The JCESC had a vast number of events take place during the 2014-2015 School year.
AdvancED Accreditation Renewed for JCESC
STEUBENVILLE- The Jefferson County Educational Service Center has officially obtained renewal for its AdvancED NCA CASI accreditation.
Carolyn Gasiorek, director of AdvancED Ohio, addressed the JCESC Governing Board during its regular session on Oct. 20 and presented leaders with a formal plaque. AdvancED NCA CASI (North Central Accreditation Commission on Accreditation and School Improvement) is the largest accreditation body in the world and serves 20 million people internationally, while JCESC is one of only eight Educational Service Centers out of 53 statewide to hold the distinction. With the renewal, it maintains accreditation for another five years.
Gasiorek was part of an AdvancED Quality Assurance Review Team which was on-site this past spring to conduct interviews with JCESC representatives and local school officials about programs and practices. The review focused on effectiveness and efficiency and looked at the impact of teaching and learning, governance and management of leadership, and use of resources, among other areas. After speaking to 120 stakeholders, including superintendents, teachers, board members, administrators, and support staff, team leaders said that JCESC rated very well compared to other agencies worldwide and recommended the agency for renewal.
“Educational Service Agency accreditation is pivotal to leveraging improvement across the entire agency and, indirectly, the constituents it serves,” she said. “Improvement is a result of how well all the parts of the educational system—the educational service center, school district, school, and classroom—work together to meet the needs of students,” she added. “The AdvancED accreditation protocol and the Standards for Quality Educational Service Agencies offer the agency a road map for the pursuit of excellence in education--unleashing their own power to transform.”
She cited several practices that have a significant impact on the JCESC’s effectiveness according to the review, including that the governing body has experience, knowledge and perspective that allows the agency to function at a high level and that the ESC has an ability to lead and serve constituents based on the ability to know when to lead and when to serve the perceived needs of the customer. Gasiorek quoted directly from the report, stating, “Jefferson County ESC uses a balanced approach to leadership and service which has created a culture of trust and collaboration. Through their communication and responsiveness to stakeholders’ needs, the agency is viewed as accessible, dependable and reliable and is respected by its constituents.”
“AdvancED educational service agency accreditation is a distinctive mark of quality and integrity recognized around the globe as the standard for educational excellence,” she added.
Gasiorek presented the plaque to JCESC CEO Dr. George Ash, the governing board and the entire Jefferson County Educational Service Center community.
Dr. Ash was grateful for the accreditation, saying the JCESC was continually working to meet the needs of students and the school districts it serves.
“We appreciate Ms. Gasiorek and AdvancED for this accreditation. It means a lot to the Jefferson County ESC because it always has and always will be a team effort to provide the best services to schools so students ultimately obtain the best education possible.”
(Photo Cutline: Carolyn Gasiorek, director of AdvancED Ohio, presented an accreditation plaque to Kenneth Simeral, president of the Jefferson County Educational Service Center Governing Board, after the ESC’s accreditation was renewed for another five years. JCESC is one of only eight ESCs in Ohio to hold that distinction.)
STEUBENVILLE- The Jefferson County Educational Service Center has officially obtained renewal for its AdvancED NCA CASI accreditation.
Carolyn Gasiorek, director of AdvancED Ohio, addressed the JCESC Governing Board during its regular session on Oct. 20 and presented leaders with a formal plaque. AdvancED NCA CASI (North Central Accreditation Commission on Accreditation and School Improvement) is the largest accreditation body in the world and serves 20 million people internationally, while JCESC is one of only eight Educational Service Centers out of 53 statewide to hold the distinction. With the renewal, it maintains accreditation for another five years.
Gasiorek was part of an AdvancED Quality Assurance Review Team which was on-site this past spring to conduct interviews with JCESC representatives and local school officials about programs and practices. The review focused on effectiveness and efficiency and looked at the impact of teaching and learning, governance and management of leadership, and use of resources, among other areas. After speaking to 120 stakeholders, including superintendents, teachers, board members, administrators, and support staff, team leaders said that JCESC rated very well compared to other agencies worldwide and recommended the agency for renewal.
