The JCESC had a vast number of events take place during the 2013-2014 School year.
Annual Administrators' Breakfast Meeting
The Jefferson County Educational Service Center held its annual Administrator's Breakfast Meeting at the Mingo Knights of Columbus Hall on August 8, 2013. Introductions were made by Dr. George Ash including the guest speaker for the event, Dr. Mary Ann Sunyoger, who spoke about her book "Life Lessons." |
Bus Driver In-service
The Jefferson County Educational Service Center held its annual bus driver in-service at the Jefferson County Joint Vocational School on August 6, 2013. This program allowed bus drivers an opportunity to receive 4 hours of training to renew their license to operate district vehicles. Robert Harmon, a spokesperson from the Ohio Department of Education, held the in-service.The presentation included professional development training on routine bus procedures. Key points focused on bus safety issues, requirements to keep students safe, and also addressed distracted driving. In addition, a video called “Where we have been and where we are going” educated bus drivers on the importance of the past and future of transporting our students to school in Ohio. Eighty=four bus drivers attended the event.
The Jefferson County Educational Service Center held its annual bus driver in-service at the Jefferson County Joint Vocational School on August 6, 2013. This program allowed bus drivers an opportunity to receive 4 hours of training to renew their license to operate district vehicles. Robert Harmon, a spokesperson from the Ohio Department of Education, held the in-service.The presentation included professional development training on routine bus procedures. Key points focused on bus safety issues, requirements to keep students safe, and also addressed distracted driving. In addition, a video called “Where we have been and where we are going” educated bus drivers on the importance of the past and future of transporting our students to school in Ohio. Eighty=four bus drivers attended the event.
2013-2014 Best Practice Grants
The Jefferson County Governing Board adopted the classroom Best Practice Grant Program as a way to support teachers’ efforts in utilizing new and existing instructional practices that link curriculum, instruction, and assessment with activities that actively engage students in their own learning. To be considered for funding, grant proposals had to be tied to the College and Career Ready Standards, reflect best instructional practices, and enhance the learning process leading to improved student performance.
At the November meeting, the Jefferson County Governing Board awarded seventeen Best Practice Grants of $500 each to teachers in school districts in the service area. Recipients of the 2013-14 grants are Buckeye Local: Emily Long, Buckeye South; Heather Long, Buckeye North; Jenny Potts, Buckeye South; Edison Local: Alicia Hartman, John Gregg; Deborah Hendricks Edison High; Darlene Mason, Edison High; Harrison Hills: Judy Burris and Tenley Telfer, Harrison North; Alisha Steele, Harrison North; Franci Doty, Harrison East; Indian Creek Local: Dawn Carson, Hills and Wayne; Michele Minto, Indian Creek Middle; Mary Louise Morgan, Hills; Steubenville City: Sarah Naleppa, Pugliese West; Dawn Takach, Pugliese West; Toronto City: Cindy Hinerman, Karaffa; Sarah Kendziorski, Karaffa; Marlene Wolf, Toronto Jr./Sr. High.
Titles of winning grants include Making Reading Fun; Digital Microscopes in the Science Classroom; Let’s Be Authors; Preparation for the Future (College and Careers); Instruct, Assess, and Interact; Beyond the Book Report/Teaching the Essay/and Analytical Grammar; Parent Involvement and Buddy Reading; Language, Laughter, and Learning through Literature; Classroom Listening Center; Accelerate the Learning; Informational Text Library; Adapted Mind Math Program; Implement Technology in the Preschool Classroom to Enhance Learning; Building Character Education in the Classroom to Become Productive Citizens in Society; Differentiation Deepens Responses; Improving Verbal Expression with Evidenced Based Practices; and Junior Analytical Grammar and Mechanics.
The Jefferson County Governing Board adopted the classroom Best Practice Grant Program as a way to support teachers’ efforts in utilizing new and existing instructional practices that link curriculum, instruction, and assessment with activities that actively engage students in their own learning. To be considered for funding, grant proposals had to be tied to the College and Career Ready Standards, reflect best instructional practices, and enhance the learning process leading to improved student performance.
At the November meeting, the Jefferson County Governing Board awarded seventeen Best Practice Grants of $500 each to teachers in school districts in the service area. Recipients of the 2013-14 grants are Buckeye Local: Emily Long, Buckeye South; Heather Long, Buckeye North; Jenny Potts, Buckeye South; Edison Local: Alicia Hartman, John Gregg; Deborah Hendricks Edison High; Darlene Mason, Edison High; Harrison Hills: Judy Burris and Tenley Telfer, Harrison North; Alisha Steele, Harrison North; Franci Doty, Harrison East; Indian Creek Local: Dawn Carson, Hills and Wayne; Michele Minto, Indian Creek Middle; Mary Louise Morgan, Hills; Steubenville City: Sarah Naleppa, Pugliese West; Dawn Takach, Pugliese West; Toronto City: Cindy Hinerman, Karaffa; Sarah Kendziorski, Karaffa; Marlene Wolf, Toronto Jr./Sr. High.
Titles of winning grants include Making Reading Fun; Digital Microscopes in the Science Classroom; Let’s Be Authors; Preparation for the Future (College and Careers); Instruct, Assess, and Interact; Beyond the Book Report/Teaching the Essay/and Analytical Grammar; Parent Involvement and Buddy Reading; Language, Laughter, and Learning through Literature; Classroom Listening Center; Accelerate the Learning; Informational Text Library; Adapted Mind Math Program; Implement Technology in the Preschool Classroom to Enhance Learning; Building Character Education in the Classroom to Become Productive Citizens in Society; Differentiation Deepens Responses; Improving Verbal Expression with Evidenced Based Practices; and Junior Analytical Grammar and Mechanics.
Regional Spelling Bee
For 30 years, the Steubenville Herald Star newspaper, six local/city school districts, along with eligible nonpublic schools located in these school district communities, have supported class, school, and district spelling bees under the rules established by the Scripps National Spelling Bee. Jefferson County ESC facilitates the final competition prior to the annual national bee held in Washington, D.C. in late May or early June.
During the tenure of the regional competition, many local sponsors have supported the annual bee held this year on Saturday, March 8, at Buckeye North Elementary. Eastern Gateway Community College, Huntington Bank, Ohio Lottery Commission, AMTRAK and Uniglobe Travel, and Steubenville Rotary Club, along with the Herald Star, Scripps National Spelling Bee, and the Jefferson County Educational Service Center are the current sponsors of the Jefferson/Harrison County Regional Spelling Bee. Students in grades five through eight from Buckeye, Edison, Harrison Hills, Indian Creek, Steubenville, and Toronto School Districts participate in the bee. Nonpublic school students from the Diocese of Steubenville, Jefferson County Christian School, Virtual Schools, and Home Schoolers are also eligible to participate.
Volunteers from West Liberty University, Franciscan University, Eastern Gateway Community College, and participating school districts provide expertise as pronouncer, assistant pronouncer, judges, and recorder for the regional bee. The 2014 officials included: Mary Ann Zeroski, Pronouncer; Paula Diorio, Assistant Pronouncer; Dr. David Schaefer from Franciscan University, Recorder; Dr. Stephen Criniti and Dr. Jeremy Larance from West Liberty University and Connie Salvayon from Eastern Gateway Community College served as judges for the bee.
The Spelling Bee committee consists of one representative from each participating district, the sponsors, the pronouncer, and the ESC coordinators. The committee facilitates the activities from October through March of each school year. Ron Sismondo from JCESC chaired the committee. The 2014 committee members included Blair Closser, JCESC; Clyde DiAngelo, JCESC; Linda Lenzi, JCESC; Susie Nolan, Buckeye Local; Mary Ann Hoobler, Edison Local; Ken Parker and Amanda Minalga, Harrison Hills; Toni Dondzila, Indian Creek Local; Sue Ebie, Ohio Virtual Academy; Mary Barnes, Steubenville; and Marlene Wolf, Toronto.
