DECEMBER 2015

OhioA PUBLICATIONSchools OF THE OHIO EDUCATION ASSOCIATION

Lessons in living Through training, educators gain an understanding of the challenges of living in poverty. p14

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NEA® Auto and Home Insurance Program 1-888-744-9717 in partnership with AH381215 COVER STORY 14 Lessons in living OhioSchools Through training, educators gain VOL. 94 NO. 8 DECEMBER 2015 an understanding of the challenges The professional publication of more than of living in poverty. 121,000 members of the Ohio Education Association The OEA Mission Statement: FEATURE The OEA will lead the way for continuous improvement of public education while advocating for members 12 Ohio’s new Professional and the learners they serve. Development Standards OEA Board of Directors President Becky Higgins offer opportunities for Copley-Fairlawn learning based on photo by Eric Albrecht, Vice President Scott W. DiMauro Worthington educators’ real needs The Columbus Dispatch Secretary-Treasurer Tim Myers Elida Samuel Adu-Poku, Youngstown State University; Barb Armour, Brunswick; 17 Making connections Andrea Beeman, Maple Heights; Joy Bock, Groveport-Madison; Anne Bowles, Celebrated author and OEA 2016 Read Across America spokesperson Wooster; Kevin Cain, Northwest (Hamilton); Diana Charters, Ashtabula; Drew Daywalt connects kids to a world filled with imagination Michael Dossie, Bellaire; Lonnie Dusch, Princeton; Larry Ellis, Youngstown; Rob Fetters, Mt. Vernon; Joel Gleason, Clearview; Jorge González, Kings; and laughter. Amy Grittani, South-Western; Melanie Hameed, Warren; Soozie Hetterscheidt, Olentangy; Mark Hill, Worthington; John Howell-Sanchez, Columbus; Ella Jordan Isaac, Trotwood-Madison; Linna Jordan, Hilliard; Tammy Koontz, SCOPE; Brenda Lemon, Logan-Hocking;Theresa Lemus Santos, Fairless; DEPARTMENTS Sandra Lewis, Dayton; Debra Lipnos, Twinsburg; Thomas McOwen, Bethel-Tate; Teri Mackey, Wadsworth; Dwayne Marshall, Gahanna-Jefferson; Chris Menier, Danbury; Jerry Oberhaus, Liberty Center; Danielle Russo, Mentor; 2 President’s Message Kecia Sanders-Stewart, East Cleveland; Bill Sears, OEA-Retired; Angela Breaking barriers Stewart, Newcomerstown; Ty Tatman, Zane Trace; William Van Pelt, Belpre; Janice Vaughan, Springfield (Clark); Jeffrey Wensing, Parma; Karen Wright, 3 Notebook Wellington; Rhea Young, Washington. Reynoldsburg’s election success offers powerful example of why NEA Directors local school board elections matter Drew Boso, Youngstown State University; Robin Jeffries, Columbus; Brian McConnell, Warrensville Heights; Emilly Osterling, Lakota; Jeff Rhodes, North Royalton; Sophia Rodriguez, Coldwater; Gretchen Washington, Sycamore; 4 Extra Credit Hasheen Wilson, Youngstown State University. Staff Executives 5 OEA on the Web Sheryl Mathis, Executive Director; Susan Babcock, Assistant Executive Director—Strategic and Workforce Planning; Andrés Becerra, Director of Organizing; Jim Capehart, Director of Membership; Ric Castorano, Executive 6 Making the Grade Assistant—Business Services; Joe Cohagen, Controller; Dawn Elias, Human Field Local Schools’ Teresa Cianchetti named Ohio’s Resources Administrator; Linda Fiely, General Counsel; Rose Keller, Director of 2016 Teacher of the Year Legal Services; Dana Mayfield, Executive Assistant—Strategic and Workforce Planning; Parry Norris, Assistant Executive Director—Field; Patty Nyquist, Apply now for OEA scholarships and awards Director of Education Policy Research and Member Advocacy; Tina O’Donnell, 2016 OEA ESP Statewide Conference at OEA Headquarters Manager of Administrative Services—Operations; Carol Price, Conference & Elections Coordinator; Vacancy, Executive Assistant—General Counsel; Attend the February 4-6 OEA 2016 Collective Bargaining Conference Bev Sekella, Executive Assistant—Program/Field; Kristy Spires, Assistant Executive Director—Business Services; Jerrilyn Volz-Costell, Manager of Administrative Services—Governance; David Williams, Director of 10 Political Action Government Relations, Communications and Marketing; Patricia Collins OEA, NEA eye U.S. Supreme Court case Friedrichs v. CTA Murdock, Regional Director, Region 1; Kristin Johansson, Regional Director, Region 2; Jeanette Cooper, Regional Director, Region 3; Cristina Muñoz-Nedrow, 19 Legislative Update Regional Director, Region 4. OEA welcomes passage of the Every Student Succeeds Act Ohio Schools Editorial Staff Julie A. Newhall, Editor Association Gail Botz, Graphic Designer 21 Subscription price for public and university libraries is $18 per year. Delegates to OEA Fall Representative Assembly focus on key legislative Editorial Offices—Ohio Schools (ISSN: 0030-1086) is published seven times and political issues a year: February, April, June, August, September, October, December by the Ohio Education Association, 225 E. Broad St., Box 2550, Columbus, OH 43216. OEA Commission on Student Success works toward vision Email: [email protected]. Website: www.ohea.org. for high-quality public education Address all advertising or editorial correspondence to Editor, Ohio Schools. Doris L. Allen Minority Caucus marks 41 years Postmaster: Send address changes to Ohio Schools, Ohio Education Association, 225 E. Broad St., Box 2550, Columbus, OH 43216. Postage: OEA Board of Directors actions Periodicals paid at Columbus, OH. OEA staff news 28 Members in the Community Amelia teacher and student coordinate community Thanksgiving celebration www.ohea.org www.facebook.com/ohioeducationassociation www.twitter.com/ohioea

PRESIDENT’S MESSAGE Breaking barriers IT’S TIME TO ACKNOWLEDGE THE EFFECT OF POVERTY ON LEARNING AND TO FIND SOLUTIONS THAT HELP OUR STUDENTS.

hat same day, I visited a Michael Rebell of the Campaign school with towels stuffed for Educational Equity at Columbia in windowsills because the University’s Teachers College offers windows leak into classrooms a prescription policymakers should whenT it rains. Another school had heed: “We have to give them temporary classrooms without (students) quality teachers, small phones for teachers to use in the class sizes, up-to-date equipment. event of an emergency. I witnessed But in addition—if we’re serious— A few weeks ago I found a student run out of one of those we have to do things that overcome myself driving behind a classrooms, and the teacher had to the damages of poverty. We have to school bus in eastern Ohio. make a choice—run after the student, meet their health needs, their mental leaving the class unattended, or health needs, after-school programs, At the first stop, a little girl stay and hope the student was OK. summer programs, parent engage- got off the bus and crossed The issue of poverty and its effect ment and early-childhood services. the street. I watched to see on a student’s ability to learn gets too These are the so-called wraparound little attention when discussion turns services. Some people think of them where she was going because to improving public education. It’s an as add-ons. They’re not. They’re I couldn’t see a house. She issue many at the statehouse and the imperative.” walked up a wooded hillside Ohio Department of Education don’t Making sufficient investments want to contend with. in our public schools is essential. and into a structure that didn’t Numerous studies have shown But making the connection between look like a place anyone that America’s public school students poverty and an educator’s ability to should live. are in fact doing better than their teach and a student’s ability to learn peers in other parts of the world. when basic human needs are not At the next stop, another But it’s the students at the top of the being met is also crucial. socio-economic ladder that are doing Across Ohio, educators are student walked to a house that better. The kids at the bottom aren’t gaining an understanding of the looked like it had been made doing so well, and that’s a problem challenges of living in poverty by of drywall and some wire. because most of America’s students participating in training, collaborating are poor. on programs to help the hungry, and We drove past a group of For the first time in at least finding ways to overcome barriers to houses with what appeared 50 years, a majority of U.S. public student success. school students come from low- No child chooses poverty. But we to be a corrugated metal income families, according to a new can choose to make a difference on roof. Three men stood on analysis of 2013 federal data. their behalf. top—dirty, weary and worn— According to 2015 Kids Count Finding solutions to poverty data, 591,000 Ohio children— requires each of us to acknowledge looking like one of Margaret 23 percent—live in poverty. the severity of the issue, to take action Bourke-White’s photographs It’s a reality that has profound in any way that we can, and to force of the Great Depression. We implications. the discussion so real solutions are The growing inequality in our developed and implemented. continued on the road lined state and nation is a problem that We owe this to our students and with dilapidated houses where must be addressed. But so far, we’ve our profession. our precious students live. heard a lot of talk but little action. What does it take to give students who live in poverty a meaningful education? Becky Higgins 2 OEA President photo by Russ Harris NOTEBOOK Reynoldsburg members, left to right, Wayne Kanzigg, Jodi Fabish-Greene and Barb Pfan, November 3 may have seemed on strike in 2014. like just another off-election year election day. Ohioans didn’t turn out to vote for the next U.S. President, U.S. Senator or even statewide offices. Yet across the state, OEA members and their allies set out to obtain important votes needed to protect and strengthen public education in their local communities—votes for members of local boards of education.