“Educational Service Agency accreditation is pivotal to leveraging improvement across the entire agency and, indirectly, the constituents it serves,” she said. “Improvement is a result of how well all the parts of the educational system—the educational service center, school district, school, and classroom—work together to meet the needs of students,” she added. “The AdvancED accreditation protocol and the Standards for Quality Educational Service Agencies offer the agency a road map for the pursuit of excellence in education--unleashing their own power to transform.”
She cited several practices that have a significant impact on the JCESC’s effectiveness according to the review, including that the governing body has experience, knowledge and perspective that allows the agency to function at a high level and that the ESC has an ability to lead and serve constituents based on the ability to know when to lead and when to serve the perceived needs of the customer. Gasiorek quoted directly from the report, stating, “Jefferson County ESC uses a balanced approach to leadership and service which has created a culture of trust and collaboration. Through their communication and responsiveness to stakeholders’ needs, the agency is viewed as accessible, dependable and reliable and is respected by its constituents.”
“AdvancED educational service agency accreditation is a distinctive mark of quality and integrity recognized around the globe as the standard for educational excellence,” she added.
Gasiorek presented the plaque to JCESC CEO Dr. George Ash, the governing board and the entire Jefferson County Educational Service Center community.
Dr. Ash was grateful for the accreditation, saying the JCESC was continually working to meet the needs of students and the school districts it serves.
“We appreciate Ms. Gasiorek and AdvancED for this accreditation. It means a lot to the Jefferson County ESC because it always has and always will be a team effort to provide the best services to schools so students ultimately obtain the best education possible.”
(Photo Cutline: Carolyn Gasiorek, director of AdvancED Ohio, presented an accreditation plaque to Kenneth Simeral, president of the Jefferson County Educational Service Center Governing Board, after the ESC’s accreditation was renewed for another five years. JCESC is one of only eight ESCs in Ohio to hold that distinction.)
JCESC Aiding Outreach Program in County Schools Posted 7/10/2015 at 5:35:08 PM
STEUBENVILLE-The Family Recovery Center is expanding its services after being awarded a contract through the Jefferson County Prevention and Recovery Board, and now the organization is working on assisting students in local schools.
Members of the Lisbon-based group met with the Jefferson County Educational Service Center on July 8 to formulate plans for county schools and they will meet again with superintendents in September to begin the process. The center aims to help both youth and adults with substance abuse, mental health and other issues through such programs as the Alcohol and Drug Abuse Prevention Team (ADAPT). Prevention Specialist Carla Bensie said officials would go into the schools and work with students using research-based programs so they have a brighter future.
Officials explained that prevention programs were offered to students in grades K-12, but services are also available for children ages 3 and under.
“Our goal is to increase awareness and outreach on the dangers of drugs and alcohol,” added Judy Hawkins, educational supervisor for the center. “The prevention department’s goal is to reduce traffic fatalities and at-risk behaviors.”
Kimberly Ford, clinical supervisor, added that the clinical department’s goal was to have healthy, well-developed children. Efforts will also focus on problem behaviors which are potentially impacted by poverty, living in foster care, and other issues affecting them and their home life.
“We want to reach out to them and help the children become healthier,” Ford added. “We were awarded the contract to provide prevention and treatment services to children and adults.”
Dr. Chuck Kokiko, chief academic officer for JCESC, said the educational service center would do its part to further the mission in area school districts. Meanwhile, Family and Children First Council Coordinator Linda Trushel said her group will also benefit from the added services.
“With our council, we will get referrals for children with mental health issues so the children get the services they need,” Trushel explained.
Based in Lisbon, the Family Recovery Center has provided assistance in that region since 1973 when it was known as the Columbiana County Area Council on Alcoholism. Services are currently available in Jefferson County and the center will formally establish a site at 601 Market St. in Steubenville come October. For more information, contact the group at (330) 424-0531.