The generous sponsors provide the following prizes: the Third International Dictionary, Merriam Webster Thesaurus, Merriam Webster’s Collegiate Dictionary, mint set, trophies, gift certificates from $25 to $250, and an all-expenses paid trip to Washington, D.C. for the champion and family. Huntington Bank gives $25 gift certificates to all participants and alternates as well. The 2014 Regional Bee Champion was Nathan Keenan, grade 8 from Toronto City Schools. Nathan won the Regional Bee for the second consecutive year.
For 30 years, the Steubenville Herald Star newspaper, six local/city school districts, along with eligible nonpublic schools located in these school district communities, have supported class, school, and district spelling bees under the rules established by the Scripps National Spelling Bee. Jefferson County ESC facilitates the final competition prior to the annual national bee held in Washington, D.C. in late May or early June.
During the tenure of the regional competition, many local sponsors have supported the annual bee held this year on Saturday, March 8, at Buckeye North Elementary. Eastern Gateway Community College, Huntington Bank, Ohio Lottery Commission, AMTRAK and Uniglobe Travel, and Steubenville Rotary Club, along with the Herald Star, Scripps National Spelling Bee, and the Jefferson County Educational Service Center are the current sponsors of the Jefferson/Harrison County Regional Spelling Bee. Students in grades five through eight from Buckeye, Edison, Harrison Hills, Indian Creek, Steubenville, and Toronto School Districts participate in the bee. Nonpublic school students from the Diocese of Steubenville, Jefferson County Christian School, Virtual Schools, and Home Schoolers are also eligible to participate.
Volunteers from West Liberty University, Franciscan University, Eastern Gateway Community College, and participating school districts provide expertise as pronouncer, assistant pronouncer, judges, and recorder for the regional bee. The 2014 officials included: Mary Ann Zeroski, Pronouncer; Paula Diorio, Assistant Pronouncer; Dr. David Schaefer from Franciscan University, Recorder; Dr. Stephen Criniti and Dr. Jeremy Larance from West Liberty University and Connie Salvayon from Eastern Gateway Community College served as judges for the bee.
The Spelling Bee committee consists of one representative from each participating district, the sponsors, the pronouncer, and the ESC coordinators. The committee facilitates the activities from October through March of each school year. Ron Sismondo from JCESC chaired the committee. The 2014 committee members included Blair Closser, JCESC; Clyde DiAngelo, JCESC; Linda Lenzi, JCESC; Susie Nolan, Buckeye Local; Mary Ann Hoobler, Edison Local; Ken Parker and Amanda Minalga, Harrison Hills; Toni Dondzila, Indian Creek Local; Sue Ebie, Ohio Virtual Academy; Mary Barnes, Steubenville; and Marlene Wolf, Toronto.
The generous sponsors provide the following prizes: the Third International Dictionary, Merriam Webster Thesaurus, Merriam Webster’s Collegiate Dictionary, mint set, trophies, gift certificates from $25 to $250, and an all-expenses paid trip to Washington, D.C. for the champion and family. Huntington Bank gives $25 gift certificates to all participants and alternates as well. The 2014 Regional Bee Champion was Nathan Keenan, grade 8 from Toronto City Schools. Nathan won the Regional Bee for the second consecutive year.
2013-2014 Value-Added
Value-added analysis is a statistical method that helps educators measure the impact schools and teachers have on students’ academic progress rates from year to year. All Value-Added measures are not the same. In fact, Value-Added measures differ from state to state. Ohio has been careful to select a Value-Added measure that provides educators with information on how they can use data to focus instruction.
Long before Value-Added was implemented into the Ohio’s teacher evaluation system, thousands of educators in Ohio used Value-Added as a valuable tool to see how students are progressing and which teaching methods are having the greatest impact. (The first teacher Value-Added reports were generated in 2006 for a group of pioneering Ohio schools.)
Because many teachers in Ohio began using Value-Added years before it was incorporated into the teacher evaluation system, Ohio has laid a firm foundation that supports using this Value-Added information for professional learning and supporting students.
Ohio’s new evaluation system is built on the fact that no one single measure can determine if a teacher is effective. The evaluation system uses a balanced approach that blends observations by trained educators and many data points. Value-Added is one source of information that is incorporated into the teacher evaluation system.
Ron Sismondo, ESC Supervisor and Regional Value-Added Leader, provides support to districts to train principals and teacher leaders to use Value-Added information for school improvement, analyze teacher Value-Added reports and complete the roster verification process for principals and teachers.
2013-2014 Value-Added Roster Verification Process
Many Ohio teachers receive a Value-Added report each fall that provides important data from the previous school year that schools use in educator evaluations and instructional decision making. Superintendents, principals and teachers get ready in the spring for the next school year’s Value-Added reports through the important process known as roster verification.
Teachers can review and refine their class rosters during roster verification to ensure their classroom time is linked to the correct students for the correct subjects and the proper amount of time. The system allows for complex situations, such as when multiple teachers must claim instructional time for an individual student.
Value-added analysis is a statistical method that helps educators measure the impact schools and teachers have on students’ academic progress rates from year to year. All Value-Added measures are not the same. In fact, Value-Added measures differ from state to state. Ohio has been careful to select a Value-Added measure that provides educators with information on how they can use data to focus instruction.
Long before Value-Added was implemented into the Ohio’s teacher evaluation system, thousands of educators in Ohio used Value-Added as a valuable tool to see how students are progressing and which teaching methods are having the greatest impact. (The first teacher Value-Added reports were generated in 2006 for a group of pioneering Ohio schools.)
Because many teachers in Ohio began using Value-Added years before it was incorporated into the teacher evaluation system, Ohio has laid a firm foundation that supports using this Value-Added information for professional learning and supporting students.
Ohio’s new evaluation system is built on the fact that no one single measure can determine if a teacher is effective. The evaluation system uses a balanced approach that blends observations by trained educators and many data points. Value-Added is one source of information that is incorporated into the teacher evaluation system.
Ron Sismondo, ESC Supervisor and Regional Value-Added Leader, provides support to districts to train principals and teacher leaders to use Value-Added information for school improvement, analyze teacher Value-Added reports and complete the roster verification process for principals and teachers.
2013-2014 Value-Added Roster Verification Process
Many Ohio teachers receive a Value-Added report each fall that provides important data from the previous school year that schools use in educator evaluations and instructional decision making. Superintendents, principals and teachers get ready in the spring for the next school year’s Value-Added reports through the important process known as roster verification.
Teachers can review and refine their class rosters during roster verification to ensure their classroom time is linked to the correct students for the correct subjects and the proper amount of time. The system allows for complex situations, such as when multiple teachers must claim instructional time for an individual student.
Alternative School
The Jefferson County Educational Service Center provides the Alternative School with necessary funding and support so that local schools and students have the necessary resources available to assist at-risk youth. Through the application of grant funding, the JCESC is able to employ the Student Resource Officer and Social Educator/Case Manager to better assist the teachers and staff of the Jefferson County Juvenile Court to assure that all students' and families' needs are being met and addressed accordingly.
The Jefferson County Alternative School Program is an eight-district consortium that provides intervention services. The Jefferson County Educational Service Center has aligned its Strategic Plan with the stakeholders in the consortium to collaborate, raise expectations, build capacity and improve results. This alignment strategy demonstrates one of the basic tenets of Baldrige in that organizations must operate in response to the needs, expectations and requirements of their stakeholders. The goals selected by the Jefferson County Alternative School Program improve student achievement and results with goals and strategies recommended by the State Department of Education and used by district consortium members. The alignment of these goals with the district consortium’s goals has allowed the Jefferson County Alternative School Program to demonstrate effectiveness by reducing absenteeism, demerits totals, days of suspension, dropouts, expulsions and court-ordered placements of students from consortium schools. These goals are also reflected in participant district O.I.P. The Jefferson County Alternative School Program goals of Reading/Language Arts, Mathematics, Safe and Drug Free Learning Environments and Graduation align with each participating school district. However, it should be noted that the consortium alignment may represent parts of a district CCIP, while not encompassing it entirely, as each district’s needs and services vary throughout the consortium.
