Gibson and several students from the NorseMedia program at Northern Kentucky University. KET's goal has always been to educate the people of the Commonwealth and we feel we are accomplishing our mission by presenting programs like this. Science Around Cincy strives to share the featured individuals’ works and passions as well as sparking the interest of local students and viewers in the vitally important field of STEM based careers. KET began airing the series two months ago on our KET2 and Kentucky Channel broadcasts and have been tremendously pleased with the quality and variety of the productions. In addition to Science Around Cincy we have also had discussions with their creative team about the possibility of broadcasting a second series, OutSCIder Classroom, which would focus on content based around our national park system. We’re excited about the concept and look forward to the opportunity to potentially add this production to our lineup as well. With our commitment to education and providing quality programming to the citizens of the Commonwealth, our partnership with Chris and his team has proven to be a win-win opportunity for all of us. If you have any questions, please don’t hesitate to let me know. Thanks! Sincerely, Paul Smith Program Manager Kentucky Educational Television Ohio Collaborative for Educating Remotely and Transforming Schools Kenton City Schools 222 W. Carrol St. Kenton Dr Jennifer Penczarski 419-673-0775 Mrs Michele Timmons Grants Consultant 222 W Carrol St Kenton, OH 43326 United States 6148937341 [email protected] County located 33 Hardin Counties served 23 Fairfield 33 Hardin 45 Licking Project title Rural Ohio Engaged Learning (ROEL) Amount requested $128,500.00 Total project budget $146,500.00 Demographics Number of students served 4584 % Minority 4% % Free/reduced lunch 50% % Medically fragile 1% % Limited English proficient 1% % Transient 10% % Incarcerated 0% % Homeless, foster 4% care, in residential treatment Number of staff served 343 Subject Area(s) Language Arts Other Other Explanation Family Engagement and Student Engagement strategies will support learning equity in all subject areas. Person Administering (if not primary contact) Robin Bame Principal, Kenton Elementary School 419-673-7248 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. The three districts identified common aspirations to improve literacy instruction, instructional differentiation and family engagement. The ongoing challenges of meeting the needs of students and families were laid bare in Spring 2020, when schools responded to Covid-19 building closures with remote learning. The three participating districts have begun the 2020-2021 school year in different configurations but all have at least some students being served by remote learning for part or all of their schedules. The three districts have developed plans for this year to be responsive to changes in local conditions in collaboration with local health departments. They need a professional development approach that is equally flexible and responsive to current/changing conditions, as well as the increased demands on teachers’ time and energy. 2. The consortium has collectively identified a menu of professional development topics that address the schools’ shared challenges and a professional development model that will provide immediate, personalized support to teachers. EnvisionEdPlus will provide a menu of nine courses for K-12 teachers across the three districts. Teachers may select appropriate courses based on their personal professional development goals. Courses will combine self-paced, online learning with live, virtual coaching to support participants as they explore new content and then apply their new knowledge in their classrooms. All courses will integrate opportunities for reflection, peer feedback, coaching and continuous improvement. 3. Teachers will develop the skills and strategies they need to ensure equity of participation and equity of learning and to continuously improve student outcomes, especially in literacy achievement, through a professional development model that is aligned to the evidence-based qualities described in ESSA and is accessible despite pandemic-related conditions. 4. The consortium requests $158,500 in OCER funds to provide for the development and facilitation of the described professional development opportunities, as well as support the local program management and participation by teachers. The funds will also support project evaluation and planning for sustaining and expanding the model. Statement of need Academic and nonacademic inequities have been exacerbated by COVID-19. Students have inequitable access to academic support outside of school at the same time that access to in-school learning is compromised. For students whose primary mode of instruction is distance learning, lack of academic support at home results in inequitable participation and learning. Students have been provided technology, but they lack support in using the technology and lack skills - such as time management and self-efficacy - to fully participate. For students who previously were disengaged at school due to disinterest, poor relationships with educators or trauma, distance learning presents seemingly insurmountable challenges. As a result, school leaders fear that learning inequities not only persist but have grown in the past eight months. Pre-COVID achievement data, from the 2019 Ohio Local Report Card, show that the three districts previously were not meeting state benchmarks in English Language Arts and other subjects: Berne Union met 8 out of 24 achievement indicators (F) and earned a “D” in Progress. Lakewood Local met 5 out of 26 achievement indicators (F) and earned a “D” in Progress. Kenton met 1 out of 24 achievement indicators (F) and earned a “D” in Progress. All three school districts had identified fundamental reading skill gaps among students in primary grades that persisted through middle and high school, impacting performance in other core subject areas such as science and social studies. Root causes for underperformance included nonacademic barriers, such as poverty and trauma, lack of access to academic and social development activities outside of school, and lack of family academic support. Teachers had limited capacity to address these barriers. More students are likely experiencing new risk factors than schools have documented to date. The social and emotional impacts of COVID, including stress and trauma due to loss of family income and separation from loved ones, have been compounded by limits on social infrastructure - church attendance, summer and fall recreation activitives, family travel, etc. Furthermore, students who were previously considered at-risk have been disproportionately impacted by these factors. Students of color and youth in poverty are more likely to have been directly affected by illness or death of family members and by economic loss. Fairfield, Hardin and Licking counties are currently in Level 3 Public Emergency, indicating “very high exposure and spread” and, as such, the described risk factors are likely to persist and perhaps worsen throughout the remainder of this school year. Educators in the three participating school districts agree that teachers must be provided intensive support to address students’ risk factors and the resulting inequities of participation and learning. They have identified three focus areas for professional development, including high-quality literacy instruction, student engagement in learning, and improving academic support at home. Need for OCER Support. COVID-19 created huge financial challenges for districts due to budget reductions and the cost of technology and training to address equity of access to learning. Outside investment will enable each district to provide needed support to teachers to address equity of participation and learning, and to do so immediately, while monitoring the effectiveness of their efforts and plan for sustainability and expansion long-term. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. The three participating district have identified three focus areas for professional learning: high-quality literacy instruction, student engagement, and improving academic support at home. To improve literacy instruction, the schools will capitalize on Ohio’s Plan to Raise Literacy Achievement by identifying strategies that can be implemented immediately in both in-person and remote learning. To improve student engagement, the schools will make academic content more interesting and relevant using STEAM strategies, improve differentiation of instruction to meet individual student needs, and address the effects of trauma on participation. To improve families’ capacity to provide academic support at home, teachers will learn how to develop positive relationships with disengaged families, so that families can be supported in supporting their children. The desired impact of the project is to build teachers’ capacity to actively engage ALL students in meaningful and productive learning, regardless of when and where learning takes place; and, to increase opportunities for families to authentically engage in supporting their children’s learning. The three districts are confident in providing all students access to equitable learning experiences, materials, devices and platforms (1). The purpose of this project is to reduce inequities in participation and learning for all students (2,3). Kenton City Schools will contract with EnvisionEdPlus, LLC, to facilitate a menu of courses for K-12 teachers. Each course is approximately 6 hours and includes a combination of self-paced online learning, virtual coaching, application of learning, and reflection. The self-paced online portions will cover core content, including evidence-based strategies and an exploration of available local, regional and national resources related to the course topic. The online portion of the course includes short, relevant tasks and reflection points to encourage collaborative feedback among participants and the facilitator. In each course, participants will create a strategy, lesson plan or activity based on the course content and using available resources. They will receive feedback on their plans from colleagues and the expert facilitator before implementing with students and/or families. Participants will share evidence of implementation (video, written reports, samples of student work, etc.) and reflect on what worked well/areas for improvement. They will receive additional feedback and coaching to improve their approaches for continued use. The model is job-embedded and classroom-focused. Participants are able to complete the online learning components in short segments (15 to 30 minutes) during or outside of their contracted hours, depending on the preferences of individuals and their school administrators. The application of learning is closely aligned with their assigned work and can/should be completed as part of regular planning and instructional time. It is designed to meet educators’ needs in real time. Each district will designate a local project coordinator to support registration, data collection, internal communications (with district stakeholders) and external communications (with consortium members, the project director, project evaluator, and funders). Each district will receive an allotment of grant funds to be used to offset the salary of the Local Coordinator and to support participation in the professional development opportunities. Districts may choose to provide stipends or other support (such as instructional supplies for implementation of designed lesson plans and activities), in accordance with their local policy and practices. Individual course selections will be based on teachers’ personalized professional development plans and administrator recommendations, enabling school leaders to address multiple needs simultaneously. School administrators and leadership teams will be supported in understanding inequity and aligning the professional development with teachers’ individual needs. Cohorts will comprise 8-10 participants from across districts, enabling networking and collaborative learning. Courses will be offered repeatedly throughout the implementation period to enable new cohorts every two months. Professional Learning Descriptions: COURSE TITLE: Equity of Participation and Learning for Administrators TARGET AUDIENCE: school administrators and leadership teams This course begins with a 2-hour workshop (live, virtual) exploring inequity in learning for student subgroups, with historical perspective and current, relevant data about the potential of COVID-19 to exacerbate inequity. The workshop is followed by 4-hours of live, virtual coaching support for leadership teams to support the identification of inequities using student level learning data, prescription of professional learning needed by individual/small groups of educators to address identified inequities, and ensure accountability in implementation of the professional development plans COURSE TITLE: STEAMing Up Elementary Literacy during Remote and Blended Learning TARGET AUDIENCE: K-5 teachers Bronze Level: Core content includes an introduction to design thinking and overview of available STEAM resources. Participants will create, implement, and improve a lesson plan that integrates STEAM and literacy instruction. Silver Level: Core content includes an introduction to problem-based learning and overview of available PBL resources. Participants will create, implement, and improve a lesson plan for PBL that integrates STEAM and literacy instruction. COURSE TITLE: Practical Strategies for Engaging Families in Blended and Remote Learning TARGET AUDIENCE: K-12 teachers Bronze Level: Core content includes understanding individual strengths and weaknesses in developing relationships with families in different types of circumstances. Silver Level: Core content includes understanding family engagement, family engagement resources and strategies. Participants will create, implement, and improve a practice, strategy or activity (blended or remote) targeting disengaged families. COURSE TITLE: Differentiated and Engaged Instruction in Blended and Remote Learning TARGET AUDIENCE: K-12 teachers Bronze Level: Core content includes understanding differentiation as a strategy for engagement, differentiation resources and strategies. Participants will create, implement, and improve a lesson plan (blended or remote) with strategies for differentiation to engage all learners. Silver Level: Core content includes advanced differentiation strategies, differentiation resources. Participants will create, implement, and improve a lesson plan (blended or remote) with advanced strategies for differentiation to engage all learners. COURSE TITLE: Trauma and Student Engagement During COVID-19 TARGET AUDIENCE: K-12 teachers Bronze Level: Core content includes understanding the brain science of trauma, trauma-related behaviors and strategies to settle trauma-impacted students so that they can re-engage in learning. Silver Level: Core content includes advanced understanding the brain science of trauma, trauma-related behaviors and strategies to settle trauma-impacted students so that they can re-engage in learning. COURSE TITLE: High Quality Early Literacy Instruction During Blended and Remote Learning TARGET AUDIENCE: K-3 teachers Core content includes an overview of Ohio’s Plan to Raise Literacy Achievement, evidence-based literacy practices in Ohio’s model literacy sites, strategies for deploying evidence-based practices via blended and remote learning, strategies for supporting family engagement in literacy, resources and tools for literacy instruction. Participants will create, implement and improve two classroom-based literacy strategies (blended or remote). Key Activities and Benchmarks December 2020 ACTIVITIES: Finalize partnership agreements, schedule for consortium progress monitoring meetings, outcomes reporting and workflow. Equity for administrators workshop, finalize schedule for ongoing coaching sessions. Recruit teachers for STEAMing Up Literacy, Trauma. BENCHMARK: By January 15, leadership teams will have completed equity workshop, at least two teacher PD cohorts will be underway. January-March 2021 ACTIVITIES: Facilitate at least two cohorts through selected courses, recruit teachers for Practical Strategies for Engaging Families, Differentiated and Engaged Instruction and previously offered courses. Recruit teams for High Quality Literacy. Review completed cohort evaluations, fine-tune systems and course content as needed. BENCHMARK: By March 15, 2021, at least 2 cohorts will have successfully completed initial courses; registration will be complete for 3-5 new cohorts. March-May 2021 ACTIVITIES: Review cohort evaluations, fine-tune systems and course content as needed. Facilitate at least 3 cohorts through selected courses. Launch High Quality Early Literacy Instruction During Blended and Remote Learning. Recruit 10 new cohorts for full menu of courses. BENCHMARK: By May 15, 2021, at least three cohorts will have successfully completed selected courses and one cohort will be progressing through the High Quality Early Literacy course. May-July 2021 ACTIVITIES: Review cohort evaluations, fine-tune systems and course content as needed. Continue cohort of High Quality Early Literacy; facilitate 10 new cohorts. BENCHMARKS: By August 15, 2021, 10 more cohorts will have successfully completed selected courses. August 2021 ACTIVITIES: Complete project evaluation and white paper, share outcomes and recommendations for improvement with key stakeholders, design sustainability and expansion plans. BENCHMARKS: By August 30, 2021, project partners will provide a project outcome report and white paper that includes lessons learned and strategies for sustainability and expansion. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders INTERNAL STAKEHOLDERS Current engagement: Districts engaged parents, teachers and students as they designed their restart plans and strategies to address critical issues and inequities brought to the forefront by COVID-19. Through teacher-based teams, building leadership teams, parent surveys, informal conversations, public comments and anecdotal correspondence, district leaders identified key concerns that informed the selection of professional development topics and the model: Maintaining student engagement in online or distance learning is challenging; Instructional content during distance learning is at risk of regressing to “drill and kill,” worksheets in electronic form; Teachers are especially worried about how to teach children to read during distance learning, worrying that their typical in-person activities will not be effective; Students with less family support for academic success are at a heightened disadvantage during distance instruction; and, Some disengaged students with disengaged families might be lost entirely. Ongoing engagement: Stakeholder engagement, especially from families, staff and students is essential. The consortium districts will continue to engage students, families and teachers through their existing systems. Those participating in the Family Engagement course will have the opportunity to enhance strategies, targeting families who have not yet been engaged in the process. This input will be used to continuously improve their instructional approach for distance learning and traditional, classroom instruction alike. Those participating in the High Quality Literacy course will visit (virtual or in person) other schools successfully implementing evidence-based practices, and the course content includes family engagement to support literacy as a key component. ENGAGEMENT WITH OTHER STAKEHOLDERS AND THE COMMUNITY Current engagement. Districts have been engaging with community business and higher education partners through their Business Advisory Councils. This is the primary mechanism for understanding workforce needs and developing business- education partnerships to support learning and has inspired each district’s interest in STEAM integration with literacy. Districts will plan to share successful lessons and activities with their Business Advisory Council members and view the councils as a resource to support continued integration and scaling of the integration approach. Ongoing engagement. Other stakeholder engagement will follow the same patterns as engagement of students, families and staff. Boards of Education and other stakeholders will be invited to give feedback on the professional learning model, as well as specific lessons and plans created during courses. Through the evaluator’s white paper and progress reports, the district’s will share their work with, and receive feedback from, state level stakeholders such as members of Philanthropy Ohio and the Ohio Department of Education. How this will address long-term needs beyond the pandemic and how this will transform education Educators in the Kenton, Berne Union and Lakewood districts have begun to explore deeper learning strategies including STEM and STEAM instruction, problem-based learning, differentiation to better meet the needs of diverse learners, and evidence- based literacy strategies. Many teachers across the three districts have participated in training aligned with these priorities in recent years. For example, six Berne Union Elementary teachers have completed PBL training, although they do not have job- embedded support for implementation. State Support Teams have provided schools and districts support for implementing key components of Ohio’s Plan to Raise Literacy Achievement - including Shared Leadership and Multi-Tiered Systems of Support (MTSS). These improvement initiatives are at-risk of being sidelined by COVID-19, because there is not ongoing, job-embedded support and coaching available to help educators adapt newly learned strategies and systems to the disruptions caused by COVID-19. Educators, for the most part, have not yet developed enough expertise and practice to feel comfortable applying these strategies in novel situations. These circumstances are themselves amplified by the pandemic. Evidence-based professional learning must be directly applicable to immediate needs and have job-embedded coaching support to truly shift practice. This type of professional development is infrequently available to finance-strapped schools; however, the model proposed here has the potential to be sustainable long- term. How will this work help transform education? By leveraging the immediate crisis and escalated needs of students and their families to support implementation of engaging, evidence-based instructional strategies, teachers will increase their capacity to scale deeper learning across their curricula and for all of their students. The adaptations required for distance learning may help to address other, ongoing challenges. For example, typical strategies to engage families have been effective for engaging the families who come to the school for conferences, special events and volunteer opportunities, while school leaders continually struggle to engage families who aren’t able or willing to come to the school. COVID-19 is forcing educators and families to use novel approaches - such as video conferencing and driveway visits - which may have long-term efficacy for previously disenfranchised families. Likewise, student disengagement (or boredom) are painfully obvious in distance learning scenarios when teachers lack the environmental control that they would have in their classrooms. Helping them better connect with students through relevant, hands-on learning experiences will help them achieve true engagement, rather than mere compliance, in the classroom as well. Project Outcomes Inputs/Participation: Nine courses will be delivered to 150 participants by August 30, 2021. 