(Photo Cutline: Members of the Jefferson County Educational Service Center met with Family Recovery Center representatives to discuss implementing prevention programs in local schools this fall. Pictured are, front from left, Brenda Foor, ADAPT coordinator; Judy Hawkins, FRC educational supervisor; and Amy Stoddard, FRC program coordinator. Back: Carla Bensie, FRC prevention specialist; Linda Trushel, Family and Children First Council coordinator; Teresa Silvestri, director of education and outreach for JCESC; Dr. George Ash, superintendent of JCESC; Dr. Chuck Kokiko, chief academic officer for JCESC; and Kimberly Ford, FRC clinical supervisor Center.)
STEUBENVILLE-The Family Recovery Center is expanding its services after being awarded a contract through the Jefferson County Prevention and Recovery Board, and now the organization is working on assisting students in local schools.
Members of the Lisbon-based group met with the Jefferson County Educational Service Center on July 8 to formulate plans for county schools and they will meet again with superintendents in September to begin the process. The center aims to help both youth and adults with substance abuse, mental health and other issues through such programs as the Alcohol and Drug Abuse Prevention Team (ADAPT). Prevention Specialist Carla Bensie said officials would go into the schools and work with students using research-based programs so they have a brighter future.
Officials explained that prevention programs were offered to students in grades K-12, but services are also available for children ages 3 and under.
“Our goal is to increase awareness and outreach on the dangers of drugs and alcohol,” added Judy Hawkins, educational supervisor for the center. “The prevention department’s goal is to reduce traffic fatalities and at-risk behaviors.”
Kimberly Ford, clinical supervisor, added that the clinical department’s goal was to have healthy, well-developed children. Efforts will also focus on problem behaviors which are potentially impacted by poverty, living in foster care, and other issues affecting them and their home life.
“We want to reach out to them and help the children become healthier,” Ford added. “We were awarded the contract to provide prevention and treatment services to children and adults.”
Dr. Chuck Kokiko, chief academic officer for JCESC, said the educational service center would do its part to further the mission in area school districts. Meanwhile, Family and Children First Council Coordinator Linda Trushel said her group will also benefit from the added services.
“With our council, we will get referrals for children with mental health issues so the children get the services they need,” Trushel explained.
Based in Lisbon, the Family Recovery Center has provided assistance in that region since 1973 when it was known as the Columbiana County Area Council on Alcoholism. Services are currently available in Jefferson County and the center will formally establish a site at 601 Market St. in Steubenville come October. For more information, contact the group at (330) 424-0531.
(Photo Cutline: Members of the Jefferson County Educational Service Center met with Family Recovery Center representatives to discuss implementing prevention programs in local schools this fall. Pictured are, front from left, Brenda Foor, ADAPT coordinator; Judy Hawkins, FRC educational supervisor; and Amy Stoddard, FRC program coordinator. Back: Carla Bensie, FRC prevention specialist; Linda Trushel, Family and Children First Council coordinator; Teresa Silvestri, director of education and outreach for JCESC; Dr. George Ash, superintendent of JCESC; Dr. Chuck Kokiko, chief academic officer for JCESC; and Kimberly Ford, FRC clinical supervisor Center.)
Board Room Dedicated to Morelli Posted 7/1/2015 at 9:30:40 AM
STEUBENVILLE-Geno Morelli was long known for his dedication to improving education through the Jefferson County Educational Service Center, and now a gathering place for the board has been dedicated in his memory.
Members of the JCESC Governing Board of Trustees formally dedicated the Geno Morelli Board Room at the office in Steubenville on June 30. They were joined by Morelli’s loved ones, including his widow, Elizabeth, children Mark Morelli, Toni Dondzila, and Geno Morelli, and daughter-in-law Renee Morelli. Board members shared their thoughts and memories of a man they said spent many an hour focused on education and serving on both local and state levels.
His resume included long-term stints with the JCESC and Jefferson County Joint Vocational School District Board of Trustees, as well as the Ohio School Boards Association Board of Trustees and Executive Board. Morelli served with the JCESC board for more than a quarter century between 1984 and 2011. During that time, he would hold office as president and gained several state posts.
“He was very involved with the OSBA as the Northeast Region president and also was on state committees,” noted JCESC Governing Board President Ken Simeral. “He always kept us on the edge of our seats.”