The Jefferson County Juvenile Court provides a truancy mediation program that helps parents, caregivers and schools find a fair and workable solution to children's truancy and/or behavior problems. This process enables parents and caregivers the opportunity to become more involved in their child's education, helping them learn and reduce truancy. To enhance partnerships with community organizations, community service is provided to non-profit organizations within Jefferson County. This community service program promotes social responsibility, civic awareness and accountability for at-risk youth through a variety of supervised "hands-on" work sites.
The P.R.I.D.E. physical education program focuses on improving self-control, self-discipline and self-esteem. This structured and highly intense program utilizes both physical and mental exercises to accomplish its objectives.
Throughout the years, the student’s at the Alternative School have received mental health counseling in a group setting. For the 2013-2014 school year, the mental health component has drastically changed and is now better serving our students with mental health needs. The new partnership is provided by North Point Consulting and Behavioral Health Services, Inc. North Point is present every school day and is actively involved throughout the day, not just during group counseling hours, which occur for three hours per day. They counsel students to face life's situations in a positive manner. This counseling provides students various ways of handling stress, developing positive relationships and evaluating options to make appropriate choices in school and in the community. North Point Consulting and Behavioral Health Services, Inc. offers daily counseling to all of the students attending the Jefferson County Alternative School. Through this daily interaction, students are gaining knowledge and awareness of positive social interactions, anger management, and decision making skills. These skills will not only assist them in the Alternative School, but will also positively impact their daily lives and interactions outside of school amongst their peers, family, and community.
The Jefferson County Educational Service Center provides the Alternative School with necessary funding and support so that local schools and students have the necessary resources available to assist at-risk youth. Through the application of grant funding, the JCESC is able to employ the Student Resource Officer and Social Educator/Case Manager to better assist the teachers and staff of the Jefferson County Juvenile Court to assure that all students' and families' needs are being met and addressed accordingly.
The Jefferson County Alternative School Program is an eight-district consortium that provides intervention services. The Jefferson County Educational Service Center has aligned its Strategic Plan with the stakeholders in the consortium to collaborate, raise expectations, build capacity and improve results. This alignment strategy demonstrates one of the basic tenets of Baldrige in that organizations must operate in response to the needs, expectations and requirements of their stakeholders. The goals selected by the Jefferson County Alternative School Program improve student achievement and results with goals and strategies recommended by the State Department of Education and used by district consortium members. The alignment of these goals with the district consortium’s goals has allowed the Jefferson County Alternative School Program to demonstrate effectiveness by reducing absenteeism, demerits totals, days of suspension, dropouts, expulsions and court-ordered placements of students from consortium schools. These goals are also reflected in participant district O.I.P. The Jefferson County Alternative School Program goals of Reading/Language Arts, Mathematics, Safe and Drug Free Learning Environments and Graduation align with each participating school district. However, it should be noted that the consortium alignment may represent parts of a district CCIP, while not encompassing it entirely, as each district’s needs and services vary throughout the consortium.
The Jefferson County Juvenile Court provides a truancy mediation program that helps parents, caregivers and schools find a fair and workable solution to children's truancy and/or behavior problems. This process enables parents and caregivers the opportunity to become more involved in their child's education, helping them learn and reduce truancy. To enhance partnerships with community organizations, community service is provided to non-profit organizations within Jefferson County. This community service program promotes social responsibility, civic awareness and accountability for at-risk youth through a variety of supervised "hands-on" work sites.
The P.R.I.D.E. physical education program focuses on improving self-control, self-discipline and self-esteem. This structured and highly intense program utilizes both physical and mental exercises to accomplish its objectives.
Throughout the years, the student’s at the Alternative School have received mental health counseling in a group setting. For the 2013-2014 school year, the mental health component has drastically changed and is now better serving our students with mental health needs. The new partnership is provided by North Point Consulting and Behavioral Health Services, Inc. North Point is present every school day and is actively involved throughout the day, not just during group counseling hours, which occur for three hours per day. They counsel students to face life's situations in a positive manner. This counseling provides students various ways of handling stress, developing positive relationships and evaluating options to make appropriate choices in school and in the community. North Point Consulting and Behavioral Health Services, Inc. offers daily counseling to all of the students attending the Jefferson County Alternative School. Through this daily interaction, students are gaining knowledge and awareness of positive social interactions, anger management, and decision making skills. These skills will not only assist them in the Alternative School, but will also positively impact their daily lives and interactions outside of school amongst their peers, family, and community.
2013-2014 eTPES System
The Ohio Teacher and Principal Evaluation Systems (eTPES) is an online educator evaluation system for statewide use by Ohio districts and schools. Evaluators can collect and store growth and improvement plans, evidence and documented observations to determine educator performance based upon defined rubrics. The electronic system follows the framework for educator evaluation as adopted by the State Board of Education, which includes multiple measures of teacher and principal performance (50 percent) and student academic growth (50 percent).
Jefferson County ESC supervisors were trained to provide trainings for superintendents, principals and teachers on how to navigate and implement the eTPES system. The Jefferson County ESC provided ten fall training sessions on district set-up for principal and teacher performance and ten small spring training sessions on principal and teacher academic growth measures. ESC supervisors were available for follow-up sessions with districts.
Principals’ Leadership Academy
During the 2013-2014 school year, administrators from school districts in the Jefferson County ESC service area, as well as personnel from the ESC and Franciscan University, participated in four professional development sessions focusing on building leadership. All sessions were organized with all levels of administrators. All sessions were held at the Franciscan University of Steubenville.
The October 24th session was titled “Time Management Tips for School Administrators.” The November 14th sessions were titled “Legal Update: A Refresher on Student Discipline Basics” and “Legislative Update: Statehouse Update.” The February 20th session was titled “Technology Showcase” where multiple administrators showcased best practices of the technology they implement to improve student, parent and public awareness along with enhancing analysis of data to increase student achievement. The April 10th session focused on “Hot Topics” that administrators must prioritize such as Common Core, instructional practices, Next Generation Assessments, coaching to improve classroom management and instruction, and dealing with problem behaviors of students.
Administrators completing the academy had the option of purchasing one semester hour of graduate credit from Franciscan University or receiving CEUs from the Jefferson County ESC.
During the 2013-2014 school year, administrators from school districts in the Jefferson County ESC service area, as well as personnel from the ESC and Franciscan University, participated in four professional development sessions focusing on building leadership. All sessions were organized with all levels of administrators. All sessions were held at the Franciscan University of Steubenville.
The October 24th session was titled “Time Management Tips for School Administrators.” The November 14th sessions were titled “Legal Update: A Refresher on Student Discipline Basics” and “Legislative Update: Statehouse Update.” The February 20th session was titled “Technology Showcase” where multiple administrators showcased best practices of the technology they implement to improve student, parent and public awareness along with enhancing analysis of data to increase student achievement. The April 10th session focused on “Hot Topics” that administrators must prioritize such as Common Core, instructional practices, Next Generation Assessments, coaching to improve classroom management and instruction, and dealing with problem behaviors of students.
Administrators completing the academy had the option of purchasing one semester hour of graduate credit from Franciscan University or receiving CEUs from the Jefferson County ESC.
Principals’ Leadership Collaborative
After each morning session of the Principals’ Leadership Academy, district administrators and principals from the Jefferson County ESC service area met in the afternoon to collaborate with other administrators and principals on various initiatives and issues.
The October 24th topics included the OPES and OTES (state evaluation systems for principals and teachers) along with how the evaluation systems will be recorded in eTPES (Electronic Teacher Principal Evaluation System). Also during this session Student Learning Objectives, PARCC assessments, Common Core Resources and various websites were discussed.