Reynoldsburg’s election success offers powerful example of why local school board elections matter EA Government Relations worked directly with 17 This development gave REA an opportunity to swing OOEA local associations, including the Reynoldsburg the board majority to 4 to 1 in one election if public Education Association (REA), to develop community education-friendly candidates swept all three seats organizing plans, recruit candidates, structure local screen- (Columbus EA member Joe Begeny was elected to the ing and endorsement procedures, and develop local Reynoldsburg board at the time). campaigns in support of endorsed candidates in which Through strategic planning that began immediately after members talked with fellow OEA members and the general the 2014 strike, REA member leaders developed an effective public. campaign that built off the momentum of member and On election night, the hard work of these locals and community organizing started during the crisis and strike. many others paid off. In the 17 locals there were a total REA members established internal member capacity of 44 seats up for election. OEA and its members helped around endorsed candidates Debbie Dunlap, Neal Whitman to elect 30 public education-friendly candidates to these and Rob Truex. In the fall of 2015, REA, in coordination seats—a success rate of 68 percent. with Raider Strong (a PAC established by parents in Reynoldsburg’s board election success offers a powerful Reynoldsburg) launched its campaigns. REA held building example of why local elections matter and how, through visits to gather PAC contributions and campaign volunteers, the collective power of OEA members and community sent mail to OEA members, called OEA members, canvassed allies, real change can be made. the public to ask for support, and handed out literature to In 2014, REA members were forced to strike. While there voters on election day. were many reasons for the action, the fact that a majority of When votes were counted November 3, it was clear that Reynoldsburg City Schools Board of Education members the work that started with the end of the strike had paid were pushing for anti-student and anti-educator changes off—all three REA endorsed candidates won their elections. in the local’s contract was key to the strike. REA and its allies are now taking the next step—working Because REA members had begun building relationships together to strengthen public education with the new with community members around improving their schools majority on the Reynoldsburg City Schools Board of well before the strike occurred, the local won its contract Education. negotiations and ended the strike within two and a half If you have a similar story of how your local association worked weeks. But REA’s work was not finished. Member leaders to elect public-education friendly candidates to local office and in Reynoldsburg made a commitment that the situation that would like to share it with OEA, please contact OEA Government led them out on strike would never happen again. Relations at [email protected]. At the end of 2014, REA leadership worked to recruit candidates for Board of Education seats up for election in November 2015. Originally, there were two seats on the ballot, but the resignation of Board President Andy Swope shortly after the REA strike added a third seat to the 2015 ballot. OHIO SCHOOLS DECEMBER 2015 3 EXTRA CREDIT

Comic strip created by Chris Pearce (Winton Woods). For more of Pearce’s work, visit Teachable Moments at https://chrispearce.wordpress.com. OEA ON THE WEB MAKING THE GRADE APPLY BY Field Local Schools’ Teresa JANUARY 12, 2016 Cianchetti named Ohio’s FOR THE 2016 Teacher of the Year She is described by the school principal as an “amazing teacher” who consistently excels at engaging and empowering students, 2016 OEA AWARDS meeting the individual needs of each child in her classroom every day. On October 21, Teresa Cianchetti, a Field Local School District first grade teacher and 30-year teaching veteran, was named Ohio’s Teacher of the Year during a surprise assembly at school.

he is described by the school principal as an “amazing Former student and Suffield Elementary art teacher Katy Steacher” who consistently excels at engaging and Tannert credits Cianchetti’s influence in first grade for her empowering students, meeting the individual needs of success in high school and college. each child in her classroom every day. On October 21, “I wanted to be just like her when I grew up,” she said. “I Teresa Cianchetti, a Field Local School District first grade wanted to learn art education at Kent State University and I teacher and 30-year teaching veteran, was named Ohio’s was so excited that there was an opening for an art teacher Teacher of the Year during a surprise assembly at school. here at the school. When I started teaching, Mrs. Cianchetti Crowds of family, friends, colleagues and students was my mentor and I am now completing my ninth year cheered, and members of the marching band led the school as an art teacher. I consider Mrs. Cianchetti as my forever in a celebration song during the event. mentor although I am now all grown up with my own “I am absolutely shocked and thrilled and I have been career and family.” so blessed to work with the people in this community and “I think teaching is a calling,” Cianchetti said. “I was the the best students in the state of Ohio,” Cianchetti said. sister in our family that would drag my brother and sisters Munroe Falls resident Cianchetti teaches first grade at to the basement. We had a chalkboard and I was the teacher. Suffield Elementary School where she has distinguished I feel like it’s in my blood. I’ve always wanted to teach.” herself as a caring professional who encourages each Cianchetti said the award would not be possible without student to reach his or her highest level. She is highly Bookman and her colleagues. successful in getting her students to take active roles in “This is the most incredible staff here at Field Schools,” their education by giving students leadership roles, she said. “They are incredibly generous, dedicated. The best embracing the Leader in Me program, and using students professionals I have ever met. I love Field Local Schools. to help lead themselves and others in their own learning. I think we are a hidden jewel here.” Cianchetti is focused on her students’ literacy skills. She The 2016 Teacher of the Year was selected from 10 regularly measures and monitors progress, diagnosing regional Teacher of the Year winners who were chosen by students’ strengths and weaknesses to guide her approach a selection committee directed by the State Board member to each boy and girl. from that district and composed of different stakeholders Shawn Bookman, principal of Suffield Elementary that included superintendents, principals, teachers, parent School, describes Cianchetti as an “amazing teacher” who organization leaders and business leaders. is known as a “master” at differentiation, meeting the At the state level, a panel of representatives from a range individual needs of each child every day. of professional organizations and school constituencies, “She encourages writing and story development more including teachers who have been recognized for their than any teacher I have encountered,” Bookman said. excellent performance in the classroom, reviewed the “She has used students to lead their own conferences and regional winners’ nominations. this has been an amazing process!” The regional winners are: Natalie Danhoff, Bellevue Prior to becoming a first grade teacher, Cianchetti was Elementary School, Bellevue City; Angela Puckett Beverly the K-12 visual arts teacher for Field Local. She graduated Gardens Elementary School, Mad River Local; Patricia Clark, in 1983 with a bachelor’s degree from University of Akron Wyoming Hilltop Elementary School, Wyoming City; and received a master’s degree in elementary education Beth Lawrence, Wadsworth Middle School, Wadsworth City; from Kent State University. Jamie Durbin, Olentangy Orange Middle School Olentangy She serves as a Resident Educator mentor and as an Local; Teresa Cianchetti, Suffield Elementary School, Field in-service leader, where she assists others in developing Local; Patricia Missos, Columbiana High School, Columbiana student learning objectives. She is on the Local Professional Exempted Village; Robert Lanthorn, Hamilton Township Development Committee, the Building Leadership Team High School, Hamilton Local; Stephanie Eriksson, and the school Lighthouse Team, and she has served as Blanchester High School, Blanchester Local and Hong department head. Zenisek, Monticello Middle School, Cleveland Heights- University Heights City. For more information, go to the Ohio Teacher of the Year 6 OHIO SCHOOLS DECEMBER 2015 website, http://bit.ly/OHTeacherOfYr.

APPLY BY JANUARY 12, 2016 The Ohio Education FOR THE Association annually presents the following scholarships and awards 2016 OEA AWARDS at the OEA Spring Representative Assembly in Columbus

n Jean Kershaw Scholarship ($2,000) n Friend of Education Award n John F. Kennedy Scholarship ($4,000) n Human and Civil Rights Awards n Marilyn Cross Scholarship ($2,000) n Media Award for Public Service n Blue Ribbon Association Award ($500) n Peace and International Relations Award

The application and nomination forms may be accessed electronically from the OEA website, www.ohea.org, (members only area), click on Teachers and Faculty, then Awards & Recognition. The awards can also be found in the OEA Local Leaders section under Grants and Awards. Questions may be directed to Laurie Nelson at [email protected], by writing to the OEA Awards Committee, c/o Laurie Nelson, Education Policy Research & Member Advocacy, or by calling 614 227 3078 or 1 800 282 1500, ext. 3078.

Mark Your Calendar 2016 OEA ESP Statewide Conference at OEA Headquarters! February 27, 2016

Registration will open January 4. Visit www.ohea.org/support-professionals or contact Linda Hofacker at [email protected]. for more details. Professional Development offerings will be based on recent ESP survey results.

Watch for Scholarship Opportunities! Attend the February 4-6 OEA 2016 Collective Bargaining Conference, OUR COMMITMENT: Bargaining and Organizing for Student Success

e are facing challenges to our collective bargaining rights. Local Wassociations may struggle with administrations, boards of education and the community over bargaining and implementation of the collective bargaining agreement. State and federal legislation have compounded these challenges by instituting unfunded mandates that impact how we educate children and maintain the public’s investment in school facilities and services. Whether you are a third grade reading teacher, a professor at a community college or a bus driver in a small rural school district, your negotiating skills and collective will to protect members’ professional pursuits are being tested. Your defense is the local association and your OEA. The 2016 OEA Collective Bargaining Conference offers empowering training for local leaders and bargaining team members that addresses: n the importance of negotiating, organizing, protecting and strengthening a collective bargaining agreement; n the value of growing individual member investment in, and enforcement of, their collective bargaining agreement; and n successfully leveraging collective power to achieve results that benefit members and students n the benefits of educating members of the challenges that they, their local association and the OEA are facing. REGISTRATION INFORMATION The conference will be held at the Hilton Columbus Downtown, 401 North High Street in Columbus, Thursday, February 4 through Saturday, February 6. Registration will open at 7:30 a.m., Thursday, and OEA President Becky Higgins will welcome participants at 9:30 a.m., and introduce the keynote speaker. Sessions will follow Thursday, Friday and Saturday morning. The conference will conclude at 11:30 a.m. on Saturday. Online conference registration is available now at http://cbconference.ohea.org. The conference is for members only, and members must use their OEA Member ID to complete the registration process. HOTEL ACCOMMODATIONS Members must make their own hotel reservations. A block of rooms has been reserved at the Hilton Columbus Downtown. The Ohio Education Association will pay for overnight accommodations based on double occupancy (both occupants must be OEA members The 2016 Keynote speaker Nick Faber, is a registered for the conference) for Friday evening ONLY. Members National Board Certified elementary science teacher who choose not to share a room with another OEA member will serving as Vice President for the Saint Paul be responsible to pay the remaining half of the double-occupancy Federation of Teachers (SPFT). SPFT represents room rate. Room rates are $142.00 per night, plus any applicable 3,600 teachers and paraprofessionals in Saint Paul taxes. Reservations must be made and guaranteed with a credit Public Schools where Nick has taught for 29 years. Nick has been on release for the past two years for the purpose card by January 2, 2016. It is strongly recommended that members of developing meaningful ways of engaging parents and make hotel reservations online at http://bit.ly/1NevVbo. If you community into the work of the union. He serves on the SPFT phone the Hilton to make a reservation, please refer to the OEACBC teacher bargaining team and has been a leader in SPFT most on February 4-6 and provide the names of the OEA members who of his career. Nick is also the President of the National Parent/ will be sharing the room. Teacher Home Visit Project which has trained teachers in cities Hilton Columbus Downtown, 401 North High Street, Columbus, OH such as Saint Paul, DC, Denver, and Boston in how to build 43215, 614 384 8600, 1 855 380 9591 partnerships between home and the classroom where parents are viewed as an asset. 2016 COLLECTIVE BARGAINING CONFERENCE SESSIONS