“Geno was the one who got me involved,” added board Vice President Larry George. “He was a great guy who was always involved. He was always involved for the students and supported local businesses, and he wanted us to shop locally when we got prices [for projects] and got commitments from us and the JVS.”
George added that Morelli was known across the nation and helped gain awareness about JCESC’s Virtual Learning Academy when it was established.
“He attended a lot of national and regional conventions and it made a steppingstone for us when we first started the VLA,” he commented. “He was a great leader and will never be replaced.”
“He was a true gentleman,” reflected board member Barbara Cunningham.
Morelli, who was born in Steubenville, first attended a one-room schoolhouse before continuing his education in Wintersville. He went on to become a businessman, working with Tony Morelli & Sons, Geno Morelli and Sons, National Lubricating Products and Fernwood Development Co., plus he owned Sunset Window Co. His work in the community included serving as past president of Wintersville Lions Club, Jefferson County Farm Bureau, Wintersville Chamber of Commerce, Wintersville Boosters Club, Ohio Valley Boosters Association, and Ohio Valley Steelmark Committee. He also was past chairman of the United Way of Steubenville, Jefferson County Red Cross, Indian Creek School Levy Committee and the Cross Creek School District Levy Committee and would garner accolades as Ohio Valley Steelmark Steelman of the Year, Wintersville Lions Club Man of the Year and Wintersville Chamber of Commerce Man of the Year. Furthermore, Morelli was a charter member of the Ohio Valley Sales & Executive Club, American Italian Cultural Club, Ohio Valley Opera Guild and Grand Theatre Board of Directors.
Dondzila said her father had agreed to fill a vacant spot on JCESC’s board and remained there for more than two decades.
“He was very active in the community,” she said, adding that he would have been touched by the board’s gesture. “He would just love it. As I have grandkids that go to Indian Creek, I bring them up here with me. I made sure my grandson came up and knew this was dedicated to Dad.”
Son Geno recalled how he also was involved with the Steelmark committee and village chamber of commerce prior to his affiliation with JCESC and Jefferson County JVS.
“That was his pride and joy,” he added.
(Photo Cutline: Family members of the late Geno Morelli, who served as a past president of the Jefferson County Educational Service Center Governing Board, met with current officers to dedicate the Geno Morelli Board Room in his honor. Morelli served on the board from 1984-2011 and was greatly involved in education on both the local and state levels. Pictured are, front from left, Toni Dondzila, wife Elizabeth Morelli, and Renee Morelli. Back: Board member Bill Schaefer, board member Bill Lollini, Mark Morelli, board President Ken Simeral, Geno Morelli, board member Barbara Cunningham, and board Vice President Larry George.)
Contact: Teresa Silvestri
Director of Outreach and Education
Online Tutoring: A Flexible Way to Develop Students’ Full Potential
STEUBENVILLE-Technology has made it possible to receive help at our fingertips. The Jefferson County Educational Service Center (JCESC) is providing even greater access in a venture with an online tutoring program so students within the seven districts it serves can reach their full potential.
In partnership with One on One Learning, a company based in Miami, Fla., the JCESC offers a customized learning program to target the student’s specific needs. Each child is assigned a tutor to fit his or her needs and address specific learning styles. Goals are then set and continuously evaluated through the use of individualized benchmark assessments. Since the tutoring occurs online, it gives the student options to conduct sessions either in school or at home.
One on One Learning has worked to strengthen student learning since 2000. In 2010, the company expanded its services from face-to-face tutoring to online help, enabling it to assist more children across the country. To date, One on One works with some 9,500 students throughout the U.S. By joining with the JCESC, it is giving local students access to the program and a chance to increase their test scores and grades.
“We just formed a new partnership with (JCESC) in September,” said Marcel Monnar, Ed.S., founder and president of One on One Learning. “One on One has provided educational services to ESCs and schools throughout the nation. [Our services] are geared towards the needs of the schools and students.”