The February 14th topics included a follow-up of the legal and legislative presentation from the morning session of the Principals’ Leadership Academy, teacher evaluation walk-throughs, and providing feedback to teachers. Topics also included analyzing value-added teacher reports, resident educator update and a breakout session where elementary and secondary principals could discuss various issues within their buildings.
The February 20th session topic was the concern for absenteeism in schools and how to increase student attendance. Joe Collabella, Jefferson County Alternative School Director, spoke on the issue along with discussion and question and answer session.
The April 10th session topics included a follow-up of OPES/OTES/eTPES implementation, Roster Verification for Value-Added Teacher Reports, and Special Education/IEP updates.
After each morning session of the Principals’ Leadership Academy, district administrators and principals from the Jefferson County ESC service area met in the afternoon to collaborate with other administrators and principals on various initiatives and issues.
The October 24th topics included the OPES and OTES (state evaluation systems for principals and teachers) along with how the evaluation systems will be recorded in eTPES (Electronic Teacher Principal Evaluation System). Also during this session Student Learning Objectives, PARCC assessments, Common Core Resources and various websites were discussed.
The February 14th topics included a follow-up of the legal and legislative presentation from the morning session of the Principals’ Leadership Academy, teacher evaluation walk-throughs, and providing feedback to teachers. Topics also included analyzing value-added teacher reports, resident educator update and a breakout session where elementary and secondary principals could discuss various issues within their buildings.
The February 20th session topic was the concern for absenteeism in schools and how to increase student attendance. Joe Collabella, Jefferson County Alternative School Director, spoke on the issue along with discussion and question and answer session.
The April 10th session topics included a follow-up of OPES/OTES/eTPES implementation, Roster Verification for Value-Added Teacher Reports, and Special Education/IEP updates.
Resident Educator Program
The Resident Educator Program is Ohio’s induction to the teaching profession and now in its third year of a four-year cycle. Each year of the cycle focuses on a different aspect of the Resident Educator Program.
Year 1: One-on-one mentoring with an experienced, trained teacher
Year 2: Differentiated mentor support in one-on-one, co- teaching, and/or cohort settings.
Year 3: Differentiated lesson development to prepare teachers for the Resident Educator Summative Assessment (RESA). All Resident Educators must successfully complete the Resident Educator Summative Assessment. They may prepare for and take the assessment in Year 3 of their program.
Year 4: Resident Educators have the opportunity to take or retake any tasks not completed in Year 3 of the program during year 4.
Resident Educators in Year 4 of the Resident Educator Program are experienced professionals who realize the complexities of teaching and are continually striving to improve their teaching practices. In Year 4, Resident Educators discover how their skills and knowledge in teaching can lead to teacher leadership. Year 4 Resident Educators have opportunities to explore professional interests, to be innovative and creative, and to discover skills and talents within and outside of their local school learning community.
Throughout the four-year program, Resident Educators and their assigned mentors from Jefferson and Harrison County districts, JVS, Diocese of Steubenville, and Board of DD attend at least two cohort capacity-building sessions with fellow Resident Educators and mentors. Facilitated by JCESC coordinators, the fall session sets expectations for the year and prepares new teachers for the Formative Progress Review (FPR). The FPR, a snapshot of the Resident Educator’s progress during the school year, is the focus of the spring session. The FPR is used to establish goals and expectations for the following year.
JCESC supervisors work with District Mentor Coordinators (DMCs) who facilitate district-level activities during interim periods between the cohort capacity building meetings. ESC staff provide ongoing guidance and updates to participating school districts throughout the school year. They provide zip files or program binders containing resources such as ODE requirements, program foundations, and reports required throughout Years 1-4.
Recruiting eligible classroom teachers for mentors and Year 3 facilitators is an annual, ongoing process in each district. JCESC personnel coordinate the two-day training required for teachers desiring to become credentialed mentors.
ESC staff members coordinating the Resident Educator Program attend two Ohio Department of Education (ODE) training events each fall and spring. Upon return, they meet with District Mentor Coordinators (DMCs) and plan subsequent activities for Resident Educators and mentors.
The Resident Educator Program is Ohio’s induction to the teaching profession and now in its third year of a four-year cycle. Each year of the cycle focuses on a different aspect of the Resident Educator Program.
Year 1: One-on-one mentoring with an experienced, trained teacher
Year 2: Differentiated mentor support in one-on-one, co- teaching, and/or cohort settings.
Year 3: Differentiated lesson development to prepare teachers for the Resident Educator Summative Assessment (RESA). All Resident Educators must successfully complete the Resident Educator Summative Assessment. They may prepare for and take the assessment in Year 3 of their program.
Year 4: Resident Educators have the opportunity to take or retake any tasks not completed in Year 3 of the program during year 4.
Resident Educators in Year 4 of the Resident Educator Program are experienced professionals who realize the complexities of teaching and are continually striving to improve their teaching practices. In Year 4, Resident Educators discover how their skills and knowledge in teaching can lead to teacher leadership. Year 4 Resident Educators have opportunities to explore professional interests, to be innovative and creative, and to discover skills and talents within and outside of their local school learning community.
Throughout the four-year program, Resident Educators and their assigned mentors from Jefferson and Harrison County districts, JVS, Diocese of Steubenville, and Board of DD attend at least two cohort capacity-building sessions with fellow Resident Educators and mentors. Facilitated by JCESC coordinators, the fall session sets expectations for the year and prepares new teachers for the Formative Progress Review (FPR). The FPR, a snapshot of the Resident Educator’s progress during the school year, is the focus of the spring session. The FPR is used to establish goals and expectations for the following year.
JCESC supervisors work with District Mentor Coordinators (DMCs) who facilitate district-level activities during interim periods between the cohort capacity building meetings. ESC staff provide ongoing guidance and updates to participating school districts throughout the school year. They provide zip files or program binders containing resources such as ODE requirements, program foundations, and reports required throughout Years 1-4.
Recruiting eligible classroom teachers for mentors and Year 3 facilitators is an annual, ongoing process in each district. JCESC personnel coordinate the two-day training required for teachers desiring to become credentialed mentors.
ESC staff members coordinating the Resident Educator Program attend two Ohio Department of Education (ODE) training events each fall and spring. Upon return, they meet with District Mentor Coordinators (DMCs) and plan subsequent activities for Resident Educators and mentors.
Beginning Principal Mentoring Program (BPMP)
Principals Matter! Research has consistently demonstrated School Leadership is second only to effective instruction in impacting student achievement (Leithwood et el, 2010). It is critical that a building leader focuses on effective instruction and higher student achievement for all students. We believe a high quality Principal Mentoring Program will provide the bridge between preparation programs and practice and help develop highly effective Principals who will have the ability to successfully lead our schools in Jefferson/Harrison/Carrollton Counties. As noted previously, the days of “sink or swim” must come to an end, if we are to meet the challenges of today’s educational system.
The Jefferson County Educational Service Center was one of five agencies awarded the two-year, Beginning Principal Mentoring Program Grant. The Program had 14 Beginning Principals (9 - 1st year and 5 - 2nd year), 12 Mentors, and 6 District Liaisons. Five Professional Development sessions were held throughout the 2013-2014 school year, that covered various topics to assist the Beginning Principal. The Directors of the BPMP were Blair Closser and Ron Sismondo. Clyde DiAngelo served as the ESC Facilitator.
Throughout the four-year program, Resident Educators and their assigned mentors from Jefferson and Harrison County districts, JVS, Diocese of Steubenville, and Board of DD attend at least two cohort capacity-building sessions with fellow Resident Educators and mentors. Facilitated by JCESC coordinators, the fall session sets expectations for the year and prepares new teachers for the Formative Progress Review (FPR). The FPR, a snapshot of the Resident Educator’s progress during the school year, is the focus of the spring session. The FPR is used to establish goals and expectations for the following year.