Final program descriptions will appear on the registration website. PUBLIC POLICY Participants will choose from the following general areas, n Legislative Update and may select sessions: n Legal Update n FUNDAMENTALS OF COLLECTIVE Going Local with our Political Action and Advocacy BARGAINING CRISIS MANAGEMENT n Introduction to Collective Bargaining: n The Process and the CBA It Isn’t Over until It’s Over: Ultimate Impasse and Unilateral Implementation n Alternative Forms of Collective Bargaining n Negotiation Crisis Activities n Communications in Collective Bargaining n Bargaining and Organizing in Higher Education CRITICAL ISSUES n Friedrichs v. CTA: Right-to-Work and NEGOTIATIONS PREP How to Protect Your Rights & Your Union n Does Your Contract Actually State What it Really Means? n College Credit Plus For Teachers and ESPs n Bargaining and Organizing in the n Negotiation Surveys Academic Distress Environment n Millennials and the Generational Divide ORGANIZING n Understanding Laws and Contract Provisions n ESP Organizing – The Contract Campaign: to Ensure the Rights of Lesbian, Gay, Bisexual, Building Power to Support Your Bargaining Team and Transgender (LGBT) Members n n Issues-Based Organizing Student-Centered Advocacy: An Introduction to NEA’s Toolkit n Organizing for Collective Action n Teacher Leadership n Instructional Advocacy

COMPENSATION n Introduction to K-12 Finance n Introduction to Health Insurance n Advanced Issues in Bargaining Health Insurance n Advanced Bargaining Salary n The Performance of Performance Pay: Real Life Experiences with Performance Pay

MEMBER RIGHTS AND WORKING CONDITIONS n Bargaining and Organizing around Professional Issues n Bargaining Teacher Working Conditions n Grievance Processing and Contract Enforcement n Negotiating Employment Practices and Rights n Negotiating Association (Union) Rights for Teachers and ESPs n Subcontracting and Privatization

9 POLITICAL ACTION OEA, NEA eye U.S. Supreme Court case Friedrichs v. CTA EA and NEA, along with other public employee labor The Friedrichs suit, filed on behalf of a handful of Ounions and NEA affiliates across the country, are California teachers, is supported and financed by several keeping a close eye on a U.S. Supreme Court case, national anti-union groups. They base their legal arguments Friedrichs v. California Teachers Association (CTA). This on First Amendment grounds, claiming that requiring case deals with the collection of representation fees from in- non-members to pay fair share dues is the same as forcing dividuals in a collective bargaining unit who do not wish to them to support the union’s political actions. However, become union members but nevertheless benefit from union their real objective is not to protect free speech, but to representation. silence the voices of working men and women by The case asks that the justices overturn long-standing weakening the unions that represent working- and middle- workers’ rights unanimously affirmed in 1977’s Abood v. class Americans. These anti-union groups see this as their Detroit Board of Education. In Abood, teachers, firefighters best opportunity in many years to weaken unions. and other public service workers were assured the right to The Supreme Court is expected to hear the case during join together to form a union that would be their exclusive the winter and to issue a decision toward the end of its representative for the purposes of bargaining wages, term, likely at the end of June 2016. Depending on how the benefits and working conditions just like workers in the Supreme Court rules, OEA and its affiliates at the county private sector. and local levels could be forced to spend much more time Under Abood, representation (rep) fee or agency fee and money recruiting and retaining members, leaving less members cannot be charged for a union’s political activities, time and fewer resources for the things that matter to but can be charged for services related to its role as the ex- our members: negotiating strong contracts, protecting clusive bargaining agent, such as contract negotiation members’ rights, fighting for pensions and advocating and enforcement. That is known as “fair share.” for public education.

WHY IS FAIR SHARE IMPORTANT? Every employee in a bargaining unit, whether a member or not, shares in the many benefits of union representation, including the benefits of the negotiated contract and representation in legal matters connected to enforcing the contract. Fair share ensures that everyone who shares in the benefits also shares in the cost of providing those services. Without fair share, employees in the bargaining unit who chose not to join the union would reap the benefits of union representation without paying anything, raising the cost for everyone else.

HOW COULD THE FRIEDRICHS CASE HURT OEA AND ITS MEMBERS? Depending on how the Supreme Court rules, OEA and its local affiliates could be forced to spend much more time and money recruiting and retaining members, leaving less time and fewer resources for the things that matter to our members: negotiating strong contracts, protecting members’ rights, fighting for their pensions and advocating for public education.At a time when we must fight harder than ever to negotiate fair contracts, secure our members’ pensions and protect public education from the threat of privatization, we do not want anything to pull us away from those top priorities. WHAT SHOULD I DO TO PREPARE? STAY INFORMED. OEA will update members about important developments in the case through all of our communication tools, including Ohio Schools, ohea.org and our social media platforms. The OEA will hold an emergency summit on January 30 to engage all local presidents in this issue.

GET INVOLVED. Our union is stronger and more effective when every member is involved. Whether the issue is testing, charter schools, privatization or any of the other things that matter to public school employees, the more effective we are in the coming year, the more every member will want to stay in the union, no matter what the Supreme Court rules.

RECRUIT OTHERS. Members who are engaged in advocacy work are more likely to see the full value of OEA membership. Look for opportunities to get your colleagues involved in issues they care about, especially those who have been disconnected or even critical in the past. Every member matters, and our strength is in our numbers.

STAY UNITED. This isn’t just an attack on large unions like OEA. It’s an attack on your local and county associations and on every individual member. Without strong local and state-level union representation, members will be vulnerable to mistreatment by administrators. Contracts will be more difficult to enforce. Our rights will begin to erode. We must stand together to prevent that from happening. No matter what the Supreme Court rules, it cannot stop us from organizing and fighting for our rights.That’s exactly what we intend to do. Friedrichs is missing its warning label

My name is Tina Adams. As a member of the OEA for 30 years and as a school lunch lady in Mansfield, I have cooked healthy meals and nutritious treats for hundreds of hungry kids. For many of my students, my food is often the only food they eat all day. I keep my students’ bellies full so teachers can feed their minds. photo by Tim Revell

I know if my kids are hungry, they aren’t learning. I also know who is eating his vegetables, and which kids need to watch their sugar because of diabetes or other dietary restrictions. From the time the bell rings in the morning to when school lets out in the afternoon, I’m the mom. I care for these kids like my own—and all I want is for them to be happy, healthy and ready to learn. After more than three decades, my salary is little more than $20,000 a year. At times, I have had to work two, even three jobs, just to make ends meet. In fact, I earn so little money that my family falls under the federal poverty level and, ironically, we qualify for food stamps. Earlier this year, our school district declared a fiscal emergency and, as a result, the administration closed down a neighborhood school, forcing more than 220 students to bus to other schools and laying off 107 teachers and support professionals, including me. Even while I wait to be recalled back to my students, I am continuing to pay my union membership dues because I know—and I see—how important it is for all educators to have a collective voice to speak up for our students. In fact, the state legislature here in Ohio has tried—and failed—to strip public workers like me of our collective bargaining rights. When that didn’t work, the legislature tried to kill our unions by introducing laws with names like “Right to Work.” That’s like calling bologna an artisan meat. We can see beyond their fancy, misleading labels, and we know their motives: They want to weaken our unions so they can cut wages and slash benefits to feed their own bottom lines, even if it hurts our children and communities. You don’t have to look far to see what happens when states outlaw fair share fees in an effort to weaken unions. The results have been lower wages and worse benefits for working people. In states without full union rights, the average worker makes $1,500 less per year, and workers are much less likely to have health insurance—let alone other benefits that help them support their families. We need to rebuild the American Dream and our middle class, but there is a Supreme Court case, Friedrichs v. California Teachers Association, that hopes to dismantle it. The Friedrichs case, which will be heard by the Court next year, threatens to make it even harder for working people to negotiate for wages, benefits and public services. I have dedicated my whole life to helping my community, to feeding our children and helping them thrive in school, yet that won’t matter if the corporate special interests—who are pushing and bankrolling this case—are successful in convincing the Court. Friedrichs will make it even more difficult for workers to sustain their families, and that’s the goal of these wealthy CEOs who want to continue shifting the balance in their favor. Like foods that are bad for you, Friedrichs needs a warning label because if the U.S. Supreme Court decides against fair share fees, I won’t be able to help my students get what they need to succeed— and that’s just wrong. 11 FEATURE

Ohio’s new Professional Development Standards offer opportunities for learning based on educators’ real needs

Do you suffer through professional n 2002, Senate Bill (SB) 2 established the Educator Standards development trainings and work- Board (ESB). Among its charges was the development of shops that are disconnected from consistent research-based professional development standards for teachers and principals in Ohio. In 2015, the State Board the classroom? Stuck reviewing ofI Education, acting on the recommendation of the ESB, outdated data that no longer relates significantly transformed the standards for professional development. to your content? Is it the same The new standards were based on the work of Learning Forward, a predictable ‘sit and get’ format national education foundation, http://learningforward.org/home. Ohio’s new professional development standards that were year after year? Did you know you adopted in April 2015, require professional learning opportunities have the power to radically improve for all educators (principals, teachers, paraprofessionals, and staff), the quality of your professional to be based on seven core standards that reflect the actual needs development? of the educator to the benefit of their students.