The program is primarily geared towards students with learning deficiencies and those who are at risk, but it also works with high achievers and gifted students. Each student begins with a benchmark evaluation in order to provide an individualized program and examine his or her learning styles and habits. Additionally, it focuses on the student’s strengths to help build confidence. Following the evaluation, the student will receive a recommendation suggesting a number of sessions to help address any deficient skills. The tutor will communicate with the parent, teacher or school contact to ensure the student is on a path to successful learning and a progress report will be generated at the end of each week to help strategize improvement.
“We identify what the needs are, why the student is struggling and how much time to tutor, and then we develop the program of study,” Monnar said.
He explained it is available 24 hours a day at home and during regular hours for those at school, while sessions have been held twice a week or more.
“I think the key is it’s flexible to what the school’s need is. We still do face-to-face program, either one
on one or in a group, but the online program is also done one on one or in a group.”
JCESC connected with One on One Learning in an effort to reach two types of people: families and school districts. Since the program is flexible, it works both at home and at school. Monnar said that is a
major benefit.
“We’re excited with the possibility of being able to offer schools a 21st Century way of providing assistance. It’s more flexible to schools and for students, as well as low cost,” Monnar commented.
The Southern Local School District in Salineville, Columbiana County, works with JCESC and is one of two local sites utilizing the program. Superintendent John Wilson said the district has had it for three years and officials have seen much success.
“It’s been fantastic for us,” said Wilson. “We’ve been able to pull kids and give them the intervention they need to help them. We’ve helped 150 kids each year over the last two years and now it’s down to 40. I think it’s a great product.”
Wilson added that the tutoring has also benefitted students who take the Ohio Graduation Test.
Meanwhile, the company’s statistics support the level of improvement seen at Southern Local. A report on program gains showed jumps in online math and reading assessments between fall of 2013 and spring of 2014. Math assessment results for seventh graders went from 40 percent pre-test to 56 post-test; 31 percent to 47 percent in eighth grade; 23 percent to 40 percent in ninth grade; and from 21 percent to 33 percent in 10th grade within the same timeframe. Similar success was seen on reading assessments, with seventh grade students increasing from 21 percent pre-test to 34 percent post-test; eighth graders moving from 39 percent to 53 percent; freshmen going from 43 percent to 52 percent; and sophomores jumping from 32 percent to 45 percent.
Progress like this has JCESC leaders eager to help more students help themselves.
“We are excited to form this venture with One on One Learning. This is a valuable asset to the students and schools we serve,” said Teresa Silvestri, JCESC director of education and outreach. “One on One Learning is providing a pivotal tool to improve learning and help students reach their full potential.”
For more information, contact the JCESC at (740) 283-3347 or [email protected] or view the web site at www.jcesc.k12.oh.us/OnlineTutoring.aspx.
Director of Outreach and Education
Online Tutoring: A Flexible Way to Develop Students’ Full Potential
STEUBENVILLE-Technology has made it possible to receive help at our fingertips. The Jefferson County Educational Service Center (JCESC) is providing even greater access in a venture with an online tutoring program so students within the seven districts it serves can reach their full potential.
In partnership with One on One Learning, a company based in Miami, Fla., the JCESC offers a customized learning program to target the student’s specific needs. Each child is assigned a tutor to fit his or her needs and address specific learning styles. Goals are then set and continuously evaluated through the use of individualized benchmark assessments. Since the tutoring occurs online, it gives the student options to conduct sessions either in school or at home.
One on One Learning has worked to strengthen student learning since 2000. In 2010, the company expanded its services from face-to-face tutoring to online help, enabling it to assist more children across the country. To date, One on One works with some 9,500 students throughout the U.S. By joining with the JCESC, it is giving local students access to the program and a chance to increase their test scores and grades.
“We just formed a new partnership with (JCESC) in September,” said Marcel Monnar, Ed.S., founder and president of One on One Learning. “One on One has provided educational services to ESCs and schools throughout the nation. [Our services] are geared towards the needs of the schools and students.”
The program is primarily geared towards students with learning deficiencies and those who are at risk, but it also works with high achievers and gifted students. Each student begins with a benchmark evaluation in order to provide an individualized program and examine his or her learning styles and habits. Additionally, it focuses on the student’s strengths to help build confidence. Following the evaluation, the student will receive a recommendation suggesting a number of sessions to help address any deficient skills. The tutor will communicate with the parent, teacher or school contact to ensure the student is on a path to successful learning and a progress report will be generated at the end of each week to help strategize improvement.