JCESC supervisors work with District Mentor Coordinators (DMCs) who facilitate district-level activities during interim periods between the cohort capacity building meetings. ESC staff provide ongoing guidance and updates to participating school districts throughout the school year. They provide zip files or program binders containing resources such as ODE requirements, program foundations, and reports required throughout Years 1-4.
Recruiting eligible classroom teachers for mentors and Year 3 facilitators is an annual, ongoing process in each district. JCESC personnel coordinate the two-day training required for teachers desiring to become credentialed mentors.
ESC staff members coordinating the Resident Educator Program attend two Ohio Department of Education (ODE) training events each fall and spring. Upon return, they meet with District Mentor Coordinators (DMCs) and plan subsequent activities for Resident Educators and mentors.
Principals Matter! Research has consistently demonstrated School Leadership is second only to effective instruction in impacting student achievement (Leithwood et el, 2010). It is critical that a building leader focuses on effective instruction and higher student achievement for all students. We believe a high quality Principal Mentoring Program will provide the bridge between preparation programs and practice and help develop highly effective Principals who will have the ability to successfully lead our schools in Jefferson/Harrison/Carrollton Counties. As noted previously, the days of “sink or swim” must come to an end, if we are to meet the challenges of today’s educational system.
The Jefferson County Educational Service Center was one of five agencies awarded the two-year, Beginning Principal Mentoring Program Grant. The Program had 14 Beginning Principals (9 - 1st year and 5 - 2nd year), 12 Mentors, and 6 District Liaisons. Five Professional Development sessions were held throughout the 2013-2014 school year, that covered various topics to assist the Beginning Principal. The Directors of the BPMP were Blair Closser and Ron Sismondo. Clyde DiAngelo served as the ESC Facilitator.
Throughout the four-year program, Resident Educators and their assigned mentors from Jefferson and Harrison County districts, JVS, Diocese of Steubenville, and Board of DD attend at least two cohort capacity-building sessions with fellow Resident Educators and mentors. Facilitated by JCESC coordinators, the fall session sets expectations for the year and prepares new teachers for the Formative Progress Review (FPR). The FPR, a snapshot of the Resident Educator’s progress during the school year, is the focus of the spring session. The FPR is used to establish goals and expectations for the following year.
JCESC supervisors work with District Mentor Coordinators (DMCs) who facilitate district-level activities during interim periods between the cohort capacity building meetings. ESC staff provide ongoing guidance and updates to participating school districts throughout the school year. They provide zip files or program binders containing resources such as ODE requirements, program foundations, and reports required throughout Years 1-4.
Recruiting eligible classroom teachers for mentors and Year 3 facilitators is an annual, ongoing process in each district. JCESC personnel coordinate the two-day training required for teachers desiring to become credentialed mentors.
ESC staff members coordinating the Resident Educator Program attend two Ohio Department of Education (ODE) training events each fall and spring. Upon return, they meet with District Mentor Coordinators (DMCs) and plan subsequent activities for Resident Educators and mentors.
Report from Dave Lucas
As the Jefferson County Educational Service Center Work-Study Coordinator (JCESC), my role is described as “Designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing adult education, adult services, independent living, or community participation.”
I have brought in representatives from organizations such as Eastern Gateway Community College, Jefferson County Community Action Council, Bureau of Rehabilitation, and Transition to Bridges to assist students with disabilities to further their careers in post-secondary education, job training, employment opportunities, adult education classes, and independent living assistance.
The JCESC annual work-study report covers Buckeye Local, Edison Local, Indian Creek, and the Jefferson County Joint Vocational Schools. There are 180 students participating in the program. I wrote 50 Individual Educational Plan Evaluations for students with disabilities who are going to attend the Jefferson County Joint Vocational School. I participated in Individual Education Plans by helping students with disabilities make wise choices about their future goals into adulthood. I had 120 classroom visits, meeting with intervention specialists to assist them with helping the children succeed in the classroom. I met with 92 students on a one-to-one basis to help them plan for their transition from high school to job-training or post-secondary education. I have 12 students in the work-study program who were in workstations in the school settings where they could earn school credit. I have one student working at 84 Lumber earning money on the job. The Community Action Council paid the student $1235.35 to work at the job site. Finally, I assist students with disabilities find summer jobs through the Youth Investment Act Program.
As the Jefferson County Educational Service Center Work-Study Coordinator (JCESC), my role is described as “Designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing adult education, adult services, independent living, or community participation.”
I have brought in representatives from organizations such as Eastern Gateway Community College, Jefferson County Community Action Council, Bureau of Rehabilitation, and Transition to Bridges to assist students with disabilities to further their careers in post-secondary education, job training, employment opportunities, adult education classes, and independent living assistance.
The JCESC annual work-study report covers Buckeye Local, Edison Local, Indian Creek, and the Jefferson County Joint Vocational Schools. There are 180 students participating in the program. I wrote 50 Individual Educational Plan Evaluations for students with disabilities who are going to attend the Jefferson County Joint Vocational School. I participated in Individual Education Plans by helping students with disabilities make wise choices about their future goals into adulthood. I had 120 classroom visits, meeting with intervention specialists to assist them with helping the children succeed in the classroom. I met with 92 students on a one-to-one basis to help them plan for their transition from high school to job-training or post-secondary education. I have 12 students in the work-study program who were in workstations in the school settings where they could earn school credit. I have one student working at 84 Lumber earning money on the job. The Community Action Council paid the student $1235.35 to work at the job site. Finally, I assist students with disabilities find summer jobs through the Youth Investment Act Program.
TREASURERS
In March, 2014, the Treasurer and his assistants moved to new offices within the ESC building. (This marks the first time ever that the Treasurer has had his own office. His assistants are sharing an office with Shaye Nemeth who is the Customer Relations/VLA & Health Benefits Billing Agent). This move has made it possible for the Treasurer’s Office to become more organized and have more space to store items that must be kept for auditing purposes. Along with everyday fiscal and payroll tasks, at the beginning of the 2015 fiscal year, the Treasurer’s Office will undertake the task of converting from a biweekly payroll system to a semi-monthly payroll system. Progress is being made on scanning all paper documents into the Onbase system for easy document retrieval.
In March, 2014, the Treasurer and his assistants moved to new offices within the ESC building. (This marks the first time ever that the Treasurer has had his own office. His assistants are sharing an office with Shaye Nemeth who is the Customer Relations/VLA & Health Benefits Billing Agent). This move has made it possible for the Treasurer’s Office to become more organized and have more space to store items that must be kept for auditing purposes. Along with everyday fiscal and payroll tasks, at the beginning of the 2015 fiscal year, the Treasurer’s Office will undertake the task of converting from a biweekly payroll system to a semi-monthly payroll system. Progress is being made on scanning all paper documents into the Onbase system for easy document retrieval.
EMIS
The Education Management Information System (EMIS) is a statewide data collection system for Ohio’s primary and secondary education, including demographic information, attendance, course information, financial data, and test results.
The Jefferson County Educational Service Center (JCESC) is responsible for reporting data for certain preschool students in Jefferson County.
EMIS is constantly changing as laws are passed requiring changes in data being reported. The 2013-14 school year brought few changes to reporting. However, 2014-15 promises a number of changes to how and when data is reported. The JCESC EMIS Coordinator attended a number of conferences and trainings to prepare for the changes.
The Education Management Information System (EMIS) is a statewide data collection system for Ohio’s primary and secondary education, including demographic information, attendance, course information, financial data, and test results.
The Jefferson County Educational Service Center (JCESC) is responsible for reporting data for certain preschool students in Jefferson County.
EMIS is constantly changing as laws are passed requiring changes in data being reported. The 2013-14 school year brought few changes to reporting. However, 2014-15 promises a number of changes to how and when data is reported. The JCESC EMIS Coordinator attended a number of conferences and trainings to prepare for the changes.