12 OHIO SCHOOLS DECEMBER 2015 Under the new Professional Development Standards, learning opportunities shift The newest flashy, trendy education program Be based on timely, actionable data with little relevance or from classrooms, buildings and districts administrative ‘pet project’

Demonstrate a clear plan of action One time, one stop, created by teachers’ needs one-size-fits-all learning with consistent resources

LPDC, IPDP, Master Teacher, Integrate goals, needs, resources PGP, IP, CCIP, OIP, OTES and of educator development paths OPES- ‘implemented’ for maximum effectiveness

The standards are available in a PDF at Cerniglia said the standards are “part of a revision http://bitly.com/StandardsProfessionalDevelopment. of a larger movement to refocus on the impact of the The standards create a much-needed shift in the quality teacher in the classroom, minimizing testing as the and purpose of professional development in Ohio. essential measure of learning, and focusing on a holistic OEA collaborated with other stakeholders in the measure of what is happening in the classroom.” creation of the new standards in keeping with the “It feels good to have a tool that says teachers desire of OEA members for greater opportunities for are competent, teachers can be personally and meaningful professional development. The new professionally accountable for their growth and the professional development standards make this possible learning of their students,” she said. provided that every local and every educator ensures Like many of her colleagues, Cerniglia is concerned these standards are upheld. about whether the infrastructure in school systems will Attendees at the 2015 Summer Academy were support ideas offered by teachers. among the first to explore the potential of the new In the initial conversation at the Summer Academy, standards and their application to professional growth. participating teachers described a wide range of district Attendees received take-home tools, including a structures for professional development and a degree laminated Improvement Plan Quality Checklist and of flexibility to include teacher-directed efforts. an easy-access guide to the core components of each Cerniglia said it is important that “OEA is taking standard. this on as a credible and essential piece to empower “As we emerge on the other side of Race to the Top teachers.” and accountability fever, these standards validate and The OEA has developed several trainings for support teacher input in their professional growth,” members on the new standards. The trainings include said OEA member Jeanne Cerniglia, a member of the a basic overview of the standards and the shifts they Educator Standards Board who has served on the represent as well as how the standards can be used to Standards Committee. “The standards acknowledge the form a quality professional development program in competency of teachers to manage and self-reflect on your district. These trainings offer the potential for their professional life.” continuing education and college credit. For more information on training opportunities, contact your Labor Relations Consultant.

OHIO SCHOOLS DECEMBER 2015 13 COVER STORY

photo by Eric Albrecht, The Columbus Dispatch Lessons in living THROUGH TRAINING, EDUCATORS GAIN AN UNDERSTANDING OF THE CHALLENGES OF LIVING IN POVERTY.

More than 1.5 million American households, without running water. Their parents have including about 3 million children, live little access to any safety net and can’t find on $2 per day per person, according to work in an increasingly hopeless low-wage sociologists Kathryn Edin and Luke Shaefer, job market. authors of $2.00 a Day: Living on Almost Despite the staggering statistics, and knowl- Nothing in America. edge that growing up in poverty is one of the In Ohio, the child-poverty rate jumped to greatest impediments to a child’s cognitive 23 percent (591,000 children) last year, development and ability to learn, serious according to 2015 Kids Count data released discussion about poverty and its impact on by the Annie E. Casey Foundation. Overall, student achievement is lacking. nearly 16 percent of Ohioans are living in In an effort to respond to the growing needs poverty. of their students, Ohio educators are learning These children live in rural, suburban and about the challenges of living in poverty and urban homes crowded with jobless adults but finding ways to make a difference. empty of food and furniture, sometimes

14 OHIO SCHOOLS DECEMBER 2015 hroughout the state, districts to provide training for area educators. Tables were set up along the have focused on poverty This year, district leaders partnered perimeter of Hilliard Bradley’s gym during back-to-school with Grandview Heights and to serve as the bank, childcare center, training and in specialized Worthington schools on the conference. grocery, pawnshop, Department of programsT for staff. Lidle called the training “exception- Social Services, utilities department South-Western City Schools kicked ally important, not only because it and others. off its academy for school leaders in acknowledges the seriousness of Every 12 minutes represented a August with speakers who talked poverty, but also because it gives week, and participants had to go to about poverty and how to create a cul- people a feel for the complexity of work, pay bills, take children to child ture of hope for students and families. living in poverty and how a single care and more. A “police officer” In Hilliard, more than 20 teachers incident or change can derail a family’s roamed around the room and so did spent several hours playing out or a student’s security, health and a “criminal” who robbed families. scenarios of families either living in wellbeing.” Volunteers assigned situations to poverty or on the brink in an exercise “It’s critical for us to incorporate families—a sick child, a car breaking designed to help educators understand this learning experience into our down, a death in the family—that the challenges that financially professional development for increased bills or kept them from work. struggling families and students face. educators,” he said. “We can talk about Initially, participants walked to “They come out the other end poverty as much as we want, but until the stations. By the fourth “week,” having had a personal experience and we actually experience something that they ran to the bank, supermarket and connecting better and tearing down makes us uncomfortable, we can’t other destinations to beat long lines. barriers and assumptions they have in connect to it. When you experience Charles Chen was laid off from their mind about poverty that aren’t poverty like you do in the training it his computer-programming job four true,” said Kim Emch, executive director gives you a whole different level of months ago and has struggled to of Serving Our Neighbors (SON) compassion and understanding.” find work. His wife, Cindy, is now Ministries, which ran the simulation Teachers new to the district have responsible for more than $2,100 in originally created by the Missouri been encouraged to participate in the monthly expenses—with a hospital Association for Community Action. simulation. Lidle said Hilliard has job that pays $331 a week. Sometimes, Emch said, “participants plans to offer a districtwide poverty Anita Dignan and Cory Farrell- say, ‘this is me,’ recognizing their own simulation during the next year. Jones—two Hilliard teachers who experience with poverty, the reality of “Everyone in public education— adopted the roles of the Chens in a which their colleagues might not have teachers, media specialists, bus drivers, simulation—had to pay the bills, been aware.” guidance counselors, cooks, custodians, meet basic needs and respond to She noted the importance of the principals, administrators—believes unexpected events in life. training in suburban districts where strongly in the power of connecting In the simulation, the Chens were people in poverty often move, but with our kids, families and the robbed, their car was stolen and they where teachers might not be used to community to make a difference,” were evicted from their home within a children who could be homeless he said. “It’s imperative. The heart of month’s time. They struggled to find tomorrow or skipping meals. our work is people—each person in ways to keep afloat, selling most of In Hilliard, for example, 1 out Hilliard is us.” their possessions and taking a loan on of every 4 children is on free- and Teachers who participated in the their car. reduced-priced lunches. Hilliard, simulation assumed various identities “I found the simulation to be eye- like many suburban districts, has such as a single parent raising multiple opening,” said Dignan, who teaches at witnessed drastic increases in poverty. kids or a family caring for a loved one Hilliard Crossing Elementary. “All the In 2014-2015, the percentage of students with disabilities. Their goal was to find roadblocks kept getting thrown at you. on free- and reduced-priced lunch in a way out of poverty. It’s hard to get out of it.” central Ohio districts ranged from 11 percent to nearly 35 percent. The poverty simulation allowed me to experience the reality “Poverty is a growing problem, many of our families living in poverty must suffer through on and we see a lot of strain and stress from our families we serve,” said a daily basis—the insecurity, the stress, the indignity and the Brian Lidle, director of professional hopelessness. The experience helped me, as a teacher, better development for Hilliard. understand how many resources I have to offer and just how The recent poverty simulation was much my support means to (our) families in need. part of the Ohio Innovative Learning Environments conference at Hilliard ERIC GULLEY, INTERVENTION TEACHER , J.W. REASON ELEMENTARY, HILLIARD Bradley High School. Hilliard has ➤ CONTINUED worked with the Educational Service Center of Central Ohio for several years OHIO SCHOOLS DECEMBER 2015 15 Farrell-Jones, a first-grade teacher at Hilliard Crossing Elementary, Report shows nearly a was surprised by how much time families who are in poverty must quarter of Ohio children use just to survive. She said she used to wonder why some parents don’t spend more living in poverty time reading with their kids or helping them with homework. But There are 53,000 more Ohio children living after the simulation, she realized what some families are doing just to in poverty and the overall rate is higher than survive. during the recession in 2008, according “Maybe it looks like they aren’t putting their own children first, to 2015 Kids Count data released by the but they really are,” she said. Annie E. Casey Foundation. SON Ministries’ Emch noted several important lessons the educators gain through simulation training. The state’s child-poverty rate rose to 23 “Everyone can do something to make a difference,” Emch said. percent last year from 19 percent in 2008, the “Each person has a sphere of influence through family, friends, report showed. Ohio is 31st worst in the nation neighbors, work and other organizations, and when we make these in child-poverty rate and 23rd overall, about connections, we create opportunities for change.” the same as last year. The report noted there are 591,000 children in poverty in Ohio. The simulation shows participants what it is to The annual report by the nonprofit foundation be a community that appreciates the value of considers a wide variety of economic, health and educational factors in assessing the well- interdependence over independence, and comes being of children nationally and in all 50 states together to remove the stigma associated with individually. poverty. “Although we are several years past the end of the recession, millions of families across Need is not a stigma. Each of us is two emergencies the country still have not benefited from the away from the food pantry line. economic recovery,” Patrick McCarthy, presi- KIM EMCH, EXECUTIVE DIRECTOR dent and chief executive officer of the Casey SERVING OUR NEIGHBORS (SON) MINISTRIES Foundation, said in a statement. “While we’ve seen an increase in employment in recent For more information on the poverty simulation program, visit years, many of these jobs are low-wage and www.SON-Ministries.org, email [email protected], or visit cannot support even basic family expenses. facebook.com/sonministries. “Far too many families are still struggling Have you participated in training regarding poverty or worked on to provide for the day-to-day needs of their a project to help with this issue in your schools or community? Share children.” your stories with us. Send a message or video to [email protected]. Minority children have been largely “side- stepped” by Ohio’s economic bounce-back, Sherise Thompson teaches at Hilliard Memorial Middle the report said. Black children are three times School. Hilliard, like many suburban districts, has witnessed as likely to live in poverty areas in Ohio, and drastic increases in poverty. In an effort to help educators twice as likely to be in a single-parent family, understand poverty, the district has offered special while Latino children are most likely to be in a simulation training as part of its professional development. household where the parent isn’t a high-school photo by Steven Chavers, NEA graduate. The Kids Count data included some encour- aging signs for Ohio, including a significant decline between 2008 and 2014 in the teen birthrate, to 27 per 1,000 from 39 per 1,000. Also improving over the same time period were eighth-grade students not proficient in math (down to 60 percent from 65 percent), and high-school students not graduating on time (16 percent, down from 21 percent). Numbers for children without health insurance and teens abusing alcohol and drugs also improved. Read the 2015 Kids Count report from the Annie E. Casey Foundation online at aecf.org. FEATURE