100% of enrolled participants will complete all tasks in each of the courses in which they are enrolled. Course quality and effectiveness will be rated at least 3.5 on an evaluation scale of 4. Outputs/Impact for STEAMing Up Literacy, Family Engagement, Trauma and Differentiation courses: Participants will design, implement and reflect on lesson plans/family engagement activities that demonstrate application learning targets. Participants demonstrate understanding of defined learning objectives, as assessed by the course facilitators and project evaluator using established rubrics. Participants demonstrate increased awareness of available resources to support student learning/engagement and adaptations for in-person or distance learning scenarios. Outputs/Impact for High Quality Literacy Learning: Participants increase understanding of Ohio’s Plan to Raise Literacy Achievement and how it is being implemented in Ohio’s Model Literacy sites, with in-person and distance learning scenarios. Participants increase awareness of available resources to support evidence-based literacy instruction and identify local practices that are aligned or not aligned with Ohio’s Plan to Raise Literacy Achievement. Participants will design, implement and reflect on two classroom-level systems/practices that are aligned with Ohio’s Plan to Raise Literacy Achievement. Evaluation Kenton City Schools will hire an external evaluator to coordinate evaluation activities across districts, support grant reporting to funder and to create a white paper on the effectiveness of the proposed professional development model. Evidence of inputs and participation will be collected by the district-level grant coordinators and reported to the project evaluator. Evidence includes course selections, enrollment, individual completion rates and participant evaluations of course effectiveness. Evaluation surveys will be developed by the professional development provider in collaboration with the project evaluator and administered to all participants as a requirement for course completion. The collection of evidence of Outcomes/Impact for each of the courses is built into the course design. All courses follow a similar model of instruction and activities. Participants are provided direct instruction and resources aligned to the learning objectives. They are then asked to design lessons or plans that apply the new information, implement those work products and provide evidence (documentation, video, student work, etc.) of implementation. At each step, participants provide reflection and receive feedback from course facilitators and other participants. Facilitators use rubrics to assess how well participants’ work product demonstrates understanding of the learning objectives. The evaluator will review the facilitators’ evaluation and conduct sample evaluations of participants’ work product to ensure alignment with the rubric. The results will be compared with course evaluation results and participant interviews to determine the overall progress toward the established outcomes. The evaluator will complete a report answering the following questions: Has the consortium offered the professional development opportunities as described? Has the desired level of participation and completion occurred? What conditions may have contributed to the resulting participation/completion rates and what actions could be taken to improve participation/completion? What is the quality of the professional development courses? Are they well-aligned to their respective learning targets and effective in helping participants achieve those learning targets? Are they well-aligned with the qualities of effective professional development described in ESSA? How are they received by participants? What is the quality of participants’ application of learning? Was participant work product reflective of the desired learning targets and strategies? Were the plans implemented effectively? Do participants have the understanding, resources and support to improve their work? Do participants have the understanding, resources and support to adapt to in-person and distance-learning scenarios and to replicate their work? Project Start Date 12/01/2020 Project End Date 08/31/2021 Martha Holden Jennings Foundation Grant Budget BUDGET INDIVIDUAL IN-KIND / LIST TOTAL MHJF ITEM ITEM COST OTHER ENTITY DESCRIPTION / NARRATIVE BUDGET REQUESTED OR e.g. per unit FUNDING PROVIDING ITEM COST AMOUNT CATEGORY or hour AMOUNT FUNDS Grant Kenton City Schools Superintendent $200 $18,000 $14,000 Kenton City $0 Director responsible for oversight and Schools implementation of grant project. Project Offset for local project management in each $5,000 $15,000 $15,000 Coordination of three school districts. Flat rate to district of $5,000. Project External contract to support Grant Director $10,000 $10,000 $10,000 Coordination and Project Coordinators in each district, Support manage participation, and collect/report data. Fiscal Offset Kenton City Schools costs for fiscal $2,500 $2,500 $2,500 Management management of consortium grant. PD Course Districts use funds for costs directly related $300 $39,000 $39,000 Participation to teachers' participation, based on local policy and need. For example, funds may be used to provide mini-grants to teachers for classroom materials to for lessons or activities designed in their training, stipends for work outside of contracted hours, substitute costs or tuition fees for graduate credits. Districts receive $300 per participant/per course. Estimated participation is 130. This line item ensures that schools and individual participants are able to fully implement strategies without incurring unexpected costs. PD Course External contract to design seven identified $2,500 $17,500 $17,500 Design courses to meet consortium needs as described in grant narrative. Course External contract to deliver/facilitate courses $2,000 $36,000 $36,000 Facilitation for cohorts of participants. Estimate is based on 18 cohorts of 10 participants each. Project Coordinate evaluation across districts, grant $8,500 $8,500 $8,500 Evaluation reporting to funder, create white paper on PD effectiveness. Estimate is 7% of project costs. TOTALS: $ 146,500.00 $ 14,000.00 $ 128,500.00 Dr. Jennifer Penczarski, Superintendent Kenton City School District 222 W. Carrol St. Kenton, Ohio 43326 Dr. Daniel Keenan, Jr., Executive Director Martha Holden Jennings Foundation 1228 Euclid Ave. Suite 240 Cleveland, Ohio 44115 Dear Dr. Keenan, I write this letter to express my support for Kenton City School District’s application for funding from the Ohio Collaborative for Educating Remotely and Transforming Schools. Our district is the lead applicant for a consortium that includes Berne Union Local Schools in Fairfield County and Lakewood Local Schools in Licking County. Together, we have identified a common solution to some of our most pressing immediate and long-term needs for improving learning outcomes for our students. In this strange time, it is clear that our students’ challenges are exacerbated by compromised learning environments and lack of resources at home. What might not be as obvious to outside observers is that the ever-present obstacles to providing our educators with necessary resources and support are now also out-sized. High quality professional learning that is aligned to educators’ immediate challenges (distance learning strategies) and to our long-term aspirations to improve engagement and academic achievement is necessary. Thank you for being part of a solution in Ohio that will provide schools with some of the resources they need to address these challenges. Our professional development partner, EnvisionEdPlus, has an established model of job-embedded, distance professional development which we have successfully deployed in Kenton for three years. We have identified the need for new topics of professional development, which will be created and implemented for the first time across three districts - increasing our educators’ opportunities to collaborate and learn with their peers. Topics for the new courses will address our shared needs and aspirations: focus on evidence-based literacy instruction, integration of STEAM instruction through design thinking and problem-based learning, differentiation of instruction and family engagement. Our educators need immediate support for these topics as they apply to both traditional and distance-learning scenarios. To support our initiative, we respectfully request $128,500 in funding from OCER to offset costs for the creation and delivery of new professional learning opportunities and to support each of our districts’ participants through stipends, graduate school credit and/or additional classroom resources as needed and appropriate in each setting. Thank you again for this opportunity and for your consideration of our proposal. Sincerely, Dr. Jennifer Penczarski, Superintendent Ohio Collaborative for Educating Remotely and Transforming Schools Montgomery County ESC 200 South Keowee Street Dayton Mrs Shannon Cox 937-225-4598 Mrs Amy Pratt Physical Therapist 200 South Keowee Street Dayton, OH 45402 9372369965 9377766904 [email protected] County located 57 Montgomery Counties served 12 Clark 19 Darke 29 Greene 55 Miami 57 Montgomery 68 Preble Project title Transforming School PT Services Amount requested $21,999.10 Total project budget $41,999.10 Demographics Number of students served 845 % Minority 42% % Free/reduced lunch 42% % Medically fragile 3% % Limited English proficient 2% % Transient 7% % Incarcerated 1% % Homeless, foster 3% care, in residential treatment Number of staff served 20 Subject Area(s) Math Social Studies Technology Other Other Explanation Motor skills, Physical Education, and all content areas, through Physical Therapy services for students who have Individualized Education Plans with goals to address motor skills. Person Administering (if not primary contact) n/a Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1 Through our OT/PT Department, we serve 845 children who require Physical Therapy as part of their IEP. Prior to COVID-19, we were already having difficulties with ensuring the progress of children who need physical therapy due to a lack of communication between schools and families, and poor compliance with assigned home exercise programs. Many of our students live in homes where English is not the primary spoken language, parents work varied hours, and food and other necessities are scarce. When COVI-19 forced schools into remote learning last Spring, we used Zoom and Meet for synchronous Physical Therapy sessions and various platforms for asynchronous therapies. It is difficult to serve families and students remotely, and particularly those with special needs. As a result, many students with IEPs experienced a disparity in their education. Augment Therapy provides equality of access for students in remote and hybrid formats to high quality physical therapy services. 2 This project aims to facilitate equitable remote physical therapy services for all students. We will use Augment Therapy, a software program created by a pediatric PT, to offer synchronous remote sessions and to monitor adherence to home exercise programs. Augment Therapy is a telehealth portal, motivational tool, exercise prompt, and progress tracker that uses the medium of augmented reality to engage students in gross motor activities. Students will be given a telehealth home therapy kit for remote appointments with their therapist. Therapists will select student and goal specific exercises and monitor student usage while the software assists with engagement and motivation of the students. 3 By providing families with therapy kits and using the Augment Therapy program, our students with physical needs will have access to uninterrupted physical therapy services regardless of delivery format or family resources. This will promote better communication, greater family and student participation and facilitate progress towards educational goals, thus closing the education gap. 4 The disconnect between school and home makes it difficult for the school therapist to objectively monitor adherence to an exercise program and improvement over time. Augment Therapy tracks data for live remote sessions as well as home exercise programs. We believe that with this ability to remotely monitor improvement and compliance, we will be better able to evaluate and treat our students, resulting in better overall outcomes. 5 We are requesting funds to purchase ten therapist subscriptions to Augment Therapy (the therapy software) and 25 telehealth home therapy kits for our therapists to utilize with students served by our ESC. These kits will include a device (required in order to use the software due to the 3D camera), tripod, adapter, HDMI cable, carrying case, protective case, insurance, and software. Five projectors are also being requested for use for in-person sessions in schools. Statement of need Equity in education has become a necessary topic of scrutiny during the pandemic. Across fifty different studies on parental engagement, educational researchers found a connection between family involvement and academic achievement. Our target population is primarily students with special educational needs, but there are also students within this population who are medically fragile (and unable to attend school during the pandemic, even if their school is in session), low income, minority, limited English proficient, in foster care, or transient. All of these subsets are at high risk for a lack of educational equity, and many of our students fall into more than one category, in a time when state and federal funding for education is being redistributed due to the pandemic. As educational resources dwindle, schools and educational service centers are forced to find ways to save money and procure alternative funding sources and creative solutions for remote and hybrid education. Federal law mandates that all students have equal access to a free and appropriate public education, regardless of disability. This means that some students are determined to require the services of a Physical Therapist as a part of their educational team in order to fully access their educational environment. Therapists, like teachers, have been working diligently to create online and remote therapy resources as quickly as possible throughout this CoVID-19 pandemic. In the past seven months, school Physical Therapists have evolved from in person, hands-on only practitioners, to facilitating synchronous therapy sessions from their homes and offices into students' homes using Google Meet and Zoom. We have attempted to create equitable therapy experiences for all of our students, despite challenges with a lack of equipment and resources in students' homes for therapy sessions, language barriers, and countless other obstacles. Physical Therapists have devised previously unimaginably creative ways to engage students in therapy exercises and activities through a screen, including a new remote therapy platform created by a pediatric PT, Augment Therapy. Augment Therapy collects objective data while encouraging students to participate in activities using a virtual game play format, prescribed through the platform by the trained therapist, in a virtual world in which they are the character on the screen. This new technology is similar to playing Xbox Kinect, but uses points on the child's body to morph them into an avatar on their TV who plays games and interacts in a virtual world. This requires a 3D camera, only available in newer Apple products, which is a significant limiting factor for our students and therapists. Assistance from the Ohio Collaborative would allow our ESC to purchase therapy kits for therapists to use Augment Therapy in person, or to distribute to students for use in remote sessions, and would also allow for the purchase of the necessary monthly access subscription to the Augment Therapy software for therapists to continue to utilize the program through the 2021- 2022 school year, with the official project ending after approximately one year of use. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. Students with special needs have been disproportionately affected by the need for remote learning during the COVID-19 pandemic. During the spring 2020 government mandated school shutdown, therapists were required to offer physical therapy (PT) remotely, with a noticeable drop in student engagement after a few sessions. For many students, remote physical therapy was not possible due to a lack of suitable technology within the home. Therapy services, however, are mandated by federal law (they have been deemed necessary by a team of professionals along with the student and parent, in developing the IEP). We believe that this project will help students to better access equitable learning experiences, as it will facilitate remote physical therapy while also offering an engagement tool to keep students and parents motivated to continue physical therapy throughout the school year. This project will also reach a wider audience than we were able to reach during the state mandated school shutdown by providing the 3D camera devices that will allow any child in any home to access their therapist through the innovative Augment Therapy program. 2. Students who need educationally relevant physical therapy will be provided with telehealth home therapy kits that include an iPhone SE, tripod, adapter, and HDMI cable (for projecting the sessions onto the student's TV); the Augment Therapy software will be pre-loaded on the device, and the device software will be supported and updated by Augment Therapy. The devices will be insured and protected in a case, and each kit will come with a carrying case. School therapists will receive a subscription to Augment Therapy and use their ESC issued laptops or school computers to set up patient accounts and to facilitate telehealth sessions through the Augment Therapy online portal. Assuming that the funds are received by December, we will spend the month distributing kits to families and familiarizing the family and the therapists with Augment Therapy. Each student will have a test session with their therapist during this period, with the aim of having every student and therapist ready for their weekly sessions with Augment Therapy by the start of the second semester. Therapists and students will then use Augment Therapy to facilitate their regular remote physical therapy sessions. Technical support (to enable all therapists and students to use the software) will be available from Augment Therapy during pre- determined weekday working hours. 3. Teletherapy is effective when it is engaging and meaningful to the students and families that we serve. Augment Therapy's interactive, video game like format, will engage students during therapy sessions and motivate them to sign on each week. The Avatar will give them visual feedback for motor planning while the treating therapist provides auditory feedback for optimal motor learning. The program no only enhances the synchronous therapy sessions but also provides an excellent platform for asynchronous therapy or home exercise programs. Knowing more about a student’s family life can also help teachers prepare lessons that better fit that student’s needs or interact more efficiently with families. And because students receive more support, classrooms with engaged parents perform better as a whole. Children with parents who are engaged are more likely to develop self-confidence and motivation, as well as having better classroom behavior. Our program will better engage our families in their student's education. Home exercise programs are a meaningful part of physical therapy progress, but it is estimated that fewer than 35% of patients complete them. Although there are a number of reasons for this, one of the primary reasons involves difficulties for families to facilitate the home exercise programs, as caregivers are often required to serve as a “therapist-by-proxy”, instructing their children in the specifics of each exercise, monitoring their adherence, as well as engaging and motivating the children. Physical therapists, who rely on the home exercise program for their students to make progress, are unable to reliably know if their students are completing them, rendering it ineffective. In addition to using the software to facilitate a live remote physical therapy session, therapists will also assign home exercise programs through the software. As part of the school Augment Therapy package, there is a customization option; not only will therapists have pre-loaded, popular exercises available for prescription, but they will also be able to request their own unique exercises and activities to be assigned to their students through the Augment program. The home exercise program will consist of the same or similar exercises that are done with the therapist, but an on-screen avatar will remind the student and parent how to complete them, while on-screen content and games will motivate and engage the student to complete their program. Therapists will then be able to monitor their students’ progress through the data portal, which will show when the home exercise program was completed and with how much success. Based on this data, therapists can modify their sessions and the home exercise program to help their students to progress. As soon as students and therapists are set up with Augment Therapy and have received their devices, therapists will be able to assign and monitor home exercises programs. All students will have individualized exercise programs assigned by their Physical Therapist, aligned with their educational goals. We hope that by having these home exercise programs established soon after winter break, we will be able to also counter some of the regression that often occurs over this period when students aren’t receiving regular PT services in-school. When students return to school after spring break, we will evaluate the project, speaking with parents, students, and therapists to determine any difficulties that have been encountered. Based on these meetings, therapists will modify their use of the software to best facilitate Physical Therapy for the students. Therapists will also discuss/write/take a survey on the use of the software as compared to traditional models of in-school and remotely delivered Physical Therapy at this point. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders As school physical therapists we have many roles. We are a part of the special education team and therefore partner and communicate with teachers regularly for common goals for individual students. We are therapists to our students, and whether in-person or online, we regularly connect, encourage, teach and motivate our students to achieve their motor goals in order to best access their education. We are liaisons between the student and the educational team, relaying progress data to the entire team. Parents are a part of the students' IEP team and as such have an important role in their students' success. Our goal is to coach them, problem solve with them and empower them to support their child to reach their goals. One of the benefits of our students accessing their education from home, is that when technology and family schedules cooperate, therapists have had more direct contact with some of our students' families than ever before. For those students with caregivers present and willing to get involved, this has been a positive experience for both family and therapist and has resulted in better carryover with motor skill learning. For other students with caregivers trying to work from home while managing children and their remote learning, or not interested or able to participate in their child's therapy sessions, it has been frustrating for both the family and the therapist and results in poor attendance and limited opportunities for growth. The forced use of technology for therapy sessions during the pandemic has created some exciting new opportunities for therapists and families, and Augment Therapy is one of those exciting new opportunities. It will allow Physical Therapists to better engage students, which could, in turn, draw parents or caregivers further into therapy sessions and follow through. It will also collect objective data, necessary for measuring progress and student growth. Engaged and enthusiastic students will also carryover into the classroom, creating another opportunity for therapists and staff to work cooperatively with students to progress them even further with motor goals, while potentially improving behavior and providing another learning tool for the classroom toolbox. How this will address long-term needs beyond the pandemic and how this will transform education The targeted supports provided through customized and individualized Physical Therapy programs using Augment Therapy could revolutionize the way students receive school Physical Therapy services. This technology-rich therapy solution could create stronger communication between therapists and team members. The student's IEP team could truly function as a team with therapist, teachers, para professionals and parents each able to easily follow through with PT goals on an everyday basis. Across fifty different studies on parental engagement, educational researchers found a connection between family involvement and academic achievement. Long-term, the Augment Therapy developers are working to add other languages to the software (Spanish is expected to be available within a few months), so that therapists will easily be able to give instructions to families, even when English is not their first language. Trained Physical Therapists can prescribe exercises in the program, teachers and classroom staff can use the activities in the classroom for carryover throughout the educational environment, and parents can utilize the same prescribed programs to improve home program compliance. Through our project, all students and therapists in our six county service area could have access to the technology and this unique and innovative therapy program. Students would be learning and practicing their targeted motor skills both with direct therapist support, and also on their own with follow-up practice on the app, using the prescribed program. Addressing motor skills is a large necessary component of the whole child approach; gross motor skills are the very foundation for all other learning. Students will have increased opportunities to have targeted motor skill development through our program by working closely with the therapist prescribing activities, and will be more likely to master skills through fun practice on the Augment Therapy app outside of therapy sessions. Project Outcomes This Augment Therapy project will allow therapists to engage fully with our students and their families at home while on