Family and Children First
The Jefferson County Family and Children First program is part of a state-wide initiative that has a goal of ensuring all children enter school ready to learn. The process is a collaborative and interactive network that provides linkage to parents, students, and schools connecting them with community agencies for services.
The Jefferson County Family and Children First program is part of a state-wide initiative that has a goal of ensuring all children enter school ready to learn. The process is a collaborative and interactive network that provides linkage to parents, students, and schools connecting them with community agencies for services.
Itinerant Preschool Services
The itinerant preschool teacher provides services to students in Buckeye Local, Edison Local, Indian Creek Local, and the Head Start Program. Direct services are provided to students between the ages of 3-5 years who are not functioning at an age-appropriate level in the areas of speech/language, cognitive/social, and adaptive behavior. In addition to direct student services, the itinerant teacher provides consultation to parents and teachers by recommending strategies for instruction to meet the developmental needs of children.
The itinerant teacher provides linkage with social agencies such as Help Me Grow, Children & Family First Council, and the Jefferson County Board of Developmental Disabilities. This agency support is a valuable asset to parents seeking guidance for the age-appropriate development of their child.
The itinerant teacher is like a “preschool on wheels” in Jefferson County, where services are provided as needed for all the local school districts.
The itinerant preschool teacher provides services to students in Buckeye Local, Edison Local, Indian Creek Local, and the Head Start Program. Direct services are provided to students between the ages of 3-5 years who are not functioning at an age-appropriate level in the areas of speech/language, cognitive/social, and adaptive behavior. In addition to direct student services, the itinerant teacher provides consultation to parents and teachers by recommending strategies for instruction to meet the developmental needs of children.
The itinerant teacher provides linkage with social agencies such as Help Me Grow, Children & Family First Council, and the Jefferson County Board of Developmental Disabilities. This agency support is a valuable asset to parents seeking guidance for the age-appropriate development of their child.
The itinerant teacher is like a “preschool on wheels” in Jefferson County, where services are provided as needed for all the local school districts.
School Psychology Services
The Jefferson County Educational Service Center employs two school psychologists. Those school psychologists serve the preschool through school-age population in their assigned districts. Currently, the Edison Local and Indian Creek school districts are being served.
The school psychologists are responsible for working with students and their families to identify and address learning and behavior problems that interfere with school success and for evaluating eligibility for special education services within a multidisciplinary team. Furthermore, school psychologists work with teachers to identify and resolve academic barriers to learning and to design academic and behavioral interventions.
The school psychologists also participate in preschool and kindergarten screenings. The screening dates for the 2014-2015 school year were as follows:
Indian Creek – August 5-8, 2014
Edison Local– August 11-12, 2014
Speech Language Pathologists (SLPs)
The Jefferson County Educational Service Center employs two school psychologists. Those school psychologists serve the preschool through school-age population in their assigned districts. Currently, the Edison Local and Indian Creek school districts are being served.
The school psychologists are responsible for working with students and their families to identify and address learning and behavior problems that interfere with school success and for evaluating eligibility for special education services within a multidisciplinary team. Furthermore, school psychologists work with teachers to identify and resolve academic barriers to learning and to design academic and behavioral interventions.
The school psychologists also participate in preschool and kindergarten screenings. The screening dates for the 2014-2015 school year were as follows:
Indian Creek – August 5-8, 2014
Edison Local– August 11-12, 2014
Speech Language Pathologists (SLPs)
The 2013/2014 school year was a busy one for the Speech Language Pathologists (SLPs) who provided intervention services to the students in the Buckeye Local, Edison Local, and Indian Creek Local school districts. In each district, the SLPs worked with students ranging in age from 3-21 who had a variety of communication disabilities. During the 2013/2014 school year, approximately 300 students received direct speech and language intervention services through an Individualized Education Plan (IEP). In addition, 137 students received speech and language intervention services on an at-risk basis. The Speech-language pathologists worked with a full range of communication disorders. The role of the Speech Language Pathologist was to provide the following services:
(1) Screen the speech and language skills of all preschool and kindergarten age children enrolling into the school district.
(2) Evaluate and diagnose speech, language, cognitive-communication and swallowing disorders. A variety of qualitative and quantitative assessment methods are utilized including standardized tests, and other special instruments to analyze and diagnose the nature and extent of speech, language and other impairments.
(3) Treat speech, language, cognitive-communication and swallowing disorders in students of all levels utilizing an individualized plan with both long-term goals and short-term goals established for each individual’s needs.
(4) Services may be provided individually or within groups, depending upon the student’s diagnosis and needs.
(5) Provide a means for additional funding for their respective school district by billing Medicaid for speech and language services.
(1) Screen the speech and language skills of all preschool and kindergarten age children enrolling into the school district.
(2) Evaluate and diagnose speech, language, cognitive-communication and swallowing disorders. A variety of qualitative and quantitative assessment methods are utilized including standardized tests, and other special instruments to analyze and diagnose the nature and extent of speech, language and other impairments.
(3) Treat speech, language, cognitive-communication and swallowing disorders in students of all levels utilizing an individualized plan with both long-term goals and short-term goals established for each individual’s needs.
(4) Services may be provided individually or within groups, depending upon the student’s diagnosis and needs.
(5) Provide a means for additional funding for their respective school district by billing Medicaid for speech and language services.
Preschool Professional Development
The JCESC facilitated 40 hours of high quality professional development for preschool teachers and aides. Seven districts—Buckeye, Edison, Harrison Hills, Indian Creek, Jefferson Country Board of Developmental Disabilities, Steubenville, Toronto—participated in this collaborative venture. Program evaluations indicate preschool teachers and aides appreciate the opportunity to communicate and interact with their colleagues across Jefferson and Harrison Counties. In addition to meeting Ohio Department of Education licensure requirements for preschool classrooms, this professional development series provided preschool personnel instruction in developing age appropriate SLOs, and a working session regarding the new rating system for Step Up To Quality (SUTQ), as well as the completion of required forms. Over the years districts have valued the efficiency and cost effectiveness of this shared professional development model.
The JCESC facilitated 40 hours of high quality professional development for preschool teachers and aides. Seven districts—Buckeye, Edison, Harrison Hills, Indian Creek, Jefferson Country Board of Developmental Disabilities, Steubenville, Toronto—participated in this collaborative venture. Program evaluations indicate preschool teachers and aides appreciate the opportunity to communicate and interact with their colleagues across Jefferson and Harrison Counties. In addition to meeting Ohio Department of Education licensure requirements for preschool classrooms, this professional development series provided preschool personnel instruction in developing age appropriate SLOs, and a working session regarding the new rating system for Step Up To Quality (SUTQ), as well as the completion of required forms. Over the years districts have valued the efficiency and cost effectiveness of this shared professional development model.
Special Education Compliance/Monitoring Training
Throughout the year the Special Education Supervisors of the Jefferson County ESC have offered Special Education Compliance/Monitoring training to the school districts in Jefferson County, Harrison Hills City School District, and the Jefferson County Board of Developmental Disabilities. The training consists of a record review of three components: Writing Compliant Evaluation Team Reports (ETRs), Writing Compliant Individualized Education Programs (IEPs), and Record Keeping.
The ETR component consists of an explanation of Ohio’s ETR process, a review of the onsite monitoring of the areas of Child Find, along with record review questions, evidence required, and sources of documentation for each area of the Child Find items. A handout regarding when to provide a Prior Written Notice to Parents (PR-01) is part of the ETR component.
The IEP component includes onsite monitoring record review items of the areas of the Delivery of Services, along record review questions, evidence required, and sources of documentation for each of the Delivery of Services items; and the areas of Least Restrictive Environment (LRE), along with record review questions, evidence required, and sources of documentation for each of the LRE items. A sample IEP, highlighting the above noted areas, is also reviewed. An additional part of the IEP component is a handout referencing the six components of Writing Measurable Goals and Objectives. These include 1) The Student’s Name, 2) Learner Performance, 3) Quality, 4) Criteria, 5) Conditions, and 6) Timeline. These components must be included in the IEP Section 6, “Measurable Annual Goals.”