photos by Jamie Newhall

Making connections CELEBRATED AUTHOR AND OEA 2016 READ ACROSS AMERICA SPOKESPERSON DREW DAYWALT CONNECTS KIDS TO A WORLD FILLED WITH IMAGINATION AND LAUGHTER.

It’s not the awards received Stow High School graduate, Daywalt is the author of the bestseller or popularity of his books The Day the Crayons Quit, for which he won the E.B. White Read Aloud Award, and its sequel, The Day the Crayons Came Home. that motivate Drew Daywalt In September, Daywalt returned to Ohio from his current home in Los to write for children, but the AngelesA for appearances at Highland Elementary, his former school in Stow, and the Learned Owl Book Shop in Hudson. The author, and OEA 2016 Read Across opportunity to encourage the important interaction that America spokesperson, shared his thoughts on the power of reading and the experience of writing for children. comes from reading to a child. As a young reader, Daywalt was captivated by the stories of children’s authors It’s the kind of connection Dr. Seuss, Roald Dahl and Maurice Sendak. Their books— Seuss’s What Was he once enjoyed and now I Scared Of? and The Sneetches, Dahl’s Charlie and the Chocolate Factory and Matilda, experiences as a parent. and Sendak’s Where the Wild Things Are and In the Night Kitchen—have been among the most memorable and influential in his life. Daywalt remembers his Daywalt considers Willy Wonka the most important character in children’s literature because he shows children that when you become an adult you don’t mother reading to him at have to lose your child side. “He’s the one character who is a responsible adult night—her arms tightly but keeps his child magic,” he said. “I wanted to grow up and be Willy Wonka, around him as she held the and I’m still trying.” book so both of them could The books that fueled Daywalt’s curiosity and imagination are filled with powerful messages and a combination of lightness and darkness. see it. “Allowing their darkness to come into their writing made them modern classics,” Daywalt said. “Children crave it. Kids are in the real world and they Reading to a child, he said, see real things.” is an emotional and In his work, Daywalt strives to give children reality with a fun, magical twist. intellectual connection, but Kids, he said, want to read books that speak their language and don’t talk it’s a physical connection down to them. They’re often stifled when they complain or try to speak up for themselves, but “children need a chance to express themselves when they don’t as well. “The experience is think they’re being treated fairly,” he said. a built-in hug.” That’s the central idea of Daywalt’s books, which are about crayons fighting back against such mistreatment as being broken or neglected or left where the dog can eat them. ➤ CONTINUED Daywalt had thought about writing books for children ever since he studied screenwriting and children’s literature at Boston’s Emerson College. But after graduation, he moved to Hollywood and began writing for Disney and Universal as well as for filmmakers Quentin Tarantino and Jerry Bruckheimer. In 2002, after 20 years of working on films, he was ready to create a world of his own in literature. The inspiration for The Day the Crayons Quit came from a box of crayons on his desk. He noticed each crayon had been used differently—some were worn to nubs, some were missing wrappers, some were unused. “Crayons are so maligned, and abused, and yet loved by all of us,” he said. “What would they say? And I thought, hmmm, if I give them this protest, there are going to be a lot of children who are able to relate to that and say, hey, that’s me.” He set to work using the dialogue-writing skills he honed as a screenwriter to bring the crayons to life in a clever story about speaking out, compromise and creative conflict resolution. Although a sequel wasn’t planned, when he noticed the remains of a crayon on the living room rug, he had an idea. “If the other crayons were unhappy about how they were being treated, how Alissa Kruse, a second grade teacher at Highland Elementary, and students Parker Duncan and Kaelyn would a crayon feel about being chomped up and left on the rug?” McGovern talk with author Drew Daywalt during his he wondered. visit to their school. “I wanted a new message,” Daywalt said. “The Day the Crayons Came Home is about homecoming and acceptance, wrapped in the OEA’s 2016 Read Across America universality of things we all remember doing as kids: breaking focuses on the critical need for a crayons, melting crayons, losing them. child to be read to and to read. “In the end, it’s about having a home and accepting everyone despite differences. I trust kids to understand that this is a metaphor For many students, one of the main barriers to for acceptance of other people, other religions, different abilities proficient reading is simply access to books. and disabilities, and getting along. Kids are smart—they always Research shows that during their earliest years, kids find it on their own.” from disadvantaged homes don’t hear as robust a The author believes the best children’s literature has a bit of an variety of words as kids from privileged ones, and edge and gives children an outlet for their emotions. Using humor that’s the introduction to a series of other gaps that and words that resonate with kids tells them it’s OK to express affect their success in school and beyond. themselves. One of the remedies is early reading. “I get children’s attention with laughter and language they relate “Reading follows an upward spiral,” said Daniel to, but they walk away knowing words like Picasso, or concepts like Willingham, a professor of psychology at the Univer- personification and irony that many adults don’t know,” he said. sity of Virginia and author of Raising Kids Who Read. Now completing a middle grade novel, and at work on other “Kids who read more get better at reading, and projects, Daywalt continues to focus on use of voice, which he feels because they are better at reading, it’s easier and is an important, yet underdeveloped, part of writing for children. more pleasurable so they read still more,” he said. Although children experience voice all day—mom’s voice, dad’s “And kids who read well don’t just do better in English voice, teacher’s voice, their own voice—he sees little representation class—it helps them in math, science and every other of voice in their literature, especially first person, on-the-ground class, too.” engagement that let’s a child feel like they are the character. As we celebrate reading and Dr. Seuss’s birthday The thing kids don’t know yet, but that most adults do, Daywalt with the 19th annual Read Across America Day, said, is that every story has been told, and that the only thing you OEA encourages local affiliates and all members can bring to your storytelling is your own voice. to share the important message that reading is “When you tell a story in your own voice, that’s true to you and fundamental to being a lifelong learner. Every day unique, it will succeed because people haven’t heard that before. is a day to celebrate reading and learning. “Be selfish about your voice—use yours, not someone else’s. Watch for information about plans for Read Across It’s the most important, unique thing you have.” America 2016 and learn more about author Drew Daywalt in Ohio Schools magazine, on OEA’s The teachers who affected me most were the ones who chose website, www.ohea.org, and on Facebook at . books they loved. Your emotion transfers through reading— www.facebook.com/ohioeducationassociation For ways to inspire reading all year long,visit if you’re excited about it, you’ll create excitement for your www.nea.org/grants/resources-to-get-reading.htm, students. Read books you love and books you think are too where you’ll find information on inspiring students to difficult for your students’ age or grade level. Challenge them. read, booklists from NEA, summer reading, Read Across America downloadable, and headlines from DREW DAYWALT the world of reading. LEGISLATIVE UPDATE OEA welcomes passage of the Every Student Succeeds Act n December 10, President Obama signed into The Every Student Succeeds Act Olaw a sweeping revision of the contentious No Child Left Behind Act, a proposal that ends Provides more opportunity for all students, including for the first time, an era of federal control in education policy. indicators of school success or student support to help identify and The OEA heralded the passage of the Every begin closing opportunity gaps Student Succeeds Act (ESSA) that passed the • Requires state-designed accountability systems to include at least one indicator of school House and Senate with rare bipartisan support. success or student support—such as access to advanced coursework, school climate and The new law puts educational decision-making safety free from bullying, fine arts, regular physical education, and counselors or nurses— back where it belongs—in the hands of local to ensure that states report on opportunity gaps and take action to close them. educators, parents and communities—while • Requires the use of multiple measures of student success in elementary, middle, keeping the focus on students most in need. ESSA and high school. acknowledges that student success is more than Includes less focus on, and a decoupling of, the high-stakes associated a test score by allowing states to gauge student with standardized tests, so students have more time to learn and teachers achievement through multiple measures. have more time to teach “ESSA recognizes that the one-size-fits-all • While continuing to require annual tests in grades 3-8 and once in high school, the bill approach to student achievement does not work,” eliminates NCLB’s rigid system of Adequate Yearly Progress (AYP) aimed at 100 percent said OEA President Becky Higgins. “ESSA will proficiency in deference to state defined goals. The bill also allows districts to apply allow Ohio to reduce the amount of standardized to instead use another nationally recognized assessment in high school instead of the testing. In doing so, students will have more time state standardized tests. to learn and develop critical thinking, and teachers • Incorporates the SMART Act to provide funding for states to audit and streamline will have more time to teach and inspire the assessment systems, eliminate unnecessary and duplicative assessments, joy of learning. The measure also provides an and improve the use of assessments. opportunity for educators to have a greater voice • Creates a pilot program for state-designed assessment systems that allow for in shaping education policy.” local district assessments driven by teaching and learning, not accountability alone, Students and educators have lived with the and allows all states that meet the criteria to participate. unintended consequences of the failed No Child • Maintains the right of parents and guardians to opt their children out of statewide Left Behind (NCLB) for more than 14 years. academic assessments where state and local policies allow them to do so. Signed by President George W. Bush in early 2002, NCLB was an update of a much older law— • Allows states to set a cap limiting the time students spend taking annual tests. the Elementary and Secondary Education Act of Empowers educators with a greater voice in educational 1965. NCLB introduced high-stakes standardized and instructional decisions testing to measure student success in reading and • Moves decision-making to the people who know the names of the students they educate math from the third to eighth grades, with the while maintaining supports that ensure zip codes do not determine the quality of education. ultimate goal of making every student proficient • Incentivizes supports and interventions that are tailored to local needs while preserving in those subjects by 2014. As time went on, more the historic federal role in protecting the most vulnerable: children of poverty, students schools faced sanctions, including closings, as they with disabilities, and English-language learners. failed to meet the unworkable expectation. • Recognizes that the one-size-fits-all approach does not work, and calls for committees Although the law expired in 2007, lawmakers of practitioners that include educators, parents and community constituents to work could not agree on a replacement, with members together to improve their local schools. of Congress debating the role federal government should play in education and seeking assurances • Maintains paraeducator qualification requirements and requires paraeducator voice in multiple relevant sections of the bill, including as it relates to professional development. that there would not be disparities in access to a good education. • Prohibits the federal government from mandating teacher evaluations or defining teacher OEA members advocated on behalf of Ohio’s effectiveness. students in the effort to pass a new federal • Protects state and local collective bargaining agreements and allows those to cover education law to provide more opportunity for educator provisions in Title II, including all of professional development provisions and all students. the Teacher Incentive Fund. Ensures that educators and their local unions have a say Educators in Ohio and across the nation used in their professional development continuum. face-to-face meetings with lawmakers, made phone Includes prohibitions on the Secretary of Education’s authority calls, sent emails and used social media to urge • Restrictions on secretarial authority are present throughout the bill and are focused on Congress to bring the joy of teaching and learning prohibiting the U.S. Secretary of Education from dictating specific mandates. These include back to the classroom. mandates on: standards and assessments, how much elements of the accountability plans President Higgins also noted that ESSA includes should count for or even the criteria themselves, parameters of the accountability system, provisions for greater charter school accountability additional data collection, exit requirements, teacher evaluation, and the definition of and transparency that complement Ohio House teacher effectiveness. Bill 2 that was signed into law last month. Additional notable aspects of the bill “We welcome the provisions that call for stronger charter school accountability and • Provides greater access to early childhood education by authorizing alignment and transparency—something that has been lacking in improvement grants to improve coordination of current funding. Ohio for too long,” Higgins said, “and we applaud • Establishes full service community schools program to promote additional ways the hard work done by Ohio Senator Sherrod to serve the needs of the whole child, including wraparound services and supports Brown to make sure these provisions were for children in high-need communities. included in ESSA.” • Does not include Title I portability. This exclusion is vital because Title I portability dilutes the impact of Title I, is harmful to students attending Title I schools, and portability does nothing to address the failure to fund Title I adequately. OEA MINORITY LEADERSHIP TRAINING PROGRAM April 22-23, 2016 • OEA Headquarters