remote instruction, while providing therapists with another tool for promoting therapeutic carryover into the classroom while learning in- person. The videogame-like nature of this unique therapy program makes it more interactive and engaging for our students, thereby increasing active participation in remote therapy sessions, compliance with home programs, and carryover with classroom staff. When students are excited about therapy activities, their parents and the classroom staff are better able to facilitate growth and progress toward motor goals. Progress toward motor goals in Individualized Education Plans equates to more functional independence in school for our students. Our ultimate goal for all students receiving PT services is that they would be functionally independent in their educational setting, and that they would no longer require the services of a physical therapist as a part of their educational team. Evaluation Evaluation of the project will be completed through data collection on individual student goals. Objective data is built into the Augment Therapy program, through its data collection feature. Each session completed by a student using the software will allow the therapist to see how the student has performed on the prescribed exercises, whether the session is with or without the therapist present. Each individual student's progress toward IEP goals is already measured at least quarterly with progress reporting, and the Augment Therapy software will allow therapists to prescribe programs that address specific skills and goals. When students return to school after spring break, we will re-evaluate the project, speaking with parents, students, and therapists to determine any difficulties that have been encountered. Based on these meetings, therapists will modify their use of the software to best facilitate Physical Therapy for the students. Therapists will also take a survey on the use of the software as compared to traditional models of in-school and remote PT to determine how the project is transforming education, and how it can be utilized differently . This project has the potential to transform the way motor needs are met in the educational environment by increasing team involvement with carryover of therapeutic activities. Success of the project will be demonstrated by progress made on student's IEP goals as well as documented involvement of of other members of the student's team. Project Start Date 01/04/2021 Project End Date 12/17/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVID BUDGET UAL OTHER LIST ITEM DESCRIPT ITEM TOTAL FUNDING ENTITY ION / COST BUDGET AMOUNT PROVIDI NARRATIV e.g. per OCER ITEM COST INCLUDIN NG OR E unit or REQUESTED G IN-KIND FUNDS hour AMOUNT CATEGORY student kit 3d camera $599 each $14,975 0 OCER $14,975 device x 25 kits (iPhone SE 2020), tripod, hdmi cable and adapter, device protective case, 2 year insurance coverage on device, carrying case, plus remote device manageme nt and software updates-to be loaned out to individual students therapist monthly $225 x 10 $2,250.00 0 OCER $2,250.00 subscriptions subscriptio therapists to Augment n to allow Therapy 2020 therapists to access Augment Therapy therapist monthly $427.41 x $4,274.10 0 OCER $4,274.10 subscriptions subscriptio 10 to Augment n to allow therapists Therapy 2021 therapists to access Augment Therapy therapist laptop or $800-1500 approx approx Montgom 0 device other x 10 $10000 $10000 ery Co computer therapists ESC or used by individua therapist to l access therapists Augment Therapy TV necessary $500 x 20 $10,000 $10,000 student 0 for students or projecting at a time individua Augment l school into districts student's home or classroom projector or for $100 x 5 $500 0 OCER $500 24" TV therapist use in school when a TV is unavailable TOTALS: $41,999.10 $20,000 $21,999.10 November 6, 2020 To The Ohio Collaborative: I endorse this OCER Grant Application being submitted by Amy Pratt, PT, MPT on behalf of Montgomery County ESC and the districts we serve. I applaud her innovation and willingness to adapt to the remote educational environment our students find themselves in, while persevering to provide the mandated and critical related services to our students on IEPS. Respectfully submitted, Shannon M. Cox Superintendent, MCESC 10/30/2020 Dear Ohio Collaborative for Educating Remotely and Transforming Schools, I am honored to be asked to write this letter to you. My name is Kelli Freeling and I am the mother of a pre-k student who is enrolled at Springcreek Elementary. My son Everett is 4.5 years old and is in his 3rd year of pre-k there. As a mother of a child with speech and physical therapy delays, there have been many struggles and obstacles we have worked to overcome. The decisions that you must make day in and day out as a parent never come easy, but one of the best decisions we did make was to follow our instincts when our child wasn’t progressing as we felt he was and to seek out help and resources. Our experiences with speech and physical therapy for Everett in pre-k have left us knowing we did the right thing in advocating for our child. When the world began to change this past spring with the pandemic, I soon began to wonder what that was going to mean for Everett. At first, I didn’t think it would affect him too much, after all he is just in preschool right? I soon came to realize that I was wrong. As a fulltime working mother, and with a husband who works full time and another child at home, it became apparent quickly how difficult it was going to be to continue to try to incorporate the speech and physical therapy needs of Everett at home on our own. We began to set up zoom & google hang out meetings with school therapists. This was helpful but was always a little tricky to keep Everett engaged. Trying to get the camera just right, setting it down to help him with the different exercises and moves, seeing the therapist on the small screen of my camera. Although the therapist attempted to do very engaging things, my 4-year-old just didn’t grasp the new “virtual” life of zoom and google hang outs. Shortly into the pandemic Everett’s physical therapist presented us with an opportunity to be a part of a beta test of a new program called Augment Therapy. We were very excited to get to try something different and new. We agreed right away. For our family, we already had many of the required materials to do this and just needed to purchase a few more, which was feasible for our budget. We got our tripod in and we were ready to go! The first few sessions didn’t go off without technical difficulties, but I expected this. Afterall we were beta testing a brand-new therapy option. Amy and I worked together so well and many hours to trouble shoot and had many successful visits with Everett. Even through all our technical difficulties Everett was always so much more engaged. He was always so excited when he new it was “Miss Amy time”. I would like to highlight a few things about Augment that I think are amazing and vital for success during these unprecedented times: Access- The access and availability regardless of your schedule to use and utilize Augment was amazing for our family. As a family with two working parents, we were able to work out times to work with our therapist in the morning, the evening or even sometimes the weekends. The flexibility of our therapist was amazing. I also loved that even when technology seemed to give us some issues, we still had the availability of Augment. We could use it as often or as little as we wanted on our own. I am a registered nurse and consider myself to be very educated in the health and well being of my child, but when it comes to knowing his needs for physical therapy, I needed guidance on this. Without having Augment, Everett would not have been able to continue to grow and work towards his end goals and treatment plan. This often makes me sad to think of the parents and students out there who aren’t as educated or have the appropriate resources to continue their journeys. I think it is vital that we can offer this access to all parents and caretakers and children and students regardless of the financial status. The ability to do this from the comfort of your own home was also so convenient and I will say it increased our compliance to completing the needs of Everett’s therapy. After a long day of work and daycare, sometimes the last thing people want to do is to drive somewhere else to complete additional tasks. Especially right now with CoVID, it is a very difficult decision to often make to decide if the benefits outweigh the risks of going out in public and possibly exposing your family if you have high risk loved ones. Therefore, the compliance alone with being able to complete at home in your front room, bedroom, basement was one of the biggest factors for my family. I think when looking at equality and keeping with compliance, parents are often faced with difficult decisions on how to spend their money for the week. Not having to use gas money to drive somewhere additional for these needs is a huge win as well. Participation- Everett’s willingness to want to participate in Augment over a zoom or google hangout was evident. He would choose Augment every single time over a virtual meeting. Everett loved it so much that we would often ask to “play the space game” or “do the running game”. We loved being able to open and operate the Augment Therapy app on our own at home and access all the available programs. This didn’t seem like work to Everett and he loved to do it. Being able to project the app up on our TV through the apple TV that we had was a HUGE benefit. Myself and my husband would often join in with him and even participate in the activities. He loved seeing how many stars he could collect and watch the fireworks when he did a great job. Being able to provide these resources to families would be such a compliment to their already implemented IEP and therapy goals. Learning- The learning that was achieved through the Augment Therapy program was priceless for our family. We were so happy to have been able to beta test something new and so groundbreaking in our eyes in the world of therapy. I believe that technology is amazing and can give us so many learning opportunities. The developers of this program have the best interest of the students and patients in mind. The continued success that we were able to see with Everett over the 6-month break from school and summer break while using this program was huge. He has increased his coordination and really worked towards achieving his goals. By awarding the grant for the needs to implement Augment Therapy at home for families who are currently having a need to remote learn and even for those students in the classroom would be a huge win-win for all involved. The engagement with families, students and teachers alike would continue to skyrocket and improve. This program will continue to contribute to the needs of student. Remote based learning is going to be around at this point for the foreseeable future. If we can continue to help these students and families who already have a day to day struggle with so many other things have access to a program that can make it so easy, what an amazing difference that could be made. I would highly encourage that you consider this program as a top recipient for the award. If you could see the difference it has made in my one child and family’s life, imagine what it could do for so many others. Thank you for your time and consideration, Kelli Freeling Piqua City Schools 215 Looney Road Piqua, Ohio 45356 Phone 937-773-4321 ext. 6711 Fax 937-778-4518 Amy Todd, Director of Special Education November3, 2020 Dear OCER Review Committee Members, I am writing to youtoday in order to express my support for the Montgomery County Educational Service Center’s (MCESC)application for the Ohio Collaborative for Educating Remotely and Transforming Education grant. We are one of 16 districts that contract for physical therapy services for our students identified with disabilities. We contract with MCESCwith the intention of our students engaging in meaningful high-quality physical therapy. Although the physical therapists deliver high-quality services, the student engagement and measurementto justify meaningful has waned considerably due to the requirement and now parent option for remote learning. In March of 2020, of the approximately 80 students receiving physical therapy, we experiencedless than 1/3 of those families supporting their child’s engagement in their PT services provided. Of those that were participating, we faced a hurdle to obtain valid progress data to determine the impact or meaningfulness of that service through the only method wecould utilize — laptop computer screen and parent reporting. The Augment Therapy will allow the specialists to improve the value of remote learning services with a projected outcomeof preventing regression ‘and providing growth. This program will also lead to increased engagementin the long term forall of our students, whetheravailable forlive instruction ornot. This equipment would not only allow for but encourage all students to practice their gross motorskills outside of scheduled therapy sessions thus providing a spike in meaningfulness. That level of improvement intheir gross motorskills would equate to overall educational gains from increased access to their educational environment and curriculum. Covid Relief Funds were just that, relief for the financial strain necessary to getall students and homes functionally equipped in a 1:1 model with a laptop and access. That level of functional equipment alone was about sustainment. This equipmentis exactly about the title of your grant, transforming education. Ourdistrict is working on an equity and inclusivity initiative surrounding multiple arenas of inequity. This opportunity would meet the need for families that are affected by a myriad of root causes of inequity, such as economically disadvantaged and disabled. Thankyou in advance for your consideration of the Montgomery County Educational Services Center, and by wayof them,also the students at Piqua City Schools,as a recipient of your investment. Sincerely, ? , Amy Todd Director of Special Education Piqua City Schools Ohio Collaborative for Educating Remotely and Transforming Schools Mount Gilead Exempted Village Schools 145 North Cherry St Mount Gilead Mr. Jeff Thompson 4199476065 Mr. Tom Lewis Teacher 338 Park Ave Mount Gilead, OH 43338 United States 4195123467 4195123467 [email protected] County located 59 Morrow Counties served 59 Morrow Project title Digital Media Remotely in Rural Ohio Amount requested $56,880.00 Total project budget $78,805.00 Demographics Number of students served 85 % Minority 7% % Free/reduced lunch 51% % Medically fragile 19% % Limited English proficient 1% % Transient % % Incarcerated % % Homeless, foster % care, in residential treatment Number of staff served 2 Subject Area(s) Visual / Performing Arts Technology Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. A little over a year ago the Martha Holden Jennings grant allow our DIgital Media program to gain an important foothold in its development. We added beautiful DSLR cameras that coupled with the Adobe Creative Cloud software sparked a huge interest in film and photography in our school. Students that had struggled in other areas found that they not only liked filming and taking photographs but they might be interested enough to pursue a career in it. The classroom I inherited in 2018 had no lights, cameras, or any other equipment for the program. The grant we received added a lot of missing components. Fast forward to spring of 2020, COVID comes on the scene and suddenly the students are sent home. The students in the Digital Media Program suddenly had to try to create by with phones and Chromebooks. Adobe Creative Cloud does not work on either. My once thriving program began to falter and at-risk students who were finding their way in Digital Media started to fade from the passion and learning they were on track for. As the rest of the nation struggled through the spring and summer, we thought it was going to be okay coming back to school. Our school purchased a large number of Chromebooks so that each student had one to take home if we went remote again. For a few weeks, we managed but then a minor outbreak and a large number of quarantined students shut us down and force us back into remote learning. We are now in a Hybrid model which is a little better. 2. The project I am proposing is to equip our students with the proper laptops that are desperately necessary for the students to continue to experience deep learning and growth. If we can equip each student with a PC laptop that has the ability to run the industry-standard software our program may recover. 3. The students that were starting to experience success in their career development, to pursue digital media. The district has purchased licenses for adobe to be loaded on the laptops and also for the lab computers. Imagine trying to film a short movie, and edit it using your cellphone and a piece of free editing software. The intended result is to equip the students with the proper equipment so they have a chance at success. 4. The laptops are not just another piece of equipment to pitch at the students, but rather they give them the ability to be able to create and design using the proper hardware and software needed to succeed. The Mount Gilead Digital Media program is failing because we don't have the equipment to handle remote/hybrid learning models 5. We are humbly asking for two sets of laptops that can save the program. We need 45 HP laptops for the intro level students to use to create videos, sound programs, photoshop, and vector illustration. These laptops are of good quality and will last for years to come. The second set of 15 laptops would be a little more advanced to match the ability of the digital media lab computers. These would be for the advanced students only. Statement of need I know it looks like this request is for just equipment but in the grand scheme of things the equipment is simply a tool that is necessary to allow our students to remotely participate in their career education program. The students need them the ability to continue to design and develop. Our plan for the program has always been to reach those students that might be searching for a path towards a successful career. The original two-week shutdown in March has long since passed. The threat of going remote/hybrid is not only looming but here and for what might be awhile. Our program is in jeopardy, and with the help of the Ohio Collaborative grant, we feel we can turn it around. It is very frustrating to witness students who we thought were on a good track, just stop trying because of being frustrated by lack of the proper equipment and software to create. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1. With this grant, all the digital media students will be able to have access to the educational experience just as if they were in the classroom. Imagine a teacher starting the year face to face and switching to a hybrid model then again to a stay at home lockdown without losing any steam. Then after this pandemic event is over imaging a child that is off sick joining in a class via ZOOM through the laptop and not missing valuable instruction or discussion minutes. This is not some distant future but can happen now. Additionally, during a pandemic event, the school will issue Chromebooks for general instruction, and PC laptops for a specialized course such as CTE Digital Media. Many students do not have a computer or laptop in their home to use, but this project would allow all the students to have the proper equipment to complete their lessons. In the spring many students had nothing more than their smartphone to try and do anything educational. Smartphones have evolved and can do many things but typing a research paper or creating a multimedia video project on a phone is very difficult. The equipment would allow many teachers to create lessons that can include a high- quality setting. 2. Participation and student buy-in are the keys to being successful in moving forward. We lost time and instruction last spring that we will never get back. We have to adjust now to bring the students back to close to where we were. The great thing about this project is students already live in a world of audio and video interaction. We cannot expect them to get a packet of printed handouts and tell them to go do them and turn them in by next Monday. We realize that in order to reach them at home we need to change the delivery method of the materials and knowledge. We need to be live and real, normal, or as close as possible. In the spring teachers scramble to create lessons and materials that students could use to continue but often the result was frustration as many students ran into issues. 3. As teachers discussed education last spring, we always ended up reviewing the few issues that hampered us. The first was the engagement of the students as well as communication with the students and parents. Some students just seem to disappear. We couldn't reach them. Teachers were very frustrated by the lack of engagement, the loss of interaction, and the routines and community we had built and fostered up until that point in March. To be frank, we as teachers did the best we could but we could have created a lot more engaging experience if given the time and tools. We have spent a lot of time this summer preparing for the unknown this fall. So far this year, we have already experienced face-to-face, hybrid, and remote teaching. This grant would allow us to move forward immediately and into the future. Our timeline for this year started in August with teacher training and developmental workdays. We had students arriving on Sept 8th, and baring a change in the COVID percentages should be have been able to have most of the students return to school. Our plan was to spend the first part of the face to face time teaching how to work with the new technology and methods that are being implemented. If the COVID numbers increase the students should be better prepared than they were last spring. The main benchmark would be to have the project up and running throughout the program by Christmas break this year. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders Since the start of the COVID-19 Crisis, our school and community have rallied together to try to keep educating our students. There were businesses in town that helped pay for graduation recognition signs in our downtown area for our seniors. We had a virtual graduation ceremony that was broadcast live on the local radio station. We have sent out numerous requests and surveys asking parents what we can do as a school and as teachers to ensure the success of their students. Our teachers have worked on developing new skills by using various online teaching software packages and have met via Zoom to discuss strategies and ideas for this upcoming year. The buy-in from the parents should be easy as we would be conducting class at the same time as if were face to face so if a child has to quarantine, they would not fall into last spring and would be allowed to continue with school. We know students can not simply take two weeks off school and stay on pace with the rest of the class no matter how good the teacher prepared materials are. The community is behind our efforts and has continued to aid our schools both financially and supportively. With our talented teaching staff in place and the ability to meet in a traditional face to face classroom in jeopardy, we need to adapt and change into this hybrid model that will allow teachers to create interesting interactive lessons that can be used in an online-only, a mixed have online half face to face setting or even in a 100% face to face setting. The project should enhance the students learning experience now and for the years to come. How this will address long-term needs beyond the pandemic and how this will transform education This project will go way beyond the present pandemic. Educational instruction has had to change because of the pandemic but it will more than likely stay in a similar model after the pandemic has ended. Teaching in a technology-based world requires teachers to embrace the new tech and create lessons that can be taught and completed both face-to-face and in an online situation. The pandemic forced teachers to go to online instruction just days after the school was shut down. Many were left scrambling to find ways of instruction, tech platforms, and equipment. This project will allow us to easily continue to be teachers. it will allow students to be students and it will create opportunities for untraditional learning unlike anything ever seen. We can see this project changing how we do what we do forever. We will use this for children that are sick or quarantined or possible during calamity days in the future. The possibilities this project brings are vast. Project Outcomes When we look at how we approached instruction last spring, we have seen some successful ideas and some good examples of instruction but for the most part, many students were not engaged and did not complete learning anywhere near what would have been expected in a face to face classroom. Many of the students needed equipment and software but couldn't get it because we simply do not have the proper laptops. The change from traditional to an online system was implemented so fast no one was prepared. This program would help solve the communication problems that surfaced last spring. Our Parent surveys cited a lack of equipment and the unpreparedness of the parents to help educate their children at home. The change that this project would bring would be a great bridge for interaction between the teachers and their students that extend way beyond cellphones, free basic programs, and Chromebooks. The parents that do not have the proper equipment could sign out the laptops which would have the required software and allow the students to have equitable technology. Courses that require more than Chromebooks would be able to continue. Our goal is to build a new tool that allows our great teachers to use this tool to leap forward into this sometimes strange new world. The best goal is this project will continue even after this pandemic is ended. Education needs to move into the future. Our students would be equipped to do just that during this crisis and beyond. Evaluation The evaluation of the project would be plain and simple. If students are allowed to continue in deep learning via the new laptops and have daily and direct access to their programs, education would flourish. We could simply use the same methods of instruction as in class and teach like they normally do. Students could be in the room or at home and would receive the exact same instruction, which is game-changing. The evaluation of knowing if students or teachers have learned how to do things differently will come when they complete their first lesson that is presented to both in face to face and at-home students simultaneously. All students will be on an equal playing field. We are hopeful that the pandemic will end and soon. The technology we are hoping to implement will greatly help during the COVID event. But a year or two from now we could still be utilizing the tech and that is the most exciting part. Hybrid learning was in place before the pandemic but now more than ever we need to put in place the best solution available. Project Start Date 01/04/2021 Project End Date 06/11/2021 Tom Lewis Mount Gilead Exempted Village Schools MGEVS Martha Holden Jennings Foundation Grant Budget INDIVIDUAL IN-KIND / BUDGET ITEM MHJF ITEM COST TOTAL BUDGET OTHER LIST ENTITY OR DESCRIPTION / NARRATIVE REQUESTED e.g. per unit or ITEM COST FUNDING PROVIDING FUNDS CATEGORY AMOUNT hour AMOUNT Laptop (ADV) Microsoft Surface 7 Pro bundle 1215 $ 18,225.00 $ 18,225.00 HP Laptop HP Laptops for Lower levels 859 $ 38,655.00 $ 38,655.00 Adobe CC software Creative Cloud software licenses 2500 $ 2,500.00 MGEVS $ - HP Desktops 27 inch all in one HP desktops 925 $ 19,425.00 MGEVS $ - TOTALS: $ 78,805.00 $ - $ 56,880.00 Tom Lewis Mount Gilead Exempted Village Schools MGEVS Mount Gilead Exempted Village Schools 145 North Cherry Street Mount Gilead, Ohio 43338 Telephone (419) 946-1646 Fax (419) 946-3651 November 4, 2020 Ohio Collaborative for Educating Remotely and Transforming Schools Northern Ohio Office 1111 Superior Avenue, Suite 1112 Cleveland, Ohio 44114 Larry Zimmerman, Superintendent Mount Gilead Exempted Village Schools 138 North Cherry Street Mount Gilead, Ohio 43338 Dear Selection Committee; I am writing to endorse the grant "Digital Media in Remote learning". Mr. Tom Lewis is still in the process of upgrading and building the Digital Media Lab. I feel that the laptops will provide a way to experience real classroom learning even if we are at a distance at the moment. The focus of the grant is multilevel, multi-skill education that will change the way students are taught while away from a physical classroom. The laptops would allow him to teach in his best mode. The laptops would also allow for state mandated standards, teamwork, and execution. Face to face instruction is the best method and when the pandemic hit last spring we lost that method using the laptops will engage our students and allow them to be more creative, have better communication, and use technology will allow them to be more successful. The Mount Gilead School District will contribute nearly $5000 for various necessary software, to provide the 21 in class computers for a total of $22,000. Mr. Lewis is asking the Ohio Collaborative for Educating Remotely and Transforming Schools grant for $56, 000 to acquire the equipment necessary to establish this hybrid program here at Mount Gilead and I fully endorse his efforts. a�m Superintendent Mount Gilead Exempted Village Schools "On a Journey To Excellence" Ohio Collaborative for Educating Remotely and Transforming Schools North Central Ohio Educational Service Center 928 West Market Street Suite A Tiffin Mrs. Tina Peyton 419-447-2927 Yes Mrs. Kathleen Mohr Director of Professional Development and Partnerships 928 West Market Street Suite A Tiffin, Ohio 44883 U.S.A. 419-447-2927 x172 419-939-3645 419-447-2825 [email protected] County located 74 Seneca Counties served 17 Crawford 51 Marion 59 Morrow 70 Richland 72 Sandusky 74 Seneca 80 Union 88 Wyandot Project title Engaging High-Need Remote Learners Amount requested $105,488.31 Total project budget $194,385.69 Demographics Number of students served 240 % Minority 17% % Free/reduced lunch 40% % Medically fragile 1% % Limited English proficient 1% % Transient 4% % Incarcerated 1% % Homeless, foster 2% care, in residential treatment Number of staff served 71 Subject Area(s) Language Arts Math Technology Other Other Explanation Gross Motor, Fine Motor, Social Emotional, Communication, and Sensory Person Administering (if not primary contact) James Lahoski North Central Ohio Educational Service Center Superintendent/CEO 419-447-2927 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1) We are addressing high-need special education learners, including those identified with visual or hearing impairment, fine/gross motor deficits, communication delays and medically fragile students. The goal is to provide a direct experience similar to what would occur in a traditional setting through a mobile vehicle unit called NCO-GO. This will provide a safe environment for related services personnel to deliver therapeutic and academic engagement ensuring equitable learning opportunities. This model will allow enhanced parent engagement through modeling techniques/strategies and encouraging families to continue at-home sessions. Meeting with students through the Zoom platform has allowed us to address the minutes of the Education Plans, but not the hands-on instruction most beneficial to this population. 2) Students will be provided a minimum of twice monthly learning sessions at their residences using NCO-GO equipped with all necessary materials to meet goals in Individualized Education Plans (IEP) and supplement with remote online instruction occurring on off weeks. During instructional time, the learners will receive sensory, therapeutic and academic services. Service personnel will model techniques and strategies and provide a "To Go" bag of materials for parents to continue supporting the child at home. Personnel will follow up during weekly, online sessions with students and families. 3) The end result of this project is to engage students with high-need in a hands-on approach and provide the most equitable services possible, while helping families gain capacity to assist with instruction between sessions. Students will engage in a gradual release learning model (I do, we do, you do) by including a strategic combination of in-person and online learning. Students will access, participate, and engage in learning, ultimately mastering a higher percentage of skills at a quicker rate. Caregiver involvement and participation will increase. 4) Education will be transformed through learning the delicate balance of in-person and online learning to support our most high-need learners. Caregivers will increase ownership in their child's education and build stronger partnerships with service personnel. This work will assist us in preparing for the future of education and school choice options, whereas parents may select remote, online services in the future. Additionally, NCO-GO can continue to be mobilized to support the medically fragile, and/or support during future circumstances which may lead to school closures. 5) NCOESC is requesting a mobile vehicle, therapy, and intervention materials, magnifying/document cameras, hotspot, wireless printer and iPad check in/survey system. Our partnership with Ohio Collaborative will provide the needed foundation to implement the initial startup of the project. NCOESC has the resources to maintain the bus, insurance, servicing, gas/mileage expenses, personnel, and expenditures related to the plan. Statement of need This proposal aims to serve the most high-need special education population across NCOESC served districts. Served districts have over 24,000 enrolled students, and while they have less than 1% of learners who are medically fragile, they serve an average of 16% of learners identified as special education. These learners are often overlooked by districts when considering online, remote instruction. However, when served by NCOESC, the subgroups represent a larger population of marginalized learners within the region. These students are provided services by trained/experienced personnel (Physical and occupational therapists, speech and language pathologists, and vision, hearing, and intervention specialists) to support their Individualized Education Plans. Personnel were surveyed to identify grant-served populations most difficult to engage in an online remote learning environment, with results as follows: 81.4% autism, 72.1% multiple disabilities, 62.8% emotional disturbances, 60.5% developmental delays, 51.2% intellectual disabilities, 44.2% traumatic brain injuries, 39.5% visual impairment, 39.5% deaf/blind, 46.5% deaf/hard of hearing, 32.6% speech and language impaired, 18.6% other health impairment, and 9% specific learning disabilities. Services most difficult to address online included: 71.1% social emotional, 69.8% sensory, 67.4% fine motor, 48.8% gross motor, 41.9% communication, 32.6% hearing, 30.2% vision, 18.6% literacy and 11.6% mathematics. The quality of online-only instruction for high-need learners was noted as a concern by 93% of personnel, as it limits abilities to accurately collect baseline data, model appropriate techniques, provide immediate corrective feedback and monitor progress. Specific concerns included hand-over-hand modeling, visual attention, social emotional, peer/adult interactions (i.e., sharing), sensory and gross motor activities (i.e., balance, measuring jumps, distance timed-tests, posturing, equipment access), safety, self-regulation and life-skills. Surveyed high-need learners miss seeing/talking with friends and teachers, hands-on activities and working with teachers in-person. Personnel indicated concern (rating of 2.9) with current parental involvement (on a Likert scale of 1 (not engaged) to 5 (highly engaged)). If combined with in-person learning, the anticipated involvement received a rating of 4. When considering the most effective instructional mode (outside of traditional), 100% of personnel suggested a combination of in-person and online services as most favorable. Securing this grant would allow NCOESC to pioneer a streamlined approach of in-person (twice-monthly) and online zoom sessions (alternate weeks) and to improve quality of instruction/learning for our most high-need students. A partnership with Ohio Collaborative would assist in securing a mobile vehicle (NCO- GO) and specialized service equipment for transit. Students will be served in a safe, sanitized mobile unit (delivered to the home). Personnel will provide direct teaching of techniques/skills, immediate corrective feedback and monitor learning. Caregivers will observe sessions (behind plexiglass) to promote continual use of strategies/techniques between in-person and online sessions, using everyday materials and/or those provided in “To Go” bags (unique to student needs). This will allow mastery of skills at a quicker rate. Once funded, NCOESC will assume ongoing fiscal responsibilities with staffing, scheduling, evaluating outcomes and expenses related to the vehicle’s operation (gasoline, servicing, updating the vehicle to safely include equipment, replacement of equipment/resources, etc.). Pioneering this approach to learning will help the NCOESC meet challenges associated with future pandemics and/or natural disasters, an increase in parental choice in online learning, serving medically fragile students and providing a mobile unit for rural preschool screening (to identify potential disabilities). Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. 1) The mobile unit (NCO-GO) will provide our most high-need students with disabilities equitable access to high-quality learning, in a safe, sanitized environment. While we are currently meeting our students' minute requirements for Individualized Education Plans (IEPs) online/remotely, it is not producing the same results or quality as in-person learning. The students do not have access to specialized equipment (gross motor, sensory, etc.) or necessary structured routines that are typically provided in the school setting and critical for students with specific needs. Personnel have reported difficulty in meeting social goals and behavior support that require interaction by exclusively using remote learning technology. Occupational therapists, physical therapists, speech-language therapists, hearing and vision specialists and preschool service personnel face barriers in collecting accurate baseline data, modeling strategies/techniques, providing corrective feedback and monitoring student progress in a strictly online environment. This proposal allows for NCO-GO to travel to homes for personalized, one-on-one services, at least twice-monthly, in addition to weekly online meetings to continue following-up with services. This ensures students with the highest need have access to high-quality learning and are receiving necessary in-person, one-on-one support in an environment that is safe and conducive to their unique needs. Additionally in the Spring, the van will also be utilized as a mobile preschool screening unit to assist with screening for potential disabilities, to enroll students in appropriate programming, and provide appropriate referrals to local agencies (to support the whole-child). Accessibility Related Timeline: December 15, 2020- Secure mobile vehicle/unit that requires a non-commercial driver's license (CDL) from local dealership; December 1, 2020- Confirm participation from a list of eligible remote learners; December 30, 2020- Complete all ordering for equipment/materials to provide instruction (ladders, sensory pathway, sensory swings, fine motor manipulatives, bicycles, slides, tumbling mats, trampoline, fidgets, balls, balance beam, etc.); January 10, 2021- Complete assembly of all materials, complete set-up/organization; January 15, 2021- Complete customization of vehicle, with area partners to meet needs of students (seats removed, flooring installed, ambient lighting installed, windows tinted, eye hook installed in roof to hold a variety of therapeutic/sensory swings, collapsible desk area, plexiglass divider, etc.); January 15, 2021- Ensure bus is equipped with necessary equipment (i.e., therapy swings, balls, document cameras, printer, ipad, sensory materials, etc.); January 15, 2021- Work with school social worker to collect agency information to keep within the NCO-GO for family referrals; Dates TBD in March/April 2021- Create schedule and marketing, and utilize NCO-GO for preschool screening and registration related efforts. 2) The overarching premise of special education services is to embed academic, social, communicative and developmentally appropriate skills in the regular education classroom to enable students with high-need to participate with same-age peers. This is increasingly difficult in strictly online remote settings. The goal of this project is to allow students to participate in in-person services using the NCO-GO mobile unit at least twice monthly, with ongoing weekly follow-up support offered in a virtual format (using Zoom). This will allow service personnel the ability to use the gradual release learning model through modeling strategies/techniques (I do), practice with the student (we do), and allow the student to practice on their own (you do). The NCO- GO will have areas designated for sensory, gross motor, fine motor and direct instruction. Services can be provided both within the mobile unit, but also outside (depending upon weather). The mobile unit will be equipped with a plexiglass divider to allow parents/staff to safely observe (during the pandemic), learn, and guide. There will be an internet hotspot and printer available to allow service personnel to provide materials to students/parents. This promotes partnerships with parents and ensures they can leave sessions with knowledge and comfort to support their child using at- home materials and/or materials in a "To Go" bag. Service personnel will follow up with students in weekly Zoom sessions, help provide mid-course corrections and monitor their learning progress. Participation Timeline: December 15, 2020- Establish a monthly calendar and schedule to ensure all departments have access to utilize the mobile unit; December 21, 2020- Confirm participation with families; January 15, 2021- Ensure staff is trained on the function of the mobile unit, materials provided, etc. January 15, 2021- Create and maintain protocols and timelines for maintenance, gas and cleaning/sanitization of the mobile unit; January 15, 2021- Create mobile check-in/out system and tracking documents to monitor participation in online and in- person learning), January 20, 2021- Begin NCO-GO in-person learning services (twice a month) and continue online remote learning in follow up weekly sessions. Twice a month- Students will use an online check-in system for in-person NCO-GO learning sessions; Twice a month- Students will engage in online Zoom sessions; Monthly- Service personnel will document/track meeting participation/minutes for in- person and online sessions. 3) This proposal ensures students engage in learning, using a gradual-release approach (I do, we do, you do) which is most successful for learners with special needs. It ensures a balance between safe, in-person, one-on-one instruction, coupled with online Zoom sessions. This model was preferred and supported as the most successful learning model by all surveyed NCOESC service personnel when students are unable to engage in traditional learning environments. A schedule would be made monthly and, at a minimum, each student would get a visit twice a month for in-person services to accompany the weekly virtual services. Many home environments are not equipped with all materials needed or space the students need to continue to make progress in order to close the gap as their non-disabled peers. The use of NCO-GO and corresponding equipment/resources will give our students access in a safe and professional environment. Service personnel will be able to provide in-person physical therapy, occupational therapy, speech-language therapy, visual and hearing impairment and preschool intervention-based services in person to assess baseline data, model techniques/strategies and provide appropriate corrective feedback. Caregivers will engage in observing in-person sessions and learning how to support strategies/techniques using at-home materials and/or materials provided in "To Go" bags (customized for student need). This will promote daily practice in the home environment and empower the parent to become an active participant in their child's education. These skills will be followed-up on during weekly Zoom sessions. Online sessions can be utilized for additional progress monitoring and provide mid-course corrective support. The mobile unit will be set up with a system that allows the parent and student to check-in and complete a survey after each session to document their participation, satisfaction, engagement and learning. Student learning will ultimately be monitored through students attaining a higher percentage of skills at a quicker rate. Engagement in Learning Timeline- Monthly- Update "to go" ordering and assembly necessary bags customized for remote learners; Twice a Month- Students and caregivers complete exit surveys for online sessions to measure knowledge and comfort in continued implementation efforts, learning and engagement; Monthly- Service personnel will complete a survey regarding implementation of surveys and needed adjustments to increase student learning; Monthly- Skills mastered will be assessed to determine percentage of success and rate of completion; Yearly- Caregivers, students and service personnel complete exit survey to measure success and contribution of the project to transform learning. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders NCOESC's mission is "to be a recognized leader committed to meeting the needs of our educational partners through excellent services exhibited through honesty, trust and integrity." NCOESC has a history of partnerships with caregivers, teachers, students, and stakeholders in the community. All partners will be integral in the NCO- GO project from crafting, to implementing and other funding related efforts. NCOESC specialists have ongoing engagement with caregivers of students receiving services through NCOESC. Caregivers are partners on the evaluation team that determines, implements, and monitors specific goals for all learners. NCOESC provides tuition-free preschool through a grant partnership, informational/family events and mentoring related services. Caregivers have expressed a need for services in the home which assisted us in crafting the NCO-GO project to meet their needs. NCOESC will work collaboratively with caregivers to provide resources and skills needed to continue learning at home. NCOESC has a history of collaborative partnerships with district administrators and teachers/personnel. This includes ongoing professional development, content area specific grant projects (i.e., Comprehensive Literacy, Watershed project, College Credit Plus, etc.), weekly ongoing remote learning action planning meetings, etc. NCOESC surveyed districts and teachers/personnel to determine the need for the NCO-GO project and next steps in planning efforts to best meet learner needs. In this project NCO-GO personnel will be engaged in continually implementing, monitoring and evaluating on-site and online services. NCOESC engages students in academic and social activities [i.e., Quiz Bowl, Spelling Bee, Harry Alexander Music Festival, National Machinery, The View career program, Fall Fest, etc.]