The Record Keeping component is very critical when preparing for a Compliance Review. Here discussion revolves around keeping separate files for each Student with a Disability (SWD). The recommended folders are 1) ETR, 2) IEP, 3) Progress Reports, 4) Intervention Logs, 5) Parent Communications, and 6) EMIS. These SWD folders must be kept in a separate file cabinet under lock and key.
This training is part of the ESC Special Education Department goals for helping district personnel take a proactive approach to the compliance/monitoring process so they are not scrambling to recover and organize data after the fact.
Throughout the year the Special Education Supervisors of the Jefferson County ESC have offered Special Education Compliance/Monitoring training to the school districts in Jefferson County, Harrison Hills City School District, and the Jefferson County Board of Developmental Disabilities. The training consists of a record review of three components: Writing Compliant Evaluation Team Reports (ETRs), Writing Compliant Individualized Education Programs (IEPs), and Record Keeping.
The ETR component consists of an explanation of Ohio’s ETR process, a review of the onsite monitoring of the areas of Child Find, along with record review questions, evidence required, and sources of documentation for each area of the Child Find items. A handout regarding when to provide a Prior Written Notice to Parents (PR-01) is part of the ETR component.
The IEP component includes onsite monitoring record review items of the areas of the Delivery of Services, along record review questions, evidence required, and sources of documentation for each of the Delivery of Services items; and the areas of Least Restrictive Environment (LRE), along with record review questions, evidence required, and sources of documentation for each of the LRE items. A sample IEP, highlighting the above noted areas, is also reviewed. An additional part of the IEP component is a handout referencing the six components of Writing Measurable Goals and Objectives. These include 1) The Student’s Name, 2) Learner Performance, 3) Quality, 4) Criteria, 5) Conditions, and 6) Timeline. These components must be included in the IEP Section 6, “Measurable Annual Goals.”
The Record Keeping component is very critical when preparing for a Compliance Review. Here discussion revolves around keeping separate files for each Student with a Disability (SWD). The recommended folders are 1) ETR, 2) IEP, 3) Progress Reports, 4) Intervention Logs, 5) Parent Communications, and 6) EMIS. These SWD folders must be kept in a separate file cabinet under lock and key.
This training is part of the ESC Special Education Department goals for helping district personnel take a proactive approach to the compliance/monitoring process so they are not scrambling to recover and organize data after the fact.
Truancy Mediation
The Jefferson County Juvenile Court Mediation Program is an alternative to formal court action in appropriate instances. The mediation program provides a collaborative solution between schools and parents to find a fair and workable solution to a child’s truancy problem. Truancy Mediation improves attendance without formal involvement of the court.
The Jefferson County Juvenile Court Mediation Program is an alternative to formal court action in appropriate instances. The mediation program provides a collaborative solution between schools and parents to find a fair and workable solution to a child’s truancy problem. Truancy Mediation improves attendance without formal involvement of the court.
Local Professional Development Committee (LPDC)
The Jefferson County Educational Service Center LPDC Consortium completed its 16th year of operation during the 2013-2014 school year. The LPDC enables Ohio educators to connect the professional growth of educators directly to the transition to or the renewal of professional licenses.
The JCESC LPDC Consortium is a multi-district collaborative venture consisting of five school districts, along with the ESC as the facilitator of the consortium. This 42-member LPDC meets the third Wednesday of each month to review and approve credentials and Individual Professional Development Plans (IPDPs) for renewal of teacher, administrator, and treasurer licenses. They also present and implement High Quality Professional Development (HQPD), provided by each of the districts and the ESC, based on the Ohio Standards for Professional Development.
The Jefferson County Educational Service Center LPDC Consortium completed its 16th year of operation during the 2013-2014 school year. The LPDC enables Ohio educators to connect the professional growth of educators directly to the transition to or the renewal of professional licenses.
The JCESC LPDC Consortium is a multi-district collaborative venture consisting of five school districts, along with the ESC as the facilitator of the consortium. This 42-member LPDC meets the third Wednesday of each month to review and approve credentials and Individual Professional Development Plans (IPDPs) for renewal of teacher, administrator, and treasurer licenses. They also present and implement High Quality Professional Development (HQPD), provided by each of the districts and the ESC, based on the Ohio Standards for Professional Development.
GERD ( Gifted, Enrichment, Response to intervention and Differentiated instruction) is the path the ESC has taken to put higher level thinking as the top priority of the gifted education department. These 4 concepts have helped to enhance higher level thinking. Today’s students need to be critical and creative thinkers as well as good problem solves to tackle testing and real world problems.
ESC Staff attempt to train, support and collaborate with teachers interested in gifted education. These GERD team members act as liaisons to their building and districts. The material they collect and their knowledge from the GERD meetings are shared with their colleagues. That is the cornerstone of the GERD program.
Training about “how to” deal with gifted students and how to use differentiation to meet their needs has done through workshops, conferences, phone conversations, and go to meetings.
Beginner Principal Mentor Program (BPMP) has been a wonderful place to start the differentiation march with principals. These educational leaders set the path and must have the knowledge to support teachers in their educational endeavors. The teamwork approach is a much easier path to follow.
Districts can utilize ESC Staff expertise for professional development for gifted, testing, differentiation, response to intervention, home school connection, needs of higher level thinkers, enrichment, fine arts for gifted, creativity, etc.
ESC Staff attempt to train, support and collaborate with teachers interested in gifted education. These GERD team members act as liaisons to their building and districts. The material they collect and their knowledge from the GERD meetings are shared with their colleagues. That is the cornerstone of the GERD program.
Training about “how to” deal with gifted students and how to use differentiation to meet their needs has done through workshops, conferences, phone conversations, and go to meetings.
Beginner Principal Mentor Program (BPMP) has been a wonderful place to start the differentiation march with principals. These educational leaders set the path and must have the knowledge to support teachers in their educational endeavors. The teamwork approach is a much easier path to follow.
Districts can utilize ESC Staff expertise for professional development for gifted, testing, differentiation, response to intervention, home school connection, needs of higher level thinkers, enrichment, fine arts for gifted, creativity, etc.
Virtual Learning Academy
Entertainment Technology Program
Through a partnership with Zulama, JCESC/VLA will serve as an exclusive provider of Zulama courses within the state of Ohio offering a variety of courses in gaming, modern storytelling, digital art and mobile app and game design. “I’m thrilled to be offering Zulama’s courses through VLA. We have explored many online and cyber partnerships and VLA is the one who most closely aligns with Zulama’s high quality standards. VLA is highly committed to their own staff development and training. This in turn leads to their students’ success in the online environment with challenging curriculum such as Zulama’s Entertainment Technology Academy. I wish these creative, college-prep and career-focused options had been available when I was in high school!,” expressed Zulama CEO, Nikki Navta.
This addition to JCESC/VLA is an online, project-based learning environment in order to develop skills to be successful in today’s global workforce. Students can unleash their creativity through science, technology, engineering and mathematics. “The collaboration and the creation that students get to do is far more intrinsically motivating than any other course that I’ve seen offered in my mere 10 years of education”, stated Heather Hibner, a current teacher offering the Entertainment Technology program to her students.
Zulama’s curriculum was created by educators at Carnegie Mellon University’s Entertainment Technology Center. It gives high school students experience with problem solving and thinking creatively—skills they need to earn jobs in a digital world. School Superintendent, Dr. Bart Rocco added, “Students today need to be challenged in an environment with a curriculum that is engaging to them and that prepares them for the world in which they are going to enter. Zulama’s (Entertainment Technology program) was a perfect fit.”
Summer Programs
E-Kids Summer Enrichment Program: The E-Kids Online Enrichment Program is offered to students entering grades K-8. This program is completely online, and can be completed any time of day. Students will be provided with a username and password to gain access to our Learning Management System, where our Virtual Learning Academy is housed. Lessons included within the E-KIDS program: Math, English/Language Arts, Social Studies, Science, Spanish and a concluding Summer Enrichment Project.