The OEA Minority Leadership Training Program (MLTP) is designed to support ethnic minority members who have an interest in Association activities and leadership roles. The training fosters development of an understanding of organizational culture, an appreciation for cultural diversity & inclusiveness, and the identification & demonstration of skills required for effective leadership in a multicultural setting. The training also explores the importance of minority involvement at all levels of the Association.

The 2016 program will offer the following sessions: Emerging Leaders: • Understanding the Association • Leadership • Decision-Making • Social Justice Experienced Leaders: • Organizing • Message Development • Assertiveness for Experienced Leaders

The training will commence on Friday evening and conclude late Saturday afternoon. There is no cost for this training and it includes dinner, breakfast and lunch. Hotel accommodation for Friday night is available if you do not live near the training location. The registration is on a first-come, first-served basis. Contact Demetrice Davis to obtain registration information at [email protected] or 800 282 1500 ext. 3100.

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NEA® Auto and Home Insurance Program To apply for a grant, go to: CalCasAthleticsGrant.com Grants not available in AK, HI, MA, MI, NY and WI. Please visit CalCasAthleticsGrant.com for full program rules. ©2015 California Casualty CA Lic 0041343 AH381215 OEA MINORITY LEADERSHIP TRAINING PROGRAM ASSOCIATION April 22-23, 2016 • OEA Headquarters

Delegates to OEA Fall Representative Assembly focus on key legislative and political issues photos by Tim Revell

he work of delegates to the OEA 2015 Fall At the recent Capitol Conference organized by the Ohio TRepresentative Assembly held December 5 at the School Boards Association, Woodridge Superintendent Ohio Expo Voinovich Center in Columbus focused on Walter Davis credited OEA’s KnowYourCharter.com for legislative and political issues with a direct effect on giving him and his colleagues critical data that has enabled public education in Ohio. In action and discussion, the them to inform people in their communities about what’s 809 registered delegates considered issues such as charter really going on with Ohio’s charter schools. schools, testing, teacher evaluation and Right to Work, “We have awakened a sleeping giant,” Higgins said. and celebrated recent accomplishments that underscore “The superintendents, local treasurers and school board the importance of working together as a unified association members who despaired that change was not possible are and in collaboration with partners. now passing resolutions we helped to draft urging state In her address, OEA President Becky Higgins high- lawmakers to address the funding inequity.” lighted the passage of House Bill 2, the charter school OEA Executive Director Sheryl Mathis spoke about the reform bill passed with overwhelming bipartisan support Friedrichs v CTA Supreme Court case that challenges a thanks to pressure generated in large part by the OEA. union’s right to collect fair share fees from those who don’t “A little more than a year ago, when we launched want to be members, but benefit from services and programs the Ohio Charter School Accountability Project and provided by OEA and its local associations. (See story p 10) KnowYourCharter.com (funded entirely by OEA and “Many are anticipating that the U.S. Supreme Court will NEA) most people weren’t aware of the abysmal charter rule that unions cannot collect fair share fees,” Mathis said. school record in Ohio,” Higgins said. “Within “If so, states like Ohio will virtually become Right to Work two-and-a-half months of the launch, the governor states, and OEA and its locals will lose the right to collect announced it was time to address the problem that too fair share fees.” many charter schools in Ohio haven’t been serving our Mathis also reported that, based on feedback from kids with the quality they deserve. members throughout Ohio, the OEA Board of Directors “We succeeded because we kept the focus on the kids adopted three strategic priorities that will guide the OEA. and the injustice of holding out false hope that charter The three priorities—building local capacity, improving the schools would somehow provide an education that the public image of educators, and making OEA a go-to resource local public schools couldn’t do.” for members on professional issues—will help OEA respond She told delegates that 80 percent of Ohio’s school to member needs and strengthen the organization. districts are losing state aid for their local schools because “To keep a strong a vibrant union—one that has engaged of students choosing to go to charter schools, but the state and committed members—we need to pay close attention aid is insufficient to cover the full cost of paying for to our members needs by building local leadership and students who attend charters. In recent months, more offering new opportunities for members to be listened to Ohio superintendents have spoken out against the inherent in meaningful ways.” unfairness of forcing local taxpayers to subsidize the cost In a report on legislative and political issues facing OEA of sending students to charter schools. members, OEA Vice President Scott DiMauro focused on Woodridge Schools, Higgins said, sent an invoice to the legislative successes and key election gains. ➤ state for more than $5 million, the amount of money that CONTINUED was sent to charters over the last 15 years instead of being spent on the local public schools. 1. 2. 3.

OEA took an additional step forward by successfully lobbying the State Board of Education to change the OTES framework in another way, DiMauro shared. The student growth measure will no longer be the only factor to deter- mine whether or not a teacher is required to be placed on an improvement plan; instead, it will be required for only those with an overall summative rating of “ineffective.” DiMauro said some of the OEA’s most significant victories of the past few months have been won at the ballot box. In November, 85 percent of all school levy and bond issues passed—the highest percentage in a generation. Affiliates across the state screened and endorsed candidates in local school board elections, and many won. OEA Government Relations staff responded to requests for assistance in six locals, and due to the organized efforts of members in those communities, 13 of 16 targeted candidates won their races. At the state level, OEA helped lead the way to a 4. 5. 71 percent yes vote on Issue 1 that will put an end to the DiMauro noted that in addition to the recent success on partisan gerrymandering process in the drawing of state charter school accountability, member advocacy has begun legislative district lines. OEA will work with partners and to yield positive results regarding the overuse and misuse allies to use the momentum of the Issue 1 victory to push for of standardized testing. an end to gerrymandering of Congressional districts next. “The reduction of time on testing and safe harbor One of the key actions taken by delegates was the protections for students, teachers, schools and districts adoption of the proposed 2015-2016 Legislative Policies would not have been possible without your efforts,” for Achieving Excellence in Education (including the DiMauro said, adding, “We are also on the verge of seeing addendum). some relief from testing pressures at the federal level with In late September, the OEA Legislative Committee capped the imminent passage of a new Elementary and Secondary off a yearlong initiative to review, revise and reformat OEA’s Education Act in Congress.” Legislative Policies for consideration by the RA. DiMauro DiMauro told delegates the OEA is also seeing progress told delegates the effort marked the first time in memory that on teacher evaluation. He cited the critical victory in the the entire set of governance documents guiding OEA’s budget bill that gives local districts the option of bargaining lobbying efforts has been reorganized and reformatted to an alternative framework that sets teacher performance at reflect a more understandable explanation of what OEA 50 percent of the overall evaluation rating while reducing supports and opposes, with content updated to eliminate the student growth component to 35 percent if an alternative out-of-date language, avoid redundancy, eliminate inconsis- measure, such as self-evaluation or peer feedback, is used tencies, and better reflect the priorities of the organization. for the remaining 15 percent. Whether and how to take In other action, delegates elected Sophia Rodriguez advantage of this option will be up to each local to decide to the NEA Director #2 position (with a term ending through the collective bargaining process. August 31, 2017).