“We identify what the needs are, why the student is struggling and how much time to tutor, and then we develop the program of study,” Monnar said.
He explained it is available 24 hours a day at home and during regular hours for those at school, while sessions have been held twice a week or more.
“I think the key is it’s flexible to what the school’s need is. We still do face-to-face program, either one
on one or in a group, but the online program is also done one on one or in a group.”
JCESC connected with One on One Learning in an effort to reach two types of people: families and school districts. Since the program is flexible, it works both at home and at school. Monnar said that is a
major benefit.
“We’re excited with the possibility of being able to offer schools a 21st Century way of providing assistance. It’s more flexible to schools and for students, as well as low cost,” Monnar commented.
The Southern Local School District in Salineville, Columbiana County, works with JCESC and is one of two local sites utilizing the program. Superintendent John Wilson said the district has had it for three years and officials have seen much success.
“It’s been fantastic for us,” said Wilson. “We’ve been able to pull kids and give them the intervention they need to help them. We’ve helped 150 kids each year over the last two years and now it’s down to 40. I think it’s a great product.”
Wilson added that the tutoring has also benefitted students who take the Ohio Graduation Test.
Meanwhile, the company’s statistics support the level of improvement seen at Southern Local. A report on program gains showed jumps in online math and reading assessments between fall of 2013 and spring of 2014. Math assessment results for seventh graders went from 40 percent pre-test to 56 post-test; 31 percent to 47 percent in eighth grade; 23 percent to 40 percent in ninth grade; and from 21 percent to 33 percent in 10th grade within the same timeframe. Similar success was seen on reading assessments, with seventh grade students increasing from 21 percent pre-test to 34 percent post-test; eighth graders moving from 39 percent to 53 percent; freshmen going from 43 percent to 52 percent; and sophomores jumping from 32 percent to 45 percent.
Progress like this has JCESC leaders eager to help more students help themselves.
“We are excited to form this venture with One on One Learning. This is a valuable asset to the students and schools we serve,” said Teresa Silvestri, JCESC director of education and outreach. “One on One Learning is providing a pivotal tool to improve learning and help students reach their full potential.”
For more information, contact the JCESC at (740) 283-3347 or [email protected] or view the web site at www.jcesc.k12.oh.us/OnlineTutoring.aspx.
Districts Collaborate to Maximize Efficiency
STEUBENVILLE-Educators are working together to accomplish more, especially when it comes to improving transportation efficiency within their districts.
About 40 representatives from districts from across the region recently gathered at Zane State College in Zanesville to discuss ways of optimizing a $1.76 million Straight A Transportation Grant from the Ohio Department of Education. The grant was awarded last August and is divided among 20 school districts, four educational service centers, a board of developmental disabilities, and two information technology centers. The process came about four years ago when the Jefferson County Educational Service Center (JCESC), East Central Ohio ESC, Muskingum Valley ESC (MVESC), Ohio Valley ESC, Southeastern Ohio Voluntary Education Cooperative (SEOVEC), and Ohio Mid Eastern Regional Educational Service Agency (OME-RESA) united to form the Ohio Shared Services Collaborative to explore district transportation opportunities through a shared services model. Their efforts paid off with the five-year grant, which is managed by MVESC with Noble Local Schools as the lead district. Meanwhile, Northern Local will pilot the project this fall.
The grant’s purpose is to save money by creating a shared services transportation consortium, while the end goal includes reducing idle time for buses, streamlining bus routes, monitoring student ridership, maximizing bus capacity, reducing time for student transport, and sharing parking and bus garage centers. Additionally, an online, multi-district transportation database is being developed to facilitate student scheduling and coordinate communication. The four ESCs and information technology center will help implement the project. The consortium meeting in late March updated entities on progress made thus far to move plans forward.