. During online remote learning students expressed concerns with lack of interaction, support and engagement. These concerns became a focus for the NCO-GO project. Students will be an integral part of project implementation through engaging in-person and online learning, student voice through surveys and ownership through increased skill acquisition. NCOESC engages other stakeholders in partnerships who include, but are not limited to Family and ChildrenFirst Councils, Health Departments, Business Advisory Council, Regional Mental Health Agencies, Family engagement councils, juvenile justice centers, parent and student mentoring programs, Braille Production, Career Centers and Higher Education. When planning for this grant proposal, NCO-GO collaborated with a local career center with experience converting a bus into a mobile lab. NCOESC will continue consulting with the career center on the design, accessibility, and functionality used in the NCO-GO mobile unit. The NCOESC will partner with a local dealership for the purchase of a van. The NCO-GO will have informational packets/resources from various support service organizations in each county for distribution. How this will address long-term needs beyond the pandemic and how this will transform education While the NCO-GO unit can be utilized to support current needs generated by the pandemic, it will also be equipped to meet unpredictable, future long-term needs. The needs of students and the families will continue to exist; even more so with this population of students as the families and caretakers gain confidence that the school setting is a safe place. The families of the medically fragile students may find this service model preferable and wish to continue with a hybrid method. Providing options for parent choice is becoming the standard in education, and has been exacerbated by the pandemic. NCO-GO will afford caregivers the ability to remain connected to the school with an online platform and still receive hands-on learning. The services provided through NCO-GO will ensure learning gaps are not widened, but instead are addressed through direct, developmentally appropriate services. This will allow students to progress through content at a rate that ensures mastery of necessary skills. Service providers can reach students who have chronic absences, such as those students lacking transportation or disengaged caregivers. The NCO-GO can be used to conduct parent support groups and parent training in communities, thus taking away the barrier of lack of transportation or reluctance to enter a school building. These sessions will enhance community and family relationships allowing caregivers to gain confidence in supporting the child’s education and be part of closing the educational gap that has been exacerbated by the pandemic. Partnerships with local libraries, YMCA’s and mental health agencies can be established with an emphasis on the whole child. A whole-child approach broadens our focus beyond academics to include meeting students' social-emotional, physical and safety needs. The NCO-GO can provide initial screening for the preschool population suspected of having a disability. The NCO-GO will be equipped with materials that meet the need of the screening and are appealing to the child. The mobile unit will allow us to meet the families in a more comfortable environment and once again remove barricades for families. The need for special education services is a constant within school districts. Having the ability to provide services in a new, creative structure can address inequities in education often experienced by this population and also for the students experiencing poverty. Education will be transformed through learning the delicate balance of in-person and online learning to support our most high-need learners. Caregivers will increase ownership in the child’s education and build stronger partnerships with personnel. This work will assist us in preparing for the future of education and school choice options, whereas parents may select remote services in the future. NCO-GO can continue to be mobilized to support the medically fragile and to support during future pandemics and natural disasters which may lead to school closures. Project Outcomes This proposal increases accessibility, participation with engagement of remote learners that requires students, personnel, and caregivers to participate in learning differently. Students will engage: 1) at-home, in-person learning, twice a month, in a safe, sanitized vehicle; and 2) ongoing, weekly remote learning sessions. This allows personnel to better assess baseline knowledge/skills, model appropriate techniques, provide corrective feedback and allows students to utilize specialized service equipment. Students will engage in a gradual-release model (I do, we do, you do) which will increase learning, as students will master a higher percentage of skills at a quicker pace. On-site visits will increase comfort and interactions promoting social- emotional and communication development. Caregivers will learn how to support at home with provided materials. The vehicle, as a local preschool screening hub, assists with early identification of potential disabilities, program enrollment and referrals to local agencies (whole-child support). We intend to learn how to transform teaching and learning in remote situations for our most high-need students. During the pandemic, we anticipate more learners being quarantined causing increased engagement in remote learning. Post pandemic, we anticipate more caregivers choosing remote learning. Project implementation will determine how to effectively couple in-person and ongoing remote learning services to support high-need students. Evaluation This proposal is focused on accessibility, participation and most importantly engagement in learning, and evaluated accordingly. Each remote learner will be scheduled for mobile services at a minimum of twice a month, followed by weekly online sessions. Session attendance will be further monitored to track student and caregiver participation in online and in-person learning sessions. Online session attendance will be tracked using the Zoom platform and a corresponding Google worksheet. In-person sessions will be tracked through an online check-in system using an iPad, with minute data entered into a Google spreadsheet. Students and their caregivers will check into in-person sessions and complete an exit survey. Students will complete a survey evaluating their engagement and learning in the session and caregivers will complete a survey around their knowledge and comfort in continuing implementation of strategies using in-home materials and/or “To Go” materials. Student learning will be measured through students’ mastering a higher percentage of skills at a quicker pace [as measured by survey data and Individualized Education Plan (IEP) amendments]. Service personnel will complete monthly surveys around their implementation efforts and next steps to improve instructional efforts and student learning. The program director will assess efforts to ensure integrity to the grant proposal and potential mid-course adjustments needed to improve implementation efforts. The contribution of this project to transforming education will be ultimately measured through an end of course survey to caregivers, students, and service personnel that measures access, participation and engagement. Further, student learning will be addressed by measuring mastery of a higher percentage of skills at a quicker pace. It is our hope through these evaluations, the NCOESC pioneers an approach to providing learning models that best address our most high- need and sadly often “forgotten” population of students. This will better enable us to meet the needs of remote learners during ongoing pandemic-related and/or natural disaster-related closures, as well as those who continue in remote learning through choosing to enroll in virtual academies and/or medically fragile students. Project Start Date 12/01/2020 Project End Date 07/01/2021 Ohio Collaborative for Educating Remotely Grant Budget OTHER BUDGET INDIVIDUAL ITEM TOTAL LIST FUNDING OR DESCRIPTION / e.g. per unit or hour BUDGET ENTITY OCER AMOUNT CATEGOR NARRATIVE ITEM PROVIDIN (* in-kind amount) INCLUDIN Y COST G FUNDS G IN-KIND Vehicle, Gas, Maintenance, Vehicle with modifications - Modifications (Climate, 90,000.00 - *Staffing - Security, Privacy, 62,000.00 *Gas - 5692.50 NCOESC/ Sound, Electrical, (100 miles drive a day) School Mobile Unit Sensory, Accessibility, 180,817.50 88,317.50 92,500.00 Insurance - 2500.00 Districts/Loca etc.) Cleaning, *Maintenance/Cleaning - l Dealership Insurance, Marketing, 15,625.00 *Marketing- Staffing (Director, 5,000.00 Technology, Service Personnel) Existing Equipment (speciality NCOESC and Whiteboard, Desks, Whiteboard - 33.99 Desks - seating, mini Partner Work Space Seating for all learners, 214.94 Seating - 128.37 1017.00 1017.00 chalkboards, School storage system storage system 639.70 mini Districts whiteboards, etc. ) Plugable USB 2/0 Plugable Microscope-39.99 Microscope with Document Cameras - flexible arm, Document 400.00- iPad - 299 - *Hot NCOESC and Technology Scanner, iPad, hot spot, Spot - 579.88 Wireless Partner 7352.72 579.88 6772.84 Bundle wireless printer, Printer/Scanner - 400.00 School BoardMaker, Adapted Adapted Switches - 519.95 Districts Switches, Choice BoardMaker - 199.99 Choice works, works - 14.99 Balance Beam, Tunnel, Existing Balance Items - 176.14 Slide, Nested Equipment Play Tunnel -79.99 Slide - Footstools, Step (parachutes, 99.99 - Nested Foot Stools - Platform, Various yoga balls, NCOESC and 190.60 - Step Platform - Gross Motor Balls, Bikes (tricycles, yoga cards, Partner 46.07 Various balls - 2859.25 2859.25 Bundle scooter) Mats (Wedges, gait trainers, School 166.73 Bikes - 539.73 - gym mats,) Trampoline, scooter Districts Mats - 460.00 - Trampoline Home Indoor Gym boards, -200.00 - Home Indoor Gym (ladder, monkey bars, stepping - 900.00 swing, etc) stones, etc) Existing Equipment (squiggle Stress Balls - 14.25 pens, Stress Balls, Magnets, Magnets - 11.95 Bubble - chewies, Bubbles, Therapy 9.33 -Therapy Putty - 84.99 timers, NCOESC and Putty, Liquid Sensory Liquid Sensory Play Mat- Sensory weighted Partner Path, Platform Swing, 159.99 Platform Swing - 1083.4 1083.40 Bundle blankets, School Height Adjuster, Pod 341.00 - Height Adjuster body socks, Districts Swing, Fidgets. 107.00 - Pod Swing - 40.00 - different Sensory Pathway Fidgets - 18.95 Sensory swing Pathway - 160.00 options, seat cushions, etc.) Existing Equipment Writing Utensils Writing Utensils - 563.97 (Fine Motor (crayons, markers, etc) Scissors - 197.97 Pop Beads Olympics, Scissors, Pop Beads, - 71.97 Syringes - 35.00 NCOESC and grips, games, Fine Motor Syringes, Tweezers, Tweezers - 78.00 Pom Partner 1255.82 clothes pins, 1255.82 Bundle Pom Poms/Craft Items, Poms/Craft Items - 72.00 School sort Hole Punches, Play- Hole Punches -87 Play- Districts activities, doh, Letter Cube, doh - 77.97 Letter Cubes - craft items, Portion Cups 17.97 Portion Cups - 53.97 slant boards, etc. ) TOTALS: 194,385.69 88,897.38 105,488.31 BUCKEYE CENTRAL LOCAL SCHOOL DISTRICT 938 South Kibler Street New Washington, OH 44854 Phone: (419) 492-2864 Fax: (419) 492-2039 Mr. Mark A. Robinson, Superintendent Mrs. Nancy J. Ackerman, Treasurer Lisa McGinnis, Director of Special Education October 29. 2020 RE: Grant Proposal To Whom It May Concern, During the 2020 school year, Buckeye Central does use occupational therapy, physical therapy, and/or preschool services from NCOESC. This would consist of about 25 students within our district. Buckeye Central would love to have the opportunity to improve remote learning practices and outcomes. As most school districts, Buckeye Central recognizes the challenges and gaps associated with remote learning and that many of the remote students in our district receive. This is especially true for those students who receive supplemental services. This grant would give Buckeye Central the opportunity to establish a system to get critical materials and therapies in the above-mentioned service areas to remote students in their homes in an attempt to provide equitable learning as needed. Thank you for providing Buckeye Central with this potential grant opportunity. Lisa McGinnis Director of Special Education Buckeye Central . . . “where students come first” October 30, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for Bucyrus City Schools that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has 1080 students who are remote learners, including students identified by individualized education plans to receive specialized services through NCOESC. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. The Bucyrus City Schools fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Matthew W. Chrispin Superintendent 170 Plymouth Street • Bucyrus, Ohio 44820 • 419.562.4045 www.bucyrusschools.org COLONEL CRAWFORD LOCAL SCHOOLS 2303 St. Rt. 602 Todd Martin North Robinson Superintendent Ph: 419-562-6755 Fax: 419-562-3304 Vickey Stump Web Address: http://www.cck12.org/ Treasurer October 30, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for the Colonel Crawford Local Schools that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has 60 students who are remote learners, including students identified by individualized education plans to receive specialized services through NCOESC. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. The Colonel Crawford Local Schools fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Todd Martin Colonel Crawford Local Schools Superintendent ELGIN LOCAL SCHOOLS 1239 Keener Road South Marion, Ohio 43302 (740) 382-1101 FAX (740) 382-1672 www.elginschools.org October 30, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for Elgin Local Schools that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has approximately two hundred students who are remote learners, including students identified by individualized education plans to receive specialized services through NCOESC. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. Elgin Local Schools fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Lane A. Warner Superintendent, Elgin Local Schools Elgin High School Elgin Middle School Elgin Elementary School 1150 Keener Road South 1200 Keener Road South 1250 Keener Road South Marion, OH 43302 Marion, OH 43302 Marion, OH 43302 (740) 223-4300 (740) 223-4300 (740) 223-4301 FAX (740) 223-4310 FAX (740) 223-4310 FAX (740) 223-4311 OLD FORT LOCAL SCHOOL DISTRICT Home of the Stockaders OLD FORT ELEMENTARY (K-6) BOARD OF EDUCATION OLD FORT HIGH SCHOOL (7-12) Kristina Smith, Principal Larry Bowman, President Erica Cobb, Principal Brittni Faist, Asst. Principal Val Steyer, Vice President Jason Miller, Asst. Principal 118 Washington St., PO Box 6 Nicholas Baker 7635 N. Co. Rd. 51 Bettsville, Ohio 44815 Jay Pence Tiffin, Ohio 44883 Phone 419-986-5166 Kristin Woodall Phone 419-992-4291 Fax 419-986-6039 Fax 419-992-4293 Laura Bryant, Superintendent Thomas Siloy, Treasurer October 27, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for Old Fort Local Schools that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has 48 students who are remote learners, and providing specialized services through Individualized Education Plans to those who qualify for them has been challenging. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. The Old Fort Local School district fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Old Fort Local Schools Superintendent [email protected] Ph: 419-992-4269 Fax: 419-992-4259 An Equal Opportunity Employer ADMINISTRATION BLDG. 244 S. MONROE ST. TIFFIN, OH 44883 419.447.2515 PHONE 419.448.5202 FAX WWW.TIFFINCITYSCHOOLS.ORG October 30, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for Tiffin City School District that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has 699 students who are remote learners, including students identified by individualized education plans to receive specialized services through NCOESC. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. The Tiffin City School District fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Jim Grubbs Superintendent Our Vision: Tiffin City Schools – Great Schools! Great Students! Great Future! October 30, 2020 Philanthropy Ohio Central Ohio Office 500 S. Front Street, Suite 900 Columbus, Ohio 43215 To Whom It May Concern: I am writing this letter in support of the Engaging At-Risk Remote Learners proposal being submitted by the North Central Ohio Educational Service Center (NCOESC) in response to the Ohio Collaborative for Educating Remotely and Transforming Schools funding opportunity. As superintendent for Upper Sandusky E. V. Schools that has students with disabilities requiring occupational, physical, speech/language, vision, hearing and/or preschool services, I believe this initiative will ensure our students receive critical services and eliminate disparities in accessing education often associated with remote learning. Currently, our district has 115 students who are remote learners, including students identified by individualized education plans to receive specialized services through NCOESC. The Engaging At-Risk Remote Learners initiative will emphasize the equitable access to therapeutic and learning opportunities typically provided in the school setting to students in their homes and in our communities. The Upper Sandusky E. V. Schools fully supports the efforts of the North Central Ohio Educational Service Center as they seek funding to establish the Engaging At-Risk Remote Learners to remotely and conveniently provide therapeutic services to students at their homes and regionally in communities. This program would help our district to ensure equitable services for our remote learners. Sincerely, Laurie Vent Superintendent Ohio Collaborative for Educating Remotely and Transforming Schools Olentangy Local School District 7840 Graphics Way Lewis Center Mr. Mark Raiff 740-657-5103 Mrs. Christine Tartt Assistant Principal 2840 E. Orange Rd. Lewis Center, OH 43035 USA 740-657-5103 614-571-7574 [email protected] County located 21 Delaware Counties served 21 Delaware 25 Franklin Project title Making Thinking Visible - Remotely Amount requested $124,250.00 Total project budget $124,250.00 Demographics Number of students served 6537 % Minority 18% % Free/reduced lunch 6% % Medically fragile 4% % Limited English proficient 3% % Transient 7% % Incarcerated 0% % Homeless, foster 3% care, in residential treatment Number of staff served 565 Subject Area(s) Language Arts Math Science Social Studies Visual / Performing Arts Technology World Language Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Our work through OCER will support the transition of project-focused work already taking place in our schools through the Project Zero network of schools into blended and remote environments. Project Zero work has been implemented across our region with the support of the Martha Holden Jennings Foundation to close learning gaps for students while promoting deeper learning through research-based visible thinking strategies. To date, this work has been applied only in an in-person delivery setting. The methodology and strategy created by this project will be able to be replicated across the network of Project Zero Network schools in Central Ohio through the ESC, and your consideration of our proposal for funding will amplify and accelerate the already successful implementation of gap-closing strategies that make a difference for our students. The building leadership teams across the OLSD high schools examined the delivery of instructional strengths and weaknesses that resulted from the changes required to respond to the pandemic. Specifically, we found that although our instructors demonstrate a high degree of desire to effectively reach every student, our teachers do not feel that they have the skill set necessary to support efficacy in instruction among their grade-level peers when it comes to the strategies implemented through our Project Zero work in a remote environment. Our instructors are wrestling with the pedagogy that was effective in an in-person environment that has not resulted in a similar experience for our online/remote learners and they want to address it. Tools that enable remote connectivity for the student are available and functional for our students but are not necessarily targeted toward inquiry and STEM. Our teachers are requesting training and the development of real-world STEM applications of Project Zero strategies for the digital conversion of their online presence to be inclusive of a digital delivery system. Through OCER funding we will create the following outcomes by the end of June 2021: (1) Implement Project Zero strategies with fidelity utilizing remote learning methodologies (STARTSole) by training cohorts of 30 teachers in inquiry methodology. (2) Address the immediate educational needs of students related to this crisis by identifying problems in making critical thinking visible for teacher intervention utilizing StartSOLE virtual technology. (3) Improve the relevancy and real-world nature of the applications of inquiry strategies by working with a local company that is already providing service to our district (Jade Track) by creating 5 exemplary multi-disciplinary modules that support STEM implementation applications for making thinking visible in the high school as models for implementation. (4) Support learning to inform long-term solutions for the other schools in our Project Zero Network by presenting and training other schools in partnership with the Educational Service Center of Central Ohio. Statement of need What constitutes an effective and powerful learning experience in the 21st century? Covid-19 has pushed us into a digital convergence by virtue of redesigning how we are able to interact with students, yet the discussions rarely focus on effective and powerful learning experiences that research tells us is important. The requirements for distancing and severe physical constraints requires changes in what teachers have historically done to educate children, or the necessity for a fully remote experience has disrupted good practice and caused us to redefine how we structure teaching and learning. Rapid change coupled with a lack of experience in a digital environment has resulted in a regression to more traditional and sometimes ineffective instructional practices resulting in an inequitable access and opportunity for learning especially in STEM and in areas where inquiry should be fostered regardless of in-person or digital delivery. Remote teaching presents a number of challenges for faculty, including the logistics-- both pedagogical and technological--of how to transition activities, discussions, and lab or studio learning experiences that help make the thinking visible online with equity between the in-person and remote learner perspective. Couple those barriers with an inability to engage with business and industry as we make the learning relevant. Our essential question for this submission is: How can we effectively deliver the strategies for inquiry and making thinking visible with real and relevant problems to solve in a remote environment? Pedagogy that prioritizes inclusion--whether the courses are online, in-person or a combination of the two--asks us to consider how we can help all students succeed. For in-person classes, inclusive approaches include (but are not limited to) creating inclusive learning spaces where students feel valued and included, setting clear expectations about curriculum standards and deadlines, and making the learning and assessment accessible and relatable to all students. When in-person classes are not available learning shifts to online spaces and methods, these ideas can still be applied-but access and equity can look very different in online teaching contexts, and become increasingly complicated for a staff that has limited or no experience in the convergence to digital learning. The tendency in moments like this is to treat only the immediate problem, however, we know that building teacher efficacy through a focus on inquiry-based, visual learning and virtual learning, will increase academic achievement for all students, including subgroups. Our students may or may not be able to be in classrooms so we must create a way for teachers to educate them remotely. This is necessary, but not sufficient. The opportunity to address the social and emotional learning (SEL) elements of a complete education must be considered as part of the remote learning solution. In this proposal, we imagine a solution that incorporates effective remote learning practices to promote equitable access to high-quality instruction. This approach would truly be a step toward transforming education and would apply in all environments, not just those when the student and teacher are separated. Orange High School, Liberty HS, Berlin HS, Olentangy HS and our partners (ESCO, PAST Foundation, StartSOLE, OSLN), will apply modern learning theory that positively impacts learning and share that learning with those around us through the State of Ohio’s RemoteEDx connectivity teams at the Ohio Department of Education. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Our work through OCER will support the transition of project-focused work already taking place in our schools through the Project Zero network of schools into blended and remote environments. This proposal leverages a partnership between the Educational Service Center of Central Ohio, PAST Foundation, OSLN STEM Action Center, and Olentangy Local Schools with a laser-like focus on creating models, tools, and environments that bring about the transition from traditional educational strategies to immersive problem-based approaches that resonate with diverse and dynamic communities with real-world data and problem based learning approaches. Equity of the instructional experience between the online and in-person environment, in general, will be addressed along with three specific aspects of accessibility that are key – accessibility for students with physical impairments that may create challenges for reading/seeing/hearing digital files and content, accessibility for students with psychological and/or learning differences that require certain accommodations such as extra time to process materials or additional exam time, and accessibility for students with limited access to computers or stable internet service. TASK 1 – The Harvard Graduate of Education research-based Project Zero (PZ) features various frameworks and tools that enable teachers to look at teaching analytically, develop new approaches to planning and make informed decisions about instruction. Beginning with Olentangy Orange, PZ trainers will model intellectual curiosity and rigor, interdisciplinary and collaborative inquiry, and sensitivity to the ethical and aesthetic dimensions of learning in a digital environment. The expansion from Orange to the other three high schools will occur in a train the trainer format formats designed to model practices that promote intellectual curiosity as well as an interdisciplinary and collaborative inquiry. These learning experiences will help participants both to deepen their understanding of Project Zero frameworks and ideas and to develop plans for applying and sharing what they learn to their own context. The teams will lead implementation in their buildings supported by the ESCCO Project Zero (ESCCO PZ) team. We will approach the training of teachers in three steps with four cohorts participating in each step. Between November 18 and December 31, ESCCO PZ team will deliver transition modules for digital convergence so that a common understanding of synchronous and asynchronous digital learning promotes the inquiry relevant in a PZ model classroom Between January 3 and the end of March, ESCCO PZ team will train TBT leaders from all high schools to facilitate discussions of delivery and equity through the digital convergence practices and coach teachers in effective delivery of instruction in a virtual environment while implementing PZ in each of their buildings. Between March 31 and June 30, intensive analysis of practices utilizing the OIP process will help to determine the best practices and interventions needed for 2021- 2022. TASK 2: Implement StartSOLE (SS) to amplify and accelerate the utilization of inquiry through a blended approach to collaboration. Using SS’s database of 20,000 standards-aligned questions, they are ready to facilitate a student-centered inquiry- based lesson using the resources provided by the SS platform. Olentangy already has teachers trained to use the SS approach in their classroom. TASK 2 reduces the gaps in relationships between teachers and students experienced in remote instruction while promoting high-quality inquiry-based learning experiences for students as a tool to promote and model PZ strategies. We will approach the training of teachers in two steps: PAST Foundation will “activate” the existing Olentangy SS capable teachers and train them to use the same teaching strategy virtually with their students. A portion of these teachers will be designated ambassadors. Next, the ambassadors will be deployed virtually with SS facilitators to recruit more teachers and train them to apply the SS concepts. SS will also supply the facilitation technology platform and connection to the local community of practice. By doing so, they will also be instantly connected to the broader SS communities of practice working across Ohio, the US, and the world. By the end of March 2021, the goal is that 250 teachers will be capable of conducting virtual SS, either using the teacher’s preferred virtual meeting platform, or one provided by SS, and this training approach will have been adopted by patterns serving other regions of Ohio. Task 3 – Build and implement real and relevant models for students utilizing PZ strategies and a transdisciplinary approach to learning. The Ohio STEM Learning Network has launched the statewide design challenge around Energy this year. Olentangy Local School district has a partnership with Jade Track to monitor the energy consumption for all of their buildings. TASK 3 will enable the formulation of trans-disciplinary problem based learning modules that can be utilized across the high schools. The modules created will focus on online delivery methodology and will create opportunities for all four high schools to participate in the design challenge by reduces the time of creating the modules from scratch. PAST will assist teachers in the development and delivery of the modules during the spring of 2021. These modules will then be able to be shared across the entire Ohio STEM Learning Network. We will approach the deployment of the modules as follows: -The ambassadors from TASK 1 and TASK 2 will be deployed within TBTs as facilitators to support the implementation of the modules. -Data will be collected about problems/solutions to determine trends and to help identify improvements to the systems in use as a component of the Ohio Improvement Process. The milestone goals: An initial team of 5-8 members will be trained and ready for modifying the modules by February 1, 2021. Modules will be rolled out in March. The data arising from this task will also be made available to RemoteEDx connectivity teams. Task 4 – Support learning to inform long-term solutions for the other schools in our Project Zero Network by presenting and training other schools in partnership with the Educational Service Center of Central Ohio.ESCCO PZ team will then employ a community of practice model implementing Project Zero frameworks with district implementation teams from Central Ohio Districts. To prepare OLSD teachers to deliver the training, ESCCO PZ team will provide already trained teachers a summer experience of an immersed community of practice sessions for local districts, with the community of practice support on-site visits. During these community of practice sessions and site visits, participants will: -Develop, nurture, and sustain thoughtful learning environments for both students and teachers based upon the pillars of intellectual character, mindfulness, thinking dispositions, teaching for understanding, creativity in teaching, and the development of communities of practice. -Utilize documentation to make adult and student learning visible in and outside the classroom, supporting three forms of accountability: (a) accountability to self (looking at what one intended to teach in relation to what actually happened); (b) accountability to each other (contributing to collective learning as well as one's own); and (c) accountability to the larger community (evaluating the relationship between the school's mission and classroom practice). Documentation leads to more intentional and reflective teaching, provides evidence of student learning not represented by standardized tests, and supports the development of a school's identity. OLSD will implement sustainable practices that can be replicated beyond the granting period and will monitor the effectiveness of the strategies as a component of our ongoing work. Through the outlined tasks, our students will benefit from meaningful, high-quality learning environments where research-based practices enable an equitable experience whether remote or in-person learning. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders The most powerful partnerships are those that have a strategic purpose, intent, structured collaboration, and clear expectations for performance. To that end, we will utilize our partnerships with the ESCCO PZ team, PAST Foundation, StartSOLE, and the OSLN Central Ohio STEM Action Center to help us create a digital and in-person learning environment as a community of practice for Project Zero strategy deployment. Currently, there are 9 Central Ohio districts that are members of the Project Zero network, including three of the top 7 largest districts in Ohio (Columbus, South-Western, Olentangy). In Olentangy Local Schools, we have the ability to figure out the transition to digital learning for inquiry and have the mechanism to share the learning broadly. The community of practice created by the ESCCO PZ Team, Past Foundation and StartSOLE, and OSLN gives us access to STEM communities across our state and Project Zero nationally through the digital convergence practices. In this way, other OCER grantees and future grantees can learn from each other creating a more sustainable ecosystem for remote instructional practice and pedagogy. Our implementation of the community of practice will initially be facilitated by PAST Foundation at our pilot site, Orange HS, with a transition of facilitation over the next six months to Liberty, Olentangy, and Berlin HS. We believe that ownership of implementation strategies is a necessary ingredient to sustainability. This project aims to affect a change in our teachers mindset, planning, and classroom practices for a digital environment. These changes will make their lessons more inquiry driven and effective whether delivered in person or online. Properly created and implemented inquiry modules with Jade Track data will necessarily make the learning more individualized and equitable while also promoting mastery. We recognize that it is our responsibility to partner across our region and through this opportunity, we hope to make a difference for our entire PZ network of high schools and their students as a collective impact endeavor. How this will address long-term needs beyond the pandemic and how this will transform education By 2025, nearly two out of three jobs in the state of Ohio are expected to require additional education beyond high school and yet less than half of working-age Central Ohioans hold a postsecondary certificate, degree, or industry credential. In 2016, the Ohio Department of Higher Education, recognizing the state’s growing need for an educated workforce, proposed “Attainment Goal 2025” aiming for 65 percent attainment of degrees, certificates, or other postsecondary workforce credentials among Ohio’s working adults by 2025. Ohio will need to produce about 1.7 million more adults with high-quality postsecondary certificates, degrees, or industry credentials to meet that attainment goal by 2025. In 2017-18, 46% of Central Ohio high school graduates that enrolled in a higher education institution were required to complete remedial coursework. In order to reduce the need for remedial coursework as well as increase the number of Central Ohio high school graduates that successfully attain a postsecondary degree, certificate, or credential, rigorous academic coursework K-12 is a vital component. Project zero frameworks provide teachers with the tools to provide rigorous academic coursework that prepares students to take credit-bearing college-level courses and be university admissible, maximize articulation between high school and post-secondary programs of study, and facilitate and accelerate completion of post-secondary credentials, certificates, and degrees. The community of practice model will also provide embedded coaching and support for teachers as they develop a culture of thinking and implement Project Zero instructional components. A recent study by Millennial Branding and American Express found that 47% of employers think young workers have a poor work ethic, while a National Association of Colleges and Employers report identified the ability to make decisions, solve problems, and communicate effectively with diverse groups of people among those qualities most prized by employers. According to a national Adecco Staffing Survey, 44% of respondents cited soft skills such as communication, critical thinking, creativity, and collaboration, as the area with the biggest gap. Soft skills are indicative of employee ability to problem solve, a measure of reliability, and leadership potential. In order to develop the soft skills that employers need from their employees, it is not enough for educators to simply to relay information or skills to our students; we must help them understand how to apply their knowledge and skills in situations that they have never encountered before. Project Zero participants will learn to use the Teaching for Understanding framework as a tool for shaping curriculum and classroom experiences that help students develop this kind of robust and transferable understanding Project Outcomes TASK 1: Orange HS teachers will prepare for train the trainer activities by Feb. ' 21, with each department having access to online modules for learning Project Zero (PZ) (80% of the high school staff in core content areas). Impact: Using (PZ), teachers will model intellectual curiosity, collaborative inquiry, and sensitivity to the ethical and aesthetic dimensions of learning in a digital environment with all of their students. TASK 2: By the end of the grant period, 250 instructional staff members across the 4 high schools will utilize at least 1 PZ learning routine in an online environment using StartSOLE. Impact: The utilization of online tools for demonstration of thinking reduces the gaps in relationships between teachers and students experienced in remote instruction. TASK 3: An initial team of 5-8 members will be trained & ready for modifying the modules by Jan. 1, '21. Modules will be rolled out to Orange HS in Jan. in time for the OSLN Statewide Challenge and the remaining high schools by March. Impact: Every student of an Olentangy high school will have a real and relevant experience using data and creating energy efficiency solutions for today and their future. Task 4: Building based teams in each building (4 teams of 5-8 people) will be able to train teachers in each building until 100% have learned PZ thinking routines. Impact: Train the trainer strategies will be replicable across the entire ESCCO service area expanding the student impact. Evaluation The evaluation will assess Project Zero practices implementation over the 2017-18 school year and will be performed by the PAST Foundation. Evaluation activities in will include: a survey of the community of practice members following the training; qualitative data collection during the community of practice sessions; a student survey among classrooms implementing the project zero practices; and progress monitoring of student progress in cohort classrooms. The training survey will measure satisfaction with the training, participants' confidence in implementing the practices, the practices implemented, and the frequency of implementation for all training activities (PZ and StartSOLE). The qualitative data will be collected during cohort sessions utilizing table-top discussions, plus/delta activities, and reflections on pedagogical practice. The student survey will occur at year-end and will assess students’ perceptions of their learning and the impact of the implementation of Project Zero practices. (Hope and engagement survey and growth mindset survey). Student growth will be monitored through the student work samples in the maker fair and benchmarking assessments for growth.(where available) Evidence of Project Zero practices will also be evident in district planning documents. PAST Foundation will develop an implementation rubric for building-wide implementation with fidelity. Project Start Date 11/18/2020 Project End Date 06/30/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL BUDGET ITEM OTHER ITEM COST TOTAL FUNDING LIST ENTITY DESCRIPTION / OCER e.g. per unit or BUDGET AMOUNT PROVIDING OR NARRATIVE REQUESTED hour INCLUDING IN- FUNDS ITEM COST AMOUNT KIND CATEGORY StartSOLE Training sessions for $ 125.00 $ 1,125.00 $ 1,125.00 ambassadors (3 - 2 hour sessions plus 3 hours planning) StartSOLE On Demand $ 40,000.00 $ 40,000.00 $ 40,000.00 Assistance (max 24 hourdelay in response rate) Teacher Stipends Teacher Leader $1,000 for 7 $7,000 $7,000 for TBT Leaders Training on teachers and/or weekends and after leadership team school to lead community of practice PAST Data Collection - 15 $ 125.00 $ 5,000.00 $ 5,000.00 Foundation hours, Data Analysis - Research and 10 hours, Evaluation Evaluation Management - 8 hours, Reporting - 7 hours ESCCO - Visible Train the Trainer - $ 125.00 $ 9,000.00 $ 9,000.00 Thinking 60 teacher leaders Training participating in three cohorts (3 cohorts, 6 three hour sessions ) Fred Barton Poject Management $ 200.00 $ 12,000.00 $ 12,000.00 Consulting - (60 hours) Project Management PAST Data Collection - 15 $ 125.00 $ 5,000.00 $ 125.00 Foundation hours, Data Analysis - Research and 10 hours, Evaluation Evaluation Management - 8 hours, Reporting - 7 hours PAST Creation of 4 $25,000 $100,000 $50,000 PAST $50,000 Foundation Modules for Visible Foundation Thinking Application Utilizing Energy Data from Jade Track to be utilized in multiple content areas TOTALS: $ 179,125.00 $ 50,000.00 $ 124,250.00 7840 Graphics Way Lewis Center, OH 43035 T: 740 657 4050 F: 740 657 4099 www.olentangy.k12.oh.us November 6th, 2020 Deborah Aubert Thomas CEO, Philanthropy Ohio 500 S. Front Street, Suite 900 Columbus, Ohio 43215 RE: Ohio Collaborative for Educating Remotely Ms. Thomas: I am writing this letter on behalf of the Olentangy Local School District with full and eager support for The Ohio Collaborative for Educating Remotely and Transforming Education fund (OCER) grant submission. In partnership with your support, we are eager to improve our remote learning practices and outcomes through a coordinated, strategic approach among our high schools, businesses like Jade Track and with our community partners, PAST Foundation, STARTSole and the Educational Service Center of Central Ohio. Specifically, this work will support the transition of project-focused work already taking place in our schools through the Project Zero network of schools into blended and remote environments. As you may be aware, Project Zero work has been implemented across our region with the support of the Martha Holden Jennings Foundation to close learning gaps for students while promoting deeper learning through research based visible thinking strategies. To date, this work has been applied only in an in-person delivery setting. We propose that through this work, Olentangy Local School District will do four things: implement Project Zero strategies with fidelity utilizing remote learning methodologies (STARTSole), address the immediate educational needs of students related to this crisis by identifying problems in critical thinking visible for teacher intervention, improving the relevancy and real world nature of the applications of the strategies by working with a local company that is already providing service to our district (Jade Track) and support learning to inform long-term solutions for the other schools in our Project Zero Network (ESCCO). PAST Foundation will serve as our coordinating and disseminating partner so that the work is documented and shared. The methodology and strategy created by this project will be able to be replicated across the network of Project Zero schools in Central Ohio and your consideration of our proposal for funding will amplify and accelerate the already successful implementation of gap closing strategies that make a difference for our students. Respectfully, Jack Fette, PhD Chief Academic Officer November 6, 2020 Deborah Aubert Thomas CEO, Philanthropy Ohio 500 S. Front Street, Suite 900 Columbus, Ohio 43215 RE: Ohio Collaborative for Educating Remotely Ms. Thomas: I am writing to support the “Making Thinking Visible - Remotely” submission for the Collaborative for Educating Remotely and Transforming Education fund (OCER) grant. The PAST Foundation (Partnering Anthropology Science and Technology) has a 20-year history of working with schools and school districts in their quest to provide access and opportunity to students in school. We are excited to work with Olentangy Local School District and their high school program as they figure out the best practice implementation strategies for inquiry in remote environments. Through OCER, Olentangy and their partners will demonstrate readiness for success in implementing inquiry practices through Project Zero (Harvard) with a significant focus on equitably supporting learning. Specifically, PAST Foundation is interested in the dissemination activities that will be developed with this project. Through the Project Zero work, our partnership will enable the closing of gaps for students traditionally experiencing inequities to while ensure all students are engaged in high quality learning. What we learn in Olentangy can be amplified and accelerated in a variety of network districts because the ground work was already laid through a grant from the Martha Holden Jennings Foundation through the ESC of Central Ohio. The proposed targets for OCER are to access equitable learning experiences, participate and effectively use materials, devices and platforms and engage in meaningful learning. This proposal does all three seamlessly. PAST Foundation will assist in the implementation of research based strategies for the delivery of remote learning while examining elements of instruction that demonstrate equity. Past Foundation regularly partners with ESCCO, Modern Teacher and StartSOLE (Self Organized Learning Environments) to expand the ability of students to engage in collaboration while strengthening the relationships between students and teachers. The program will run smoothly and effectively because of the groundwork already in place among partners. The methodology and strategy created by this project will be able to be replicated across our existing network of schools and school districts beyond this grant and throughout the country. Your consideration of our proposal for funding will amplify and accelerate the already successful implementation of gap closing strategies that make a difference for our students. Respectfully, Annalies Corbin CEO, PAST Foundation 1003 Kinnear Road, Columbus, OH 43212 USA | PASTFoundation.org Ohio Collaborative for Educating Remotely and Transforming Schools Pickaway County ESC 2050 Stoneridge Drive Circleville Mr. Ty Ankrom 740-474-7529 Mrs. Lisa Heins Director of Professional Services 2050 Stoneridge Drive Circleville, Ohio 43113 Pickaway 740-474-7529 614-565-2655 [email protected] County located 65 Pickaway Counties served 65 Pickaway Project title Pickaway County Career Project (PCCP) Amount requested $73,330.00 Total project budget $73,330.00 Demographics Number of students served 10500 % Minority 1% % Free/reduced lunch 29% % Medically fragile 24% % Limited English proficient 1% % Transient 8% % Incarcerated % % Homeless, foster 1% care, in residential treatment Number of staff served 700 Subject Area(s) Language Arts Math Science Social Studies Visual / Performing Arts Technology World Language Other Other Explanation Courses support both student-led, independent study, teacher-directed, classroom use, and career exploration tours and career field trips-Multidisciplinary courses Person Administering (if not primary contact) Lisa Heins Pickaway County ESC Director of Professional Services 740-474-7529 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative The emergence of COVID-19 forced many schools to close and re-evaluate their learning formats. The students shifted to remote learning in March 2020. The districts found some students lacking mobile devices, good internet connections, and training to learn virtually. Teachers/support personnel also lacked technology skills needed to provide an effective virtual learning environment. Therefore, the work involving career exploration was being threatened since we did not have a virtual platform for this work. The partners in this grant application will support and work to meet the Pickaway County Career Project (PCCP) targeted objectives, specifically to establish best practices in technology-supported learning environments, increase staff- technology training and virtual career exploration resources, and support positive virtual/hybrid learning experiences. The PCCP will focus on building a platform for districts to use to explore careers for students and to train teachers/others with the technology skills to be able to navigate the platform. PCCP will also provide career exploration in classrooms delivered by WORKS, MRDD and OSU. The project will strive to ensure that every student matriculating through our local schools is aware of local employment opportunities, is prepared with the skills and knowledge required for success in the workplace, has the experience/realistic expectations of today’s workforce, and is equipped to step into in- demand careers, especially those within our region. As we partner with the agencies and the Pickaway County school districts, the development of the PCCP should be completed by the end of the school year 2021. Survey data results will drive targeted career exploration assistance to the district classrooms to measure the objectives. The PCCP will create bright futures for Pickaway's youth entering our local and regional workforce! With this grant opportunity the ESC's newly added position, Director of Professional Services, and the agencies, will provide a comprehensive professional development “lens” opportunity for the county teachers/paraprofessionals with a focus on career exploration and planning through the PCCP grant. The project will provide career opportunities for students within the county during the pandemic and for the future. With the students working remotely in the spring, the districts were not fully prepared to instruct students remotely. Surveying teachers in the spring, the common theme for the teachers was “learning technology through a firehose!" We will be able to partner with the stakeholders like WORKS, MRDD and the OSU to fulfill this grant and meet our desired outcomes. We are requesting $73,330 to fund the PCCP which will create real and authentic virtual programming in career exploration for our students and enhanced technology training and support for staff, teachers and paraprofessionals to use in any remote learning environment. We can touch up to 10,500 students. Statement of need COVID-19 has overwhelmed staff and teachers and forced a desperate need for more learning technologies, technology training for staff, and greater access to virtual education platforms. Greater integration of technologies in the virtual/in-person classrooms are needed. Increase access and exposure to college and career opportunities through development and implementation of virtual career exploration courses, that provides K-12 students equal access to future opportunities as students explore college pathways and career clusters. Career pathways need to be more embedded in curriculum context in real-time to connect teaching concepts to real- world careers opportunities. More robust career exploration connections built into curriculum lessons. Pair career professionals to join classrooms in-person or virtual to connect fields of study to careers. Offering a technology lending system where staff and trainers may check out learning technologies to enhance program delivery (i.e. iPads, VR goggles, Apple TV). Offer technology training opportunities to teachers to make the virtual teaching environments more robust and engaging for virtual/hybrid learners. Technology is no longer just a tool or a means for accomplishing a task. Technology is also a subject matter and local Ohioans need an unbiased educational approach through OSU Extension versus a for profit commercial consumer aspect by Ohio Businesses. Smart phones, smart homes, 3D-printing, autonomous vehicles, and artificial intelligence are all things teachers are having to figure out on their own. Support Career Exploration Courses and host career pathway development workshops to empower students to make clear, informed choices about their futures. As they progress through the course/workshop, students will evaluate their unique strengths and interests, investigate a variety of career options, explore an array of post-secondary education opportunities, and set S.M.A.R.T. goals, learn about the job application process, and refine the skills they need to be successful in the 21st century workplace. The course/workshop will provide students with the resources they need to chart their own career pathways, such as developing their Individual Career Development Plan (ICDP). Annually, about 700 students graduate from Pickaway County public schools. We know that 30-35% of these students pursue traditional post-secondary degrees before entering the workforce, with another 10% entering social service programs. The remaining 300-400 students either go directly into the workforce or aim to earn an industry or tech credential before entering the workplace. It is this target “middle” group we feel could benefit the most from virtual career exploration programming to be developed from this project. Central Ohio draws about 51,000 workers from outside the region. Our primary directives are to Pickaway County youth, building local connections to a regional workforce. More than 55% of our residents are out- commuters and roughly 44% of our workforce is made up of in-commuters. We embrace the idea of being part of a regional workforce and do not want to arbitrarily limit partnership opportunities at county lines. Pickaway County has experienced nearly $2 billion of industrial development in the last decade. This explosive growth has created intense competition for talent in multiple sectors - especially in healthcare, logistics, manufacturing, and skilled trades. We’ve identified a very real need to better align and prepare ALL of our students for these local and regional in- demand occupations. The support from the Ohio Collaborative is important for the PCCP grant so we can focus on the continued learning about careers and develop the technology skills so students will be prepared for the 21st century. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. Access high-quality learning - offer programs that engage students on an array of educational and career-planning opportunities that match student interests, offer virtual career exploration, and link education opportunities and certification programs per their career ambitions. Pickaway WORKS has strived to ensure that every student matriculating through our local schools is aware of local employment opportunities, is prepared with the skills and knowledge required for success in the workplace, has the experience and realistic expectations of today’s work world, and is equipped to step into in-demand careers, especially those within our region. We believe this approach of doing more with what we already have represents low hanging fruit for a community and state that is struggling to keep up with the workforce challenges presented by a growing economy and an aging workforce. With the pandemic, we are now faced with turning these career exploration programs virtual. This grant will allow us to bring high-quality learning to the next level, virtually: *Enhancing sustainable career exploration programs that align with our community and economic needs through offering virtual K-12 career exploration and career development programs. *Aligning Virtual Career Exploration and Career Development programming to the latest economic development data. *Providing Virtual Career *Exploration opportunities for all grade bands, elementary through high school school students. *Developing Virtual Career Exploration and Career Development programs that link high school students with post-secondary education and relevant industry opportunities. *Developing countywide technology training programs to engage rural schools and staff to best practices and learning technologies to increase effective hybrid learning environments. *Supporting 21st Century virtual teaching skills. Pickaway WORKS and OSU Extension are actively virtualizing the following programs: -Teacher/Educator Partnerships - problem-based learning modules where business partners connect with classroom teachers to provide real-world problem scenarios allowing students to problem solve, develop, and present solutions to move this to a virtual platform. -Guest Speakers - career day and networking events for business and community members to share career pathways. -High School Bootcamps- mock interview sessions and small group workshops on relevant topics to prepare students for success after high school. -Business Showcase - student-created business spotlight videos to be featured in schools and online, helping students gain technical and soft skill experience while raising awareness of local businesses and career opportunities in the community. -College & Career Night - annual countywide event with institutions and employers sharing information about education options, future career paths, and local job opportunities. -ACT Prep - spring and fall workshop sessions offered locally to help students prepare for college entrance exams. -FAFSA Day - free personal assistance from financial aid professionals filing the FAFSA (Free Application to Federal Student Aid), the necessary first step in the financial aid process, key to college attendance for many Pickaway County students. -Real Money Real World - financial literacy program presented to all 8th graders countywide. Curriculum developed by OSU Extension with a culminating simulation activity manned by community volunteers. -Kids on Campus - summer enrichment camp for grades 1-4th graders focusing on art, science, technology, math, and music providing hands-on/virtual activities in a fun learning environment with early exposure to a college campus. In order to continue the transition work our project-partners have joined forces through this grant application to jointly look for virtual cloud-based and educational solutions, such as Airtable, (https://airtable.com/product), to virtually organize the work of multiple stakeholders in real time and provide interactive resources for educator staff. This will help organize virtual resources and online training events as well. We hope to provide 5-10 experiences for educator staff. Examples of the best practices and virtual curriculum/resources, with a focus on virtual careers exploration resources. Virtual career programming will roll out when the program development is completed. Once we get the learning experiences together and an ample bank has been created. This is the starting point for the grants seed money, we will continue our work in the years to come and provide continuing experiences for the staff and students. This grant will greatly assist the work our partners have started in the county. Participate and effectively use materials, devices, and platforms. As we develop our virtual database and programming of career resources, teachers/paraprofessionals will be trained to access the information and how to use the virtual curriculum and connect with career professionals virtually in their hybrid classrooms. We will use virtual reality (VR) as much as possible to immerse students in authentic career experiences. Teachers can access the learning technologies, e.g. VR goggles, iPads, and Apple TV (to offer virtual classroom device control and screen sharing capabilities). Also, we will use the video camera to document visits with the businesses, build our virtual interview library, and build and showcase other programmatic resources beneficial to hybrid learning environments. We will incorporate local high schools media staff and students as much as possible in this work to provide them with authentic career building experiences. Engaged in meaningful high-quality learning - to make our work cater to local teachers' needs and providing high quality technology solutions, technology training opportunities, and virtual career exploration programming. As we entered spring during the pandemic, the Pickaway County ESC hosted grade level/subject level sessions to talk to the teachers in the county about their learning curve and what type of skills they needed to help them move from traditional face to face to virtual. We will continue to help teachers develop advanced skills to add to their technology toolbelt. The professional development will be provided at different times so teachers can capture a time that works best for them. We’ll also offer contact hours and university hours to teachers to use for license renewals. Our educational partners are determined in providing high quality virtual learning experiences for teachers and students alike with a focus on career exploration and career development programming and providing tech skills to our educator staff. The technologies lending library prove beneficial to our virtual college exploration and career experiences. The iPad will allow a controlled training environment and same technology to streamline some of our more hands-on virtual training programs. We will be able to develop curriculum for students to study more about careers and learn job skills. We will make sure we widen the net of learning to provide career exploration for all students including those with disabilities or learning differences. We will be able to target select students and prepare them for careers exploration experiences before they graduate in the spring of 2021. Our plan of work schedule is below with dates, descriptions and partner involvement to execute this project: Date Description Person Involvement December 2020 - August 2021 Work will start using the Airtable to organize work ESC, PickawayWorks, OSU Extension, MRDD December 2020-2021 -August 2021 Work started to build elem., middle and HS career bank to be shared by April ESC, PickawayWorks, OSU Extension, MRDD December 20 Survey teachers to determine career exploration programming for virtual programming PickawayWorks, OSU January 2021 Survey to teachers about needs for technology OSU Extension, teachers January 2021-February 2021 Work to start the lending library for teachers ESC, PickawayWorks, OSU Extension, MRDD February 2021 Look at needs survey and develop a PD plan to roll out to the county ESC, PickawayWorks, OSU Extension, MRDD March 2021 Bank will be ready to release for virtual experience for all grade levels PickawayWorks, Teachers, Students March 2021-August 2021 Roll out professional development plan to the county school districts ESC, PickawayWorks, OSU Extension, MRDD, teachers, paraprofessional, Administrators The opportunity will all us to continue the work virtually in Pickaway County. We have worked very hard to build our relationships with the community, business partners and districts. We use offering the PCCP we will be able to continue the robust support to the district during the pandemic and futures to come. This work will only enhance students learning experience for the way the world has changed with remote learning, working and entertainment. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders The PCCP grant will reach up to 700 teachers, they will be provided targeted training to tap into the different age levels or domains to have access to the career opportunities provided by the work done by the connected agencies. The PCCP grant can touch up to 10,500 students along with the students with disabilities. The agencies will work with the business community to videotape field trips into their business, tape guest speakers of a certain career, provide interactive sessions taped like business women panels, etc. so the teachers can share with their class. We will engage the parents to hone in on their career to use them as resources for the bank of career opportunities. WORKS has established some area with stakeholders in the community that we can build upon to make them virtually: *Educator Business Tours- groups of educators visit businesses to learn about career pathways and local opportunities, and to connect real world of work scenarios to learning in the classroom. *Guest Speaker Events - career day and other networking events for business and community members to share career path stories,connecting students and employers *Critical Thinking Partnerships- Problem-based learning modules, business partners connect with a classroom teacher to provide real world problem scenarios allowing students to problem solve, develop and present solutions. *Business Showcase- student created business spotlight videos to be featured in schools and online, helping students gain technical and soft skill experience and raising awareness of local businesses and career opportunities in the community. The connections that have been made with WORKS, will be a pathway that has already been developed for the grant. The PCCP grant will let us go the next step to create a virtual platform for careers in Pickaway County. Pickaway OSU Extension, Community Development in Pickaway County has a unique programming focus geared towards STEM careers (Science, Technology, Engineering, Math.) The unit’s programming is informed by a collaborative team of Extension professionals, volunteers, campus collaborators, and community partners that provide leadership for the development, production, and evaluation of educational programs and applied research to foster informal STEM educational opportunities that increase career attainment in STEM fields. The local Extension’s office’s outreach and programming integrates new technologies, hands-on/virtual learning experiences, career exploration, and emphasizes the 21st Century skills. The OSU Extension will help organize the work for in-kind donation, using the Airtable organizer, we will be able to capture a bank of parents, community members and businesses as resources. The work that WORKS has done to already to create the business partner network and OSU will be added to using the Airtable for quick access of contact connections for our work should solidify our grant. How this will address long-term needs beyond the pandemic and how this will transform education The future of learning was already redefining itself prior to COVID-19, but the pandemic sped the demand to innovate and virtualize traditional classroom environments. The whole world went home to learn online, we saw every school pivot to teaching virtually within a matter of days. Some were more prepared than others. Some schools have built up substantial online experience, training protocols, and capacity, but they too had only a small percentage of their content catalog readily available online, causing interruption to students everywhere. To combat this, Pickaway County schools should seize this landmark moment in history to re-imagine how they create and share content with each other, as doing so will improve teacher/student outcomes. Another clear challenge, this project is addressing, is keeping learners and teachers engaged virtually. Teachers new to virtual teaching are still struggling to fully apply what they have learned about good online learning practices established in the past decade. This project will seek to reinforce those best practices and provide more training and support necessary to increase staff confidence and increase virtual engagement in the classroom. Virtual engagement, learning, and interactiving is becoming part of life. It is why this project focuses on offering virtual career exploration and development programs. Not only does virtual career exploration courses allow students to explore career pathways during a pandemic, but as the pandemic prolongs and normalize work, many companies are planning a new combination of remote and on-site working, a hybrid virtual model in which some employees are on premises, while others work from home. The new model promises greater access to talent, increased productivity for individuals and small teams, lower costs, more individual flexibility, and improved employee experiences. Therefore quality virtual learning and virtual career exploration programs become invaluable and should involve active learning, which drives student engagement and impactful learning outcomes, instant feedback, virtual collaboration platforms, and gamification are key components to increasing virtual engagement. According to a Learning House 2018 report, the majority of students (85%) who have taken both in-person and virtual classes in pre-COVID-19 times believe the online learning experience was equal to or better than attending in-person courses on campus. This project will focus on the long-term needs of innovating the virtual education-to- career experiences to strengthen economic development and student achievement and provide continued lifelong learning opportunities virtually for staff and students. Project Outcomes The outcome from the grant will account for the access for students to tap into career exploration and career learning through PreK-12. We held all career exploration and learning through face to face ventures but this grant will give us the capability to move to the virtual platform. It will give access to all students instead of a group of students who may attend the face to face venue in the past. We will be able to captivate the learning virtually and share on our cloud based platform for all to participate. This will be new to the students and teachers to have access of the career opportunities virtually. In the past, it was always face to face. These are the outcomes we hope: *Establish best practices in technology-supported learning environments. *Expand teacher collaboration efforts outside of schools and partner with outside teachers, experts, career professionals. *Increase teacher-technology confidence to innovate their in-person and virtual classroom. *Increase technology training opportunities to address local teacher needs. *Increase career exploration/career planning resources *Support positive virtual/hybrid learning experiences We hope this work will transform teaching and learning by enhancing the virtual career opportunities for the county and the world we are now living in-technology driven. Evaluation The project evaluation will be an online survey to teachers and students. The survey will be hosted on Quadratics survey platform. Teachers and students will be given a separate set of questions that gauge their experiences, perceptions, technology skills, opinions, and preferences for applied technology in virtual and/or hybrid learning environments. Questions will be multiple choice and open ended in nature. Personal identification will not be asked, but if provided, will be replaced with equal generic equivalents. Qualitative interviews will be administered virtually or in-person, similar in scope and objective to the written surveys. Data will not be compared across school districts, but rather characteristics, qualifications, teacher/parent educational attainment, formalized training in virtual instruction, rural vs. urban, technology, connectivity, age, and gender, etc. In addition, all program events, workshops will collect evaluations to provide progress reports toward project goals and identify what is working well, needs improvement. How will you assess the work’s contribution to transforming education? This PCCP grant will help transform career education to the next level. The work will provide the virtual career exploration, technology training and lending library that will be used for years to come. The grant will push beyond access to all students to tap into the career opportunities like students with disabilities, English Learners and minority students. This will give access to students, teachers and administrators at their fingertips and when they want to access the information instead of working around dates, times, space, etc. We will track the teachers access of the bank from the elementary, middle and high school and how many students it involves. We will keep track of participates using the lending library. Also, after we use the survey information, we will track the involvement of the teachers/paraprofessionals participating in the professional development with hard numbers of involvement and survey information of pre-post information. Project Start Date 12/01/2020 Project End Date 08/15/2021 Martha Holden Jennings Foundation Grant Budget BUDGET ITEM INDIVIDUAL ITEM COST LIST ENTITY MHJF OR IN-KIND/ OTHER e.g. per unit or TOTAL BUDGET FUNDING PROVIDING REQUESTED CATEGORY DESCRIPTION/NARRATIVE hour ITEM COST AMOUNT FUNDS AMOUNT Stipends Content development, virtual classroom development, $50 $5,000 $5,000 curriculum, and lesson planning support Stipends Contractual programming $300 $15,300 $15,300 Stipends Contractual programming $40,000 Pickaway WORKS, OSU Extension, ESC, MRDD Stipends Staff training $300 $7,500 $7,500 Stipends Guest speakers $300 $8,100 $8,100 Stipends Professional video production $50 $5,000 $5,000 Online Educational Wordwall, Near Pod, EdPuzzel, Prezi, Misc. $1,000 $1,000 $1,000 Platform Subscriptions Program Survey development $50 $4,000 $4,000 OSU Extension Evaluation Program Community Engagement and program promotion $150 $600 $600 Promotion Cloudbase Easy-to-use online platform for creating and sharing relational $145 $870 $870 Database databases project administrators to interface with teacher staff and program participants Education Apps Classroom Management Classroom Apps For Teachers. $1,800 $1,800 $1,800 Learning Mobile devices for program delivery and assessment for the project $900 $23,400 $23,400 Technologies and beyond; i.e. iPads, provide program to be delivered with freedom from the podium, engagement, modern technology, interactive, convenient, helps improve lecture delivery in large classrooms, expands our staff leading technology library, improves teaching evaluations. Learning Wireless Router for more effective remote programming $2,960 $2,960 $2,960 Technologies delivery, protective cases, Apple pencils, Apple TV, etc. Learning VR Googles $300 $1,800 $1,800 Technologies TOTAL $73,330 Ohio Collaborative for Educating Remotely and Transforming Schools South-Western City School District 3805 Marlane Drive Grove City Dr. Bill Wise 6148013000 Mr. Edward Kennedy Coordinator of EL Services 3805 Marlane Drive Grove City, Ohio 43123 United States 6148013179 6143541067 [email protected] County located 25 Franklin Counties served 25 Franklin Project title Transforming SWCSD EL Remote Practices Amount requested $115,018.00 Total project budget $115,018.00 Demographics Number of students served 3168 % Minority 41% % Free/reduced lunch 58% % Medically fragile 35% % Limited English proficient 16% % Transient 10% % Incarcerated % % Homeless, foster 1% care, in residential treatment Number of staff served 150 Subject Area(s) Language Arts Science Social Studies Other Other Explanation TESOL/Second Language Acquisition classes Person Administering (if not primary contact) Edward E Kennedy Coordinator of EL Services 614-801-3179 [email protected] Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative 1. The equity and learning problems addressed in this application are access to instruction, access to first language literacy to bolster second language comprehension, and supporting parent/guardian efficacy in supporting remote instruction. 2. Students will be provided with appropriate headphones/microphones in grades K- 12 in order to bolster the listening/speaking domains and to strengthen second language acquisition, digital bilingual literacy books will be made available to all EL's and their families to significantly improve opportunities for families to read together at home, appropriate reading level, high-interest digital resources designed to support content learning in social studies and science will be made available to secondary EL's, banks of devices will be made available for community-based school support organizations, and resources to strengthen parent/guardian understanding of supporting remote instruction will be provided. 3. SWCSD hopes to increase student participation in blended learning opportunities by providing resources to increase effective participation in remote learning days, as well as providing resources and opportunities for parents/guardians to more effectively support student learning during this remote instruction time period. 4. We hope to learn how focused attention on oral language through headphones/microphones that emphasize access to the listening/speaking domains during at-home remote instruction affects second language acquisition growth, as well as how a more focused approach in strengthening support skills for parents/guardians impacts student growth. 