22 OHIO SCHOOLS DECEMBER 2015 6. 7. 8.

9. 10.

1. In her address, OEA President Becky Higgins shared Delegates contributed $28,873 to the OEA Fund for thoughts on the issue of poverty and education. Children and Public Education (FCPE). Winners of the 2. Hilliard teacher Brittany Alexander spoke about parent FCPE giveaway were: $2,000—Tina Adams (Mansfield choice in opting children out of testing. School Employees Association); $500—Jennifer Kreuz 3. Sophia Rodriguez presented a candidate speech to (Chardon EA); $400—Stacey Higgins (Bowling Green EA); delegates. At the RA, Rodriguez was elected to the $300 – Theresa Lemus Santos (Fairless EA); $200— position of NEA Director #2. Bobbie Grimm (Canton Professional EA); and $100— 4. Following the RA, Deb McDonald (Wayne County Schools Career Center) led members in a discussion of their Deanna Somers (Canal Winchester EA). vision for high quality public education as part of an The following Constitution articles were read by title OEA Commission on Student Success open hearing. for amendment at the Spring 2016 RA: Article I—Names,­ 5. Phil Hayes (Columbus EA) shared comments about Goals and Objectives, and Authorities for Governance; families opting students out of testing. Article II—Membership; Article III—Governance Structure; 6. OEA Vice President Scott DiMauro spoke about Article IV—Representative Assembly; Article V—Board of Legislative Committee recommendations. Directors; Article VI—Officers; Article VII—Appeals Board; 7. Sandra Lewis (Dayton EA) offered the invocation during opening ceremonies. Article VIII—Committees; Article IX—Affiliates; Article X 8. OEA Secretary-Treasurer Tim Myers presented the —Amendment to the Constitution and Bylaws; Article XI— OEA Financial Report to delegates. Indemnification; Article XII – Savings Clause. 9. OEA Executive Director Sheryl Mathis spoke about Friedrichs v CTA, a Supreme Court case that challenges a union’s right to collect fair share fees, and OEA’s need to collaborate to build powerful and vibrant associations able to withstand any challenge they face. 10. OEA President Higgins and Vice President DiMauro present an FCPE Award to Tim Smith (Polaris EA).

(Clockwise) Christy Levings, Vice Chair for the National Board for Professional Teaching Standards, leads Commission on Student Success (COSS) members David Miller, Melissa Kendralla, Cassandra Daniels, Julia Fisher, Deb McDonald and OEA Vice President Scott DiMauro in discussion.

photo © 2015 Brent Turner, BLT Productions, Inc.

(Left to right) COSS members Deborah Jackson, Tricia Ebner, Deb McDonald, Julia Fischer, Tracie Helmbrecht, Cassandra Daniels, Lori Michalec, Matt DeMatteis and Melissa Kendralla gather following the Fall 2015 Representative Assembly.

photo by Tina O’Donnell

OEA Commission on Student Success works toward vision for high-quality public education What are the key components of a high-quality system of public education that inspires students’ natural curiosity, imagination and desire to learn? And how should Ohio’s systems of student assessment, educator evaluation and school accountability be aligned to make this happen?

ast May, at the request of President Becky Higgins, the The commission has worked collaboratively during LOEA established a Commission on Student Success to face-to-face work sessions and phone conferences, recommend a comprehensive educational policy agenda sharing ideas and theories of educational practice and that provides an alternative to Ohio’s current standardized policy recommendations aligned to the three guiding test-driven educational system. components. Via nominations and applications, 12 OEA members were Utilizing research on best practices and educational selected by President Higgins and approved by the OEA Board policies, the guidance of external experts, and OEA and of Directors to serve on the commission. NEA policy documents, the commission is creating Commission members Deb McDonald—Chair, Jillian a report that is grounded in OEA’s mission, vision, Baker, Cassandra Daniels, Matt DeMatteis, Tricia Ebner, values and policies, and the desire for a great public Julia Fisher, Tracie Helmbrecht, Deborah Jackson, Melissa school for every child. Kendralla, Lori Michalec, David Miller and Kari Walchak Following the OEA Fall 2015 Representative have been charged with making recommendations on key com- Assembly, the Commission on Student Success held ponents of a high-quality public education system that inspires an open hearing, offering all OEA members the students’ natural curiosity, imagination and desire to learn. opportunity to share their thoughts on fostering high-quality public education. Through the creation of a report, the commission will recommend legislation that addresses and aligns to The commission is compiling feedback received three components: during its open hearing as well as via email and 1. A student assessment system that is designed to provide social media. The commission’s recommendations educators the data they need to support meaningful learning; will be presented to the OEA Board of Directors at 2. An evaluation system that ensures that every student its January 2016 meeting. has a caring, qualified and committed teacher; 3. A school accountability system that ensures equitable access to support, tools and time to learn for all students.

(Clockwise from fat left) Reverand Dr. Gloria Wade- Dillon addresses guests.

NEOEA Representatives accept the Golden Apple Award. Pictured left to right, Bill Lavezzi, Lillian Tolbert, Kim Richards, Mary Alice Conkey and Jeff Wensing.

M.J. Burkett, Kathleen Purdy, Rev. Dr. Gloria Wade-Dillon, Vernon L. Dillon and Kimberly Jones enjoy the DLAMC festivities. photos © 2015 Brent Turner, BLT Productions, Inc.

Doris L. Allen Minority Caucus marks 41 years orty-one years after her untimely death, Doris L. Allen “Whether it be a winter storm, a tornado or a shooting like Fcontinues to be honored as a positive role model, inspiration we are seeing too often lately,” she said, “I turned to singing and leader for the Ohio Education Association (OEA). On to help bring comfort and calm to my class.” She followed December 4, 2015, the Doris L. Allen Minority Caucus with a solo of Safe in His Arms. (DLAMC) named in her honor held its annual dinner to The major theme of her address was All Votes Matter. celebrate the continuing work in minority affairs throughout “One might consider this a redundant subject,” she said, OEA’s districts, associations and staff unions. “After all, we have an African-American president and Martha Mitchell, president of the DLAMC, welcomed the minorities in leadership roles throughout our government. many guests in attendance and asked all to take a moment All votes matter should be a mute point, but it is not. of silence. “In light of the recent terrorist acts and tragedies “Unfortunately, some have turned a deaf ear to these throughout the world, let’s take a moment to remember the ‘rights’ and have failed to go to polls due to weather, victims and families and to ask for peace on earth in our state, non-interest or other excuses.” our country and the world,” she said. She recalled the years of hard work, marches, bloodshed, OEA President Becky Higgins greeted attendees with suffering and dying to gain the right to vote. highlights of Allen’s career as a Columbus teacher, as “Even in 2015, there are some who try to deny that vote. Vice-President of the Columbus Education Association and a We see voter suppression through intimidation and member of the local’s first bargaining team, and as a Human discouragement. A potential voter may feel shy or unsure, Relations consultant for OEA. “It is always a special occasion find lines too long to stand in, or find that further attempts when we can come together to recognize our own while to vote just aren’t worth the effort. We may have the right honoring the memory of Doris L. Allen,” Higgins said. to vote, but we are still in a battle for our lives.” Continuing the tribute, Mitchell spoke of Allen’s work. Wade-Dillon asked attendees to “become advocates for In 1974, while returning from a NEA Human Relations those who can least fight for themselves, to be intentional, Conference in Washington, DC, the plane in which she was and to fight a system that would rather put money into traveling crashed, leaving no survivors. Later that year, incarceration than education.” She implored members to delegates to the OEA’s Representative Assembly elected to remember that “all votes matter and to call on elected change the name of the Black Caucus to the Doris L. Allen officials regarding gun laws, and to provide an opportunity Minority Caucus (DLAMC) in her honor. Today, the DLAMC for children to become what they want to be when they provides a broad base of representation to advance human and grow up, and that being alive is part of that equation.” civil rights for all working in Ohio’s educational system. “We must continue to make our discontent be known, In his invocation, M. J. Burkett said, “As we meet and enjoy continue to be change agents to make all votes matter— the fellowship we have tonight, we are reminded of the great because we all matter,” she said. strength we gain through our diversity.” Mitchell challenged everyone in the audience to The Rev. Dr. Gloria Wade-Dillon, an educator for over register 10 new voters during the coming year. 34 years and retired counselor to Xenia Community Schools, The evening culminated with the presentation of the presented an inspirational keynote address. Wade-Dillon, who 2015 DLAMC Apple Award to the North Eastern Ohio is a poet, writer and singer, opened her talk recalling what it Education Association (NEOEA) recognizing its efforts to was like to be in charge of children during scary times. maintain minority involvement in the district. OEA Board of Directors actions October December t its meeting held October 24, the OEA Board of Directors t its meeting held December 4, the OEA Board Aapproved the following President’s recommendations: Aof Directors approved the following President’s n The appointment of the following to the Strategic recommendations: Priorities Oversight Committee: Scott DiMauro, Becky n The placement of Sandra Lewis on the RA Steering Higgins, Mark Hill, Theresa Lemus Santos, Tim Myers, Committee replacing Ella Jordan Isaac. Sophia Rodriguez and Sheryl Mathis-ex officio. n The placement of Mark Hill and Angela Stewart on the n The replacement of Marietta Mack-Hood with Adele Ma- President’s Cabinet. tias on the SERS Retirement Board Screening Committee. n The appointment of the following to the Legislative n Endorsed the Ohio Plan to Achieve Ethnic-Minority Committee: Representation at the National Education Association n Robert Blessinger, representing NEOEA, effective Representative Assembly to be held in Washington, DC, immediately, with a term ending August 31, 2016 (filling July 2-7, 2016. vacancy left upon the resignation of Sarah Carver); n The appointment of Bradley Strong, representing n Gerry Curran, representing CAPITAL, effective NCOEA, effective immediately, to the Convention immediately, with a term ending August 31, 2018; Diane Planning Committee, with a term ending August 31, 2018. Valentino, representing Central OEA/NEA, effective n Accepted the resignation (effective immediately) of immediately, with a term ending August 31, 2017 (filling Elliott Lemberg, representing GLBTC, from the vacancy left upon the election of Soozie Hetterscheidt to Legislative Committee, leaving an unexpired term ending the OEA Board of Directors). August 31, 2017. n The appointment of Celina Bigio, representing DLAMC, n The appointment of George Hoover, representing EOEA, effective immediately, to the Resolutions Committee with to the Collective Bargaining Core Function Committee, a term ending August 31, 2018. with a term ending August 31, 2018. n The appointment of Rebecca Miller, representing NEOEA, n Accepted the resignation (effective immediately) of the effective immediately, to the Organizing Strategy Core following from the Member Rights and Protection Core Function Committee with a term ending August 31, 2016 Function Committee: Sherri Davidson, representing (filling vacancy left upon the election of Debra Lipnos to EOEA, leaving an unexpired term ending August 31, the Board of Directors). 2016; Sherri Osterland, representing NCOEA, leaving n The appointment of Connie Fleming, representing an unexpired term ending August 31, 2017; and Sherri SEOEA, effective immediately, to the Professional Verdier, representing OAESP, leaving an unexpired term Efficacy Core Function Committee with a term ending ending August 31, 2017. August 31, 2018. n The appointment of Kristine Schoeppner, representing In other action, the Board EOEA, effective immediately, to the Organizing Strategy n Core Function Committee with a term ending August 31, Accepted the financial reports for October 31, 2015. 2018. n Approved the recommendation of the Executive Director n The appointment of Karen Lloyd, representing EOEA, to place Peter Brogan in the UniServ Pre-Employment effective immediately, to the Professional Efficacy Core Pool pending the satisfactory completion of a background Function Committee with a term ending August 31, 2017. check. n In other action, the Board Approved the recommendation of the Executive Director n to remove the following from the UniServ Pre-Employ- Accepted the financial reports for August 31, 2015. ment Pool per Policy 600.060: Tyler Skillings and Rebecca n Established the 2015-2016 local option rate of $152.30 for Sovchik. fulltime members and $114.23 (75%) for halftime members n Upheld the denial of legal services to Stephen Gentil. and ESP members if the local option unit occupies office n space in an existing OEA property. If the local option unit Adopted Policy 910.120, Proration of Dues for New does not occupy OEA provided field office space, an Members of a Local Involved in an Internal Organizing additional $12.48 per member is available. Campaign. n n Approved the recommendation of the Executive Director Endorsed Tim Myers for an active seat on the STRS Board to hire Nicholas Gurich as an Education Research Develop- of Directors. ment Consultant pending the satisfactory completion of a n Endorsed Catherine Moss for the active seats on the SERS background check. Board of Directors. n Transmitted the following to the 2015 Fall Representative n Approved the recommendation that Mary Hargreaves, Assembly: Proposed Legislative Policies and the October Educators of Montgomery County, be named the 2016 2015 Affirmative Action Status Report. OEA ESP of the Year. n Forwarded to the Constitution and Bylaws subcommittee, The Board of Directors kicked off the annual OEA FCPE per Board of Directors policy, a new business item dealing drive at the meeting with contributions totaling $3,572. with “OEA office presence in districts.”