Students will have access to a full lesson covering material taught in the selected grade level, giving them a head-start on the coming year. Lessons will include content and assessment, as well as enhancements like interactives, games, worksheets, videos, podcasts, audio files and more! In addition to expanding their knowledge base in the core subjects and the Spanish Language, students will culminate the experience with The Summer Enrichment Project. This project will provide students with an opportunity to develop 21st Century Skills in an online learning environment. Students can explore their creativity and build confidence in their skills, while becoming more proficient in information, media and technology skills.
For those students entering Grades 9-12, a Game Design Bootcamp will be offered in collaboration with Zulama. This is a mini-course created by faculty at Carnegie Mellon University’s Entertainment Technology Center.
Today’s professional game designers understand and implement dynamics from many different types of games. This Bootcamp will take students on a journey to explore ancient cultures, the games played, and how games were designed, using available technology and resources, and about the benefits game playing has within a society. Students will prototype and play games, as well as get hands-on experience creating their own original game, which they will keep.
Bootcamp attendees will learn the mechanics of game design, the creative process of designing a game, and practice what is learned when making a game. Attendees will design, build and decorate a game that will be tested and played. The Bootcamp is being introduced as a supplement to the newly released Entertainment Technology Program through the Virtual Learning Academy (VLA). Through a partnership with Zulama, JCESC/VLA will serve as an exclusive provider of Zulama courses within the State of Ohio offering a variety of courses in: gaming, modern storytelling, digital art and mobile app and game design. The Bootcamp would be a great introduction to gaming, for those students that might be interested. For those students interested in furthering their learning in Entertainment Technology, they can do so with their school district using VLA.
2014 Summer Technology Workshops
The Jefferson County ESC offers a series of Technology Workshops to help education professionals build skills and integrate technology into the curriculum. The 2014 Technology Workshop Series will include the following sessions:
Adventures in Excel
Educaching: A Creative Approach to Learning
The Facets of Differentiation
Projects with Pizzazz!
PBL (Project-Based Learning) What It Is and What It Isn’t
Conquering QR Codes
Using Online Platforms
Workshops are held in the JCESC Training Center and at Belmont Career Center. Attendees can earn CEUs or Graduate Credits through our partnership with Franciscan University of Student.
Technology Training
JCESC reaches beyond both county and state lines providing technology training for teachers and administrative personnel. This year JCESC has presented at numerous conferences in the state of Ohio, including OETC, OSBA Capital Conference and OESCA. Staff have also traveled to other states including North Carolina, Michigan and Pennsylvania to speak at technology conferences,
Topics covered vary depending on the theme of the conference and audiences. Attendees see examples of how online tools are used in the Virtual Learning Academy’s online courses, and how they could utilize the same tools in their classrooms. Teachers can take the information they obtained in the presentation and customize it to fit the needs of their students, subject areas and grade levels. By applying these tools, teachers will help students grow their skills to develop critical thinking, communication, collaboration and creativity, while challenging them in information, media and technology skills.
Entertainment Technology Program
Through a partnership with Zulama, JCESC/VLA will serve as an exclusive provider of Zulama courses within the state of Ohio offering a variety of courses in gaming, modern storytelling, digital art and mobile app and game design. “I’m thrilled to be offering Zulama’s courses through VLA. We have explored many online and cyber partnerships and VLA is the one who most closely aligns with Zulama’s high quality standards. VLA is highly committed to their own staff development and training. This in turn leads to their students’ success in the online environment with challenging curriculum such as Zulama’s Entertainment Technology Academy. I wish these creative, college-prep and career-focused options had been available when I was in high school!,” expressed Zulama CEO, Nikki Navta.
This addition to JCESC/VLA is an online, project-based learning environment in order to develop skills to be successful in today’s global workforce. Students can unleash their creativity through science, technology, engineering and mathematics. “The collaboration and the creation that students get to do is far more intrinsically motivating than any other course that I’ve seen offered in my mere 10 years of education”, stated Heather Hibner, a current teacher offering the Entertainment Technology program to her students.
Zulama’s curriculum was created by educators at Carnegie Mellon University’s Entertainment Technology Center. It gives high school students experience with problem solving and thinking creatively—skills they need to earn jobs in a digital world. School Superintendent, Dr. Bart Rocco added, “Students today need to be challenged in an environment with a curriculum that is engaging to them and that prepares them for the world in which they are going to enter. Zulama’s (Entertainment Technology program) was a perfect fit.”
Summer Programs
E-Kids Summer Enrichment Program: The E-Kids Online Enrichment Program is offered to students entering grades K-8. This program is completely online, and can be completed any time of day. Students will be provided with a username and password to gain access to our Learning Management System, where our Virtual Learning Academy is housed. Lessons included within the E-KIDS program: Math, English/Language Arts, Social Studies, Science, Spanish and a concluding Summer Enrichment Project.
Students will have access to a full lesson covering material taught in the selected grade level, giving them a head-start on the coming year. Lessons will include content and assessment, as well as enhancements like interactives, games, worksheets, videos, podcasts, audio files and more! In addition to expanding their knowledge base in the core subjects and the Spanish Language, students will culminate the experience with The Summer Enrichment Project. This project will provide students with an opportunity to develop 21st Century Skills in an online learning environment. Students can explore their creativity and build confidence in their skills, while becoming more proficient in information, media and technology skills.
For those students entering Grades 9-12, a Game Design Bootcamp will be offered in collaboration with Zulama. This is a mini-course created by faculty at Carnegie Mellon University’s Entertainment Technology Center.
Today’s professional game designers understand and implement dynamics from many different types of games. This Bootcamp will take students on a journey to explore ancient cultures, the games played, and how games were designed, using available technology and resources, and about the benefits game playing has within a society. Students will prototype and play games, as well as get hands-on experience creating their own original game, which they will keep.
Bootcamp attendees will learn the mechanics of game design, the creative process of designing a game, and practice what is learned when making a game. Attendees will design, build and decorate a game that will be tested and played. The Bootcamp is being introduced as a supplement to the newly released Entertainment Technology Program through the Virtual Learning Academy (VLA). Through a partnership with Zulama, JCESC/VLA will serve as an exclusive provider of Zulama courses within the State of Ohio offering a variety of courses in: gaming, modern storytelling, digital art and mobile app and game design. The Bootcamp would be a great introduction to gaming, for those students that might be interested. For those students interested in furthering their learning in Entertainment Technology, they can do so with their school district using VLA.
2014 Summer Technology Workshops
The Jefferson County ESC offers a series of Technology Workshops to help education professionals build skills and integrate technology into the curriculum. The 2014 Technology Workshop Series will include the following sessions:
Adventures in Excel
Educaching: A Creative Approach to Learning
The Facets of Differentiation
Projects with Pizzazz!
PBL (Project-Based Learning) What It Is and What It Isn’t
Conquering QR Codes
Using Online Platforms
Workshops are held in the JCESC Training Center and at Belmont Career Center. Attendees can earn CEUs or Graduate Credits through our partnership with Franciscan University of Student.
Technology Training
JCESC reaches beyond both county and state lines providing technology training for teachers and administrative personnel. This year JCESC has presented at numerous conferences in the state of Ohio, including OETC, OSBA Capital Conference and OESCA. Staff have also traveled to other states including North Carolina, Michigan and Pennsylvania to speak at technology conferences,
Topics covered vary depending on the theme of the conference and audiences. Attendees see examples of how online tools are used in the Virtual Learning Academy’s online courses, and how they could utilize the same tools in their classrooms. Teachers can take the information they obtained in the presentation and customize it to fit the needs of their students, subject areas and grade levels. By applying these tools, teachers will help students grow their skills to develop critical thinking, communication, collaboration and creativity, while challenging them in information, media and technology skills.