During the session, officials learned that committees were formed to facilitate and deploy Radio Frequency ID (RFID) technology, while 448 buses were equipped with GPS and RFID systems such as Zonar and Z-Pass. The GPS technology is operational but the RFID pilot launch was set for this spring with full operation eyed in the fall.
Officials said the consortium currently spends $21 million per year transporting public and nonpublic students but could eventually save $4 million over the course of the grant. While transportation costs are on the rise, districts have watched their enrollment has declined by 11,000 students—or 27 percent-- over the past 10 years. Rural districts are also facing a decrease in state reimbursement funds for transportation, as well as the challenge of traveling over a longer distance and rougher terrain than in urban or suburban districts-- something which puts more wear on the units. To put in into perspective, consortium buses travel a distance greater than the circumference of the earth, or roughly 29,596 miles in a single day. All of these factors have motivated leaders to seek more cost-effective means and redirect those savings to enhance students’ education.
Consortium members currently agreed to work together and map student addresses, routes, and associated transportation and school locations; utilize a common transportation database; and meet regularly to review and consider within and cross-district routing and shared transportation locations. By partnering together, the group has instituted a number of communication and support mechanisms and meets monthly to keep districts updated with grant activities.
Ben Keeler, legislative liaison for U.S. Rep. Bill Johnson (R-Marietta), said the collaboration among entities was important since they all shared a common goal.
“We are pleased to see all of the participating districts come together and share resources, utilize services aimed at reducing costs while improving service,” Keeler added. “We look forward to continually supporting our schools and this initiative.”
Mark Kowalski, director of operations for the Harrison Hills City School District, agreed.
“This grant has provided the district with great information on how we currently do business and can improve in the future with student safety in the forefront,” Kowalski said.
“Currently, all buses have been outfitted with technology and district personnel are being trained by the Jefferson County Educational Service Center,” said Dr. Chuck Kokiko, chief academic officer with the JCESC. “As we move forward, district roll-out plans are being coordinated to educate additional school personnel and families on the benefits and uses of the Zonar System and Z-Pass. The goal is to have all districts operational for the beginning of the 2015-16 school year.”
STEUBENVILLE-Educators are working together to accomplish more, especially when it comes to improving transportation efficiency within their districts.
About 40 representatives from districts from across the region recently gathered at Zane State College in Zanesville to discuss ways of optimizing a $1.76 million Straight A Transportation Grant from the Ohio Department of Education. The grant was awarded last August and is divided among 20 school districts, four educational service centers, a board of developmental disabilities, and two information technology centers. The process came about four years ago when the Jefferson County Educational Service Center (JCESC), East Central Ohio ESC, Muskingum Valley ESC (MVESC), Ohio Valley ESC, Southeastern Ohio Voluntary Education Cooperative (SEOVEC), and Ohio Mid Eastern Regional Educational Service Agency (OME-RESA) united to form the Ohio Shared Services Collaborative to explore district transportation opportunities through a shared services model. Their efforts paid off with the five-year grant, which is managed by MVESC with Noble Local Schools as the lead district. Meanwhile, Northern Local will pilot the project this fall.
The grant’s purpose is to save money by creating a shared services transportation consortium, while the end goal includes reducing idle time for buses, streamlining bus routes, monitoring student ridership, maximizing bus capacity, reducing time for student transport, and sharing parking and bus garage centers. Additionally, an online, multi-district transportation database is being developed to facilitate student scheduling and coordinate communication. The four ESCs and information technology center will help implement the project. The consortium meeting in late March updated entities on progress made thus far to move plans forward.
During the session, officials learned that committees were formed to facilitate and deploy Radio Frequency ID (RFID) technology, while 448 buses were equipped with GPS and RFID systems such as Zonar and Z-Pass. The GPS technology is operational but the RFID pilot launch was set for this spring with full operation eyed in the fall.
Officials said the consortium currently spends $21 million per year transporting public and nonpublic students but could eventually save $4 million over the course of the grant. While transportation costs are on the rise, districts have watched their enrollment has declined by 11,000 students—or 27 percent-- over the past 10 years. Rural districts are also facing a decrease in state reimbursement funds for transportation, as well as the challenge of traveling over