26 OHIO SCHOOLS DECEMBER 2015 Jay Riggs begins his employment with OEA as a UniServ Labor Relations Consultant, ARK Service Council (Tiffin). OEA staff news Most recently, Riggs was employed as a UniServ Director at Shawntá Bailey recently transferred to the Westerville office the Illinois Education Association. Prior to that, he was an as Administrative Secretary – Field. Her extension is 1703. Employment Law and Personal Injury Litigation Law Clerk. Nick Gurich recently joined OEA as a UniServ Education He has also served as an Organizer/Field Rep with SEIU and Research Development Consultant, HQ. Gurich has worked the Motion Picture Editors Guild. Riggs has a Labor Studies for over 12 years as a professional in the labor movement Certificate from the University of Illinois, a BA in Political as a field organizer, researcher, and organizing director. He Science from Indiana University, a MA in Political Science was most recently employed by SEIU (International) as a from Ball State University, and a JD from Indiana University. Senior Researcher. Gurich has a BA in Popular Culture from Bowling Green State University, a Geographic Information PROMOTIONS Systems (GIS) Certificate from Columbus State Community Jim Capehart has been appointed Director of Membership. College, and a MA in City and Regional Planning from The Capehart has been employed by OEA since June 2013. He Ohio State University’s Knowlton School of Architecture. was previously employed as the Director of Operations and Page Hicks Customer Service for the Ohio CollegeAdvantage program. recently joined OEA as an Administrative While there, he was responsible for large, complex databases Secretary - Field (Boardman). Hicks has more than seven and was dedicated to quality, customer focused membership years of experience in customer service. Most recently, services. Capehart has a Bachelor of Science degree in she was employed by Maxim Healthcare Services as an Business Administration from West Virginia University. Administrative Office Coordinator. Prior to that, she served in the role of an Editor/Typist at The Vindicator. Rose Keller has been appointed as Director of Legal Services. Will Klatt She has been employed by OEA since May 1995. Keller recently joined the OEA as a Research Technician became the Manager of Legal Services in 2001. She has built (Annex – Organizing Department). Most recently, Klatt was and maintained effective work relationships with the OEA employed by AFSCME Council 8 as project organizing staff. Plan attorneys in addition to overseeing efficient operations of He has worked with several non-profit and fundraising the OEA Legal Services Program. Keller attained a law degree causes within the labor sector, and has been responsible for from Capital University Law School and was admitted to the collecting, researching and analyzing data throughout his ca- Ohio Bar in November 2005. reer. Klatt graduated from Ohio University, Scripps College of Communication with a BA in Media Studies: Politics and RETIREMENTS Media. He also obtained a Masters of Public Administration Beverly Martin, Administrative Assistant in Communications from Ohio University Voinovich School of Leadership & retired October 31 after 16 years of service. During her tenure Public Affairs. at the OEA, Martin worked in the Westerville office and later at the OEA Headquarters in the Government Relations and Communications and Marketing departments. Bank Where Education Is First - Start Saving Money Today!

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Amelia High School teacher Stacy Recker, left, and student Makenzie Mills serve a community Thanksgiving dinner.

Our Amelia High School Community Dinner began as an opportunity to help our struggling families at the high school have a wonderful Thanksgiving dinner, but it became an inspiration for the entire community. STACY RECKER SOCIAL STUDIES TEACHER AND STUDENT COUNCIL ADVISOR

Amelia teacher and student coordinate community Thanksgiving celebration s she worked on her senior project focusing on hunger said. “Several churches in the community made substantial Aissues in America, Makenzie Mills thought about the donations to make sure we could feed our families at the holidays and how much she takes for granted. The Amelia dinner, and also send them home with Kroger gift cards.” High School student was keenly aware of the differences In addition to receiving donations from $10-100, many between the Thanksgiving celebration she enjoys and the asked to help in a non-monetary way. Thanksgiving experienced by many in her school “I think it really touched at something that was dormant community. in our community,” said Recker, who says that in her In late October, Mills met with student council advisor 16 years with West Clermont schools she has never been and social studies teacher Stacy Recker and told her she prouder to work for the district. wanted to hold a dinner for needy families in the school Mills and Principal Stephanie Walker recorded a phone district. call that went to all high school students talking about the Mills said she was inspired by a similar effort by West dinner and how students and their families could reserve Clermont Superintendent Keith Kline who set up a dinner a seat. last winter for families who wanted a meal and whose The meal was planned for students on free and reduced children had been unable to receive school breakfast and lunches as well as for families going through a hard time lunch due to multiple snow day closures. and in need of a meal. About a third of the high school’s Together, Mills and Recker brainstormed and worked 1,100 students qualify for free and reduced lunch. out the logistics for the event. Volunteers decorated and set up the gymnasium for the For the November 25 event, they would need funding dinner. In addition, 20 volunteers worked in two shifts to to cover catering for the traditional Thanksgiving meal— serve food and clear tables. No students volunteered during turkey and gravy, ham, mashed potatoes, green bean the dinner, out of concern that it might make students casserole, dinner rolls and pie—and custodial services. attending uncomfortable. Hosting the dinner in the Amelia High School cafeteria Through the project, 165 people enjoyed a Thanksgiving eliminated the expense of renting a facility. meal and each family received a Kroger gift card valued at The original estimate for Amelia’s Community Dinner more than $100. was $2,647. The Amelia High School student council Mills, who plans to attend Northern Kentucky University donated $1,500 toward the effort. Recker asked Mills to next year to study special education and elementary raise $2,000 to pay for the remaining event costs. education, said she hoped other students see that all it takes In early November, Mills and Recker began seeking to start something like this is telling others. donations via Facebook and through conversations with Recker stressed the importance of listing to students and faculty. In less than a week, they had raised $3,000. encouraging them to pursue their ideas, saying “it helps Due to the success of the social media appeal, Mills teach students empathy and to serve their community, increased her funding goal to over $6,000 so that each family something that has been waning in our society since the at the dinner could take home a $100 Kroger gift card. The Great Society.” community’s response far surpassed the project’s goal. “Makenzie started with a heartfelt dream and came to a “We raised over $7,000 for the event, with donations teacher she knew could help her get it done,” Recker said. coming from a former superintendent now living in New “Together, we inspired a community and helped people Mexico, retired West Clermont teachers living in southern find the true meaning of Thanksgiving.” states, a 1995 graduate who was proud of his alma mater, For more information, go to and many local people who simply wanted to help,” Recker ameliathanksgivingproject.com. MEMBERS IN THE COMMUNITY

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