5. SWCSD is requesting $125,000 to purchase headphones/microphones for all 3,186 identified EL's, licenses for bilingual and high-interest books in order for our EL students and families to read together at home, a bank of devices to be utilized by community-based EL student support organizations, and for resources and training for EL parents/guardians to more effectively support student learning during remote/blended learning opportunities. Statement of need The Transforming SWCSD Remote Practices project is very important for our district due to its focus on improving access to best-practices instruction through an intentional attempt to improve oral language skills, more equitable access to resources designed to promote growth in literacy and reading comprehension, content-specific digital resources that are designed to be high-interest support for secondary EL's, and resources and support for community-based organizations and parents/guardians in their efforts to address needed supports for the work done at home with EL's during remote and blended instruction. EL students make up 16% of SWCSD's overall student population, and our exited EL's make up another 6% of the overall student population. With federal requirements to provide appropriate, equitable services for identified EL's, as well as monitoring and providing needed support for exited EL's, assistance from the Ohio Collaborative would be vital in addressing those needs. Data from our most recent state testing cycles, which are not as current due to the COVID-19 pandemic's impact on all state testing for all Ohio school districts for the 2019-20 school year, show that all EL's performing at a proficient or higher level on ELA tests has improved from 38.1% of to 42.5% from the 2017-18 school year to the 2018-19 school year. Our early returns on our internal ELA data, associated with the iReady reading sssessment from the 2019-20 school year through the beginning of the 2020-21 school year show that while there was still growth in reading achievement, it was not at the same level due in large part to some of the challenges associated with remote instruction. One area of particular concern for our EL's and their families was struggles with remote instruction impacted by all of the background noise found in what has many times been demonstrated to be smaller living areas with more students present in many of our EL homes. As multiple students have been instructed in multiple remote classroom settings, and as multiple learning and intervention opportunities have been presented at the same times within EL homes, the imperative listening and speaking skills associated with oral language instruction have been negatively impacted. Exit interviews and survey results demonstrated that EL's, EL teachers, and parents/guardians felt that something as simple as providing quality headphones/microphones would be highly effective in helping to create a more equitable learning environment for EL students. Another concern involved a need to provide more bilingual resources that would encourage and allow reading opportunities at home for EL's and their families in a language one (L1) and language two (L2) format. Since the goal of any EL program should be to add L2, and not replace L1, the opportunity for parents/guardians to read with their students in either L1 or L2 would only serve to bolster second language acquisition and improve achievement in reading fluency and comprehension. This would be achieved by securing access to a bilingual and high-interest digital library that could be utilized as shared reading opportunities for EL's and their families. Similarly, access to a high-interest, digital resource designed to provide more equitable access to resources and information in science and social studies for EL's would also serve to bolster second language acquisition and increased comprehension. Finally, by providing access to resources and devices with the intention of increasing community and parent/guardian participation in the support of remote instruction for EL's, this project would strengthen the bond between the schools, the community, and homes in a more equitable fashion. Device and parent/guardian engagement support around better understanding and bolstering remote instruction will serve to connect the learning community in our efforts to equitably meet the needs of EL's now and in the future. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. The first thing that would take place if this project is approved would be the ordering of quality headphones/microphones for every identified EL, and exited EL still in need of additional support, in the district. It is our contention that the impact of every student being able to focus more intentionally on the listening and speaking domains associated with wearing headphones/microphones would instantly provide improved access to high-quality learning, and would allow for EL's to be more meaningfully engaged in high-quality learning through effectively using material, devices, and platforms provided through this grant. As soon as this grant was approved and funds became available, SWCSD would purchase the headphones/microphones and distribute them in classes to all EL's during our blended learning sessions. The families of our virtual students would be notified as to a pick-up time for the headphones/microphones, as has been the case with all hard materials needed for instruction. Hopefully this would be completed between the second week of December, 2020 and the second week of January, 2021. The same could be said for utilizing the bilingual and high-interest digital library and the high-interest digital resource for science and social studies. The bilingual and high-interest digital library resources provide opportunities for EL's and their families to utilize L1 in increasing fluency and comprehension in L2 that leads to growth in reading achievement by accessing and engaging in high-quality learning through effectively using materials, devices, and platforms. This holds true for the use of the high-interest digital resources in science and social studies as accelerators in high- quality learning opportunities through engaging and participating in effectively using materials, devices, and platforms. Information on accessing and utilizing these resources would be shared with EL staff as soon as the resources became available, and virtual meetings with students and parents on how to access the resources would be completed between the end of the second week of December, 2020 and the second week of January, 2021. Finally, the distribution of devices to community-based EL organizations working with small numbers of EL's on remote days during SWCSD's blended instruction model would definitely provide more meaningful access to being engaged in high-quality learning by participating and effectively using materials, devices, and platforms that bolster EL learning opportunities. Again, the timeframe for distributing devices to the community-based EL organizations that SWCSD currently works with would be dependent on when funds were made available, but would hopefully be completed between the previously established second week of December, 2020 and the second week of January, 2021. Access to resources and training for improving parent/guardian understanding of strategies for supporting EL student learning in a remote setting would similarly be based on the release of funds, and access to the resource could be made available by the second week of December, 2020, with trainings offered by the the end of the second week in January, 2021. This effort to provide meaningful opportunities for growth in more effectively supporting remote instruction is designed specifically to target access to high-quality learning by helping parents to become more engaged in effectively using materials to support the learning of their students in a remote setting. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders SWCSD has made efforts to engage stakeholders in the community by reaching out to those stakeholders to better gauge what has and has not worked, and by continually soliciting suggestions on what needs and resources exist as we work through this blended/remote process. We have surveyed parents, teachers, and students at the end of last school year following the stay-at-home orders during the pandemic, as well as at the beginning of the current school year which shifted from a remote to a blended model of instruction where students are in school two days a week and are in a remote setting two days a week. Our teachers also conducted exit interviews at the end of the 2019-20 school year to better understand resources and strategies that worked well, and those that did not work as well, in order to guide resource requests and teaching strategies for the 2020-21 school year. We have worked closely with other stakeholders in the community by hosting and attending a series of meetings with community-based support groups from our Spanish-speaking, Somali/Arabic-speaking, and Hakha Chin-speaking communities, representatives of many faith-based support groups from many of the churches and mosques in the community, and our bilingual assistants who help to provide much of the language support in SWCSD. The purpose of these meetings was to determine supports and resources that were effective in moving toward a more equitable approach to providing instruction for our EL's and equitably providing support for their families, and to explore opportunities to make adjustments where needed in the supports and resources that we were providing. How this will address long-term needs beyond the pandemic and how this will transform education Several long-term instructional needs were magnified by the instructional approach utilized due to the pandemic. The most basic inequity that surfaced was access to high-quality instruction due to struggles with providing language support for EL's. This realization was compounded by inequities in resources available for EL's and EL families in both bilingual and high-interest digital literacy for emerging English language learners, and in high-interest digital resources designed at appropriate reading levels that support learning for EL's in content classes such as science and social studies. Finally, we observed a significant inequity in our EL parents'/guardians' ability to provide meaningful support for their students due in large part to language struggles of their own, but also due in large part to a need for support in helping to create a meaningful, high-quality learning environment in their homes during times of remote instruction. The supports that could be provided in helping to create a one-on-one learning scenario by making use of headphones/microphones, even in a crowded home environment with multiple siblings also learning remotely, is a targeted approach to emphasizing oral language development designed to bolster mastery of the building blocks domains of second language acquisition and language/literacy development. The focus on supportive digital resources, both bilingual and high-interest, helps students and their families have more voice in what they are reading together, which also promotes mastery of ELA-related standards. Finally, work done around helping parents/guardians to create a more meaningful learning environment for their students at home serves to provide more agency for the families of our EL's, supports more of a whole-child approach to student learning, and again works to increase opportunities for mastery of content standards. Project Outcomes SWCSD believes that the distribution of headphones/microphones will yield an immediate improvement in the ability of teachers and students to intentionally address the oral language skills of listening and speaking that are the foundational domains of early literacy. We also believe that by providing stronger digital resources around reading outside of the classroom with access to bilingual, high-interest, and content- based libraries, EL students and their families will be provided with a significantly increased platform of reading opportunities that will transform the volume of reading for EL's. The parent/guardian/community-connection piece of providing devices to community-based EL organizations and resources and training for creating a meaningful learning environment in a remote setting will continue shifting the work done around student learning to a relationship-based approach heavily dependent on partnerships with families and the community. Evaluation 1. We will evaluate the number of EL's wearing their provided headphones in each remote setting 2. We will track the number of words read, as well as the number of books read from the bilingual, high-interest, and content-based libraries 3. We will make use of the in-district reading achievement assessments to track reading levels of all EL's during second semester 4. We will track use of provided resources with our community-based EL organizations providing additional learning support outside of the classroom 5. We will continue to support and survey our EL parents/guardians participating in the resources/training associated with effective learning strategies during remote instruction 6. We will track the impact of our intentional focus on addressing oral language skills, providing bilingual, high-interest, and content-based digital libraries, and providing resources and training around supporting creating meaningful learning environments at the community and home level by evaluating state reading assessments at the end of the 2020-21 school year Project Start Date 12/01/2020 Project End Date 06/01/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL BUDGET ITEM ITEM COST OTHER FUNDING LIST ENTITY DESCRIPTION / TOTAL BUDGET AMOUNT OCER e.g. per unit PROVIDING OR NARRATIVE ITEM COST INCLUDING IN- REQUESTED or hour FUNDS KIND AMOUNT CATEGORY Headsets 3200 headsets $11.00 $38,500.00 Grant $38,500.00 w/microphone MyOn Library 3200 high-interest $6.39 $20,418.00 Grant $20,418.00 EL digital licenses NatGeo Resource 1 district license for Grant $19,733.00 high interest EL for content classes $19,733.00 $19,733.00 Chromebase 30 devices for $550.00 $16,500.00 Grant $16,500.00 Device community-based support for organizations Chromebook 30 devices for $335.00 $10,050.00 Grant $10,050.00 Device community-based support for students Distance Learning 500 digital licenses $9.99 $4,995.00 Grant $4,995.00 Playbook for Parents Av2 Bilingual 1 district license for $4,822.00 $4,822.00 Grant $4,822.00 Library bilingual digital library TOTALS: $- $- $115,018.00 South-Western City School District Curriculum Department 3805 Marlane Drive Grove City, Ohio 43123 Phone: (614) 801-3033 Fax: (614) 871-2781 Web site: www.swcsd.us On behalf of the South-Western City School District, we fully support the proposal for Transforming SWCSD Remote Practices for English Learner for the Martha Holden Jennings Foundation. This work is of great importance as we strive to improve literacy and the opportunities it will afford our students. We appreciate the opportunity to apply. Sincerely Bradford Faust Assistant Superintendent for Curriculum and Instruction [email protected] 614-801-3033 Web site: www.swcsd.us I Facebook: www.facebook.com/SWCSD I Twitter: @SWCSD South-Western City School District Curriculum Department 3805 Marlane Drive Grove City, Ohio 43123 Phone: (614) 801-3033 Fax: (614) 871-2781 Web site: www.swcsd.us On behalf of the South-Western City School District, we fully support the proposal for Transforming SWCSD Remote Practices for English Learner for the Martha Holden Jennings Foundation. This work is of great importance as we strive to improve literacy and the opportunities it will afford our students. We appreciate the opportunity to apply. Sincerely Bradford Faust Assistant Superintendent for Curriculum and Instruction [email protected] 614-801-3033 Web site: www.swcsd.us I Facebook: www.facebook.com/SWCSD I Twitter: @SWCSD Ohio Collaborative for Educating Remotely and Transforming Schools Whitehall City Schools 625 S. Yearling Rd Whitehall Mr. Brian Hamler 6144175032 Mr. Christopher Hardy Director of Accountability and Instruction 625 S. Yearling Rd Whitehall, Ohio 43213 United States 6144175032 [email protected] County located 25 Franklin Counties served 25 Franklin Project title Distance Learning Initiative Amount requested $74,208.00 Total project budget $74,208.00 Demographics Number of students served 1848 % Minority 74% % Free/reduced lunch 61% % Medically fragile % % Limited English proficient 19% % Transient 12% % Incarcerated % % Homeless, foster 7% care, in residential treatment Number of staff served 132 Subject Area(s) Math Science Social Studies Other Explanation Person Administering (if not primary contact) Detailed Proposal Executive summary - 1. the problem/issue 2. what will take place 3. the intended result 4. hoping to learn to transform schools 5. the request from the Collaborative Currently, WCS is operating in a hybrid instructional model due to the COVID-19 pandemic. This unfortunately allows for less face-to-face and hands-on instructional time with students. This has led to less overall instructional time, much more screen time, and less opportunities for real-life application of learning. It has also temporarily stopped all field trips and field experiences almost completely. In an effort to increase hands-on, real-world experiences for students specific to STEM learning, we are hoping to provide our students with COSI Connects Learning Lunchboxes in a partnership with COSI and the Ohio Distance Learning Initiative. These Learning Lunchboxes would provide supplies needed for students to complete a week of hands-on STEM activities, covering multiple topics and Science standards. We would provide two boxes for all WCS students in grades 2-7, or 1,848 students total. Students will be provided two Learning Lunchboxes to supplement in-person instruction during asynchronous (independent) learning days while in a hybrid instructional model. The intended result of this project will be to provide distance-learning opportunities to students during a hybrid model on asynchronous instructional days to supplement and serve as an application of in-person instructional days. We hope to learn the impact of hands-on learning at home as applied to in-person instruction. These findings will ultimately improve WCS’s ability to fulfill our mission of creating success through personalized learning for every student, every day. It will also assist COSI in improving their remote-learning activities and initiatives. These improvements will be valuable both during and beyond the pandemic. We are requesting funding to purchase two Learning Lunchboxes for all WCS students in grades 2-7, along with hourly pay (4 hours per employee) for a classified staff member from each building (3 buildings) to manage communication and logistics of distributing Learning Lunchboxes. Statement of need Since the beginning of the COVID-19 pandemic, WCS teachers have struggled to engage students during synchronous and asynchronous instruction via distance- learning. Currently, attendance during asynchronous (distance-learning) days is less than that of in-person days in our hybrid model. WCS is currently serving 627 students via 100% Online Learning. Unfortunately, these students are among the most at-risk during this pandemic or live in a household with someone deemed at-risk. These students are receiving very little hands-on learning due to the pandemic. Plan of action - how ALL students will: 1. be able to access high quality learning; 2. participate and effectively use materials, devices, platforms; and 3. be engaged in meaningful high-quality learning and benchmark dates for key activities. WCS will partner with COSI to provide every 2nd through 7th grade WCS student with two COSI Connects Learning Lunchboxes. Learning Lunchboxes are an extension of the COSI Connects remote learning portal (www.cosi.org/connects). COSI Connects activities include: • Daily lesson plans and activities for engaging, hands-on and minds-on content using readily available materials found at home • Daily video resources from COSI experts, educators, and content partners • Science challenges • Citizen science projects • Social media STEM assessments • Virtual, 360-degree tours of select COSI exhibitions • A “teach back” initiative that enables youth to share what they have learned through social media COSI Connects Learning Lunchboxes build off these activities to provide engaging, hands-on STEM education. Learning Lunchboxes include instructions and all tangible materials needed for a week's worth of at-home, science curriculum enrichment activities to be completed by students and/or their families. Over the summer and early fall, COSI distributed 8,000 COSI Learning Lunchboxes to underserved students in Columbus, proving their ability to distribute these impactful remote-learning resources in the community. Current COSI Learning Lunchbox themes of space (created in partnership with NASA), water (with supplemental learning materials provided by the U.S. Department of Energy), and nature. WCS teachers will work with COSI to determine the best theme for their classroom, based on the current curriculum and classroom needs. Learning Lunchboxes will be distributed during early winter and spring 2020, before the end of the 2020/21 academic year. 1. WCS’s partnership with COSI will bring COSI’s high-quality STEM learning resources to WCS students, who may not otherwise have access to such supplemental learning opportunities. 2. Learning Lunchboxes contain all materials needed to complete a week of STEM activities. Learning Lunchboxes are complemented by online activities and lessons posted on the COSI Connects web portal, with QR code links in the Learning Lunchboxes to direct students to relevant COSI Connects resources. 3. The Learning Lunchboxes provide invaluable hands-on STEM education, increasing excitement and engagement around STEM learning. STEM literacy has a myriad of benefits, from increased critical-thinking skills to an improved ability to adopt new technologies. Among primary school students, exposure to informal STEM learning has been found to increase the likelihood of obtaining a science/engineering bachelor's degree (Planning for Early Careers in Science, Science, vol. 312). Through a partnership with COSI, WCS can enhance our student’s hands-on educational learning lessons, helping to foster a positive attitude about science and encourage lifelong learning. Purposeful and targeted partnerships 1. parents, teachers, & students 2. Other stakeholders Specific to this project, WCS has a rich history of partnership with COSI to advance our shared goals of bringing high-quality, accessible education to all students. We have partnered together on a past grant through the Martha Holden Jennings Foundation that provided five COSI early childhood education STEM workshops to every single 1st grade student in WCS. The City of Whitehall is a partner city in COSI’s Science Festival, an annual celebration of science and STEM careers. And in September 2020, COSI distributed 200 COSI Connects Learning Lunchboxes to our Etna Road elementary school. How this will address long-term needs beyond the pandemic and how this will transform education Explain how the project work will address long-term needs that have been magnified, such as inequities, targeted supports, a whole child approach, learning for mastery, developing voice & agency, etc. How will this work help transform education? 3000 characters Through this project, WCS can improve student interest in STEM learning and overall academic achievement by enhancing remote learning with COSI Connects Learning Lunchboxes. We also hope to gain a deeper understanding of method to increase student academic engagement during at-home learning through guided, hands-on activities, allowing us to improve education through the pandemic and beyond. Project Outcomes Project impact will be measured by the number of WCS students who receive enhanced remote learning through our partnership with COSI. Desired project outcomes for participating WCS students include: • Building science literacy and exposure to STEM learning • Increase digital literacy • Support academic engagement and achievement • Increased exposure to STEM careers Evaluation This project will be evaluated by sending a short survey out to teachers assessing student understanding of STEM, specific to the topics covered in their Learning Lunchbox, along with an assessment of the engagement with the boxes. We also plan to compare attendance data from virtual learning days prior to the implementation of the Learning Lunchboxes vs. virtual learning day attendance after distributing the boxes. Project Start Date 01/05/2021 Project End Date 05/27/2021 Ohio Collaborative for Educating Remotely Grant Budget INDIVIDUAL ITEM BUDGET ITEM COST OTHER FUNDING LIST ENTITY DESCRIPTION / TOTAL BUDGET ITEM AMOUNT PROVIDING OCER OR NARRATIVE e.g. per unit or hour COST INCLUDING IN- FUNDS REQUESTED AMOUNT KIND CATEGORY COSI Connects Learning Lunchboxes 20 73920 0 n/a 73920 Learning are educational kits that Lunchboxes contain supplies and lessons for a week of STEM activities. Two will be provided to all 2nd-7th grade students in Whitehall City Schools. Staff Hourly Rate 3 staff members will be $24.00 per hour $288.00 0 n/a 288 employed to coordinate distruction of the Learning Lunchboxes (one per building) 4 hours per staff member TOTALS: 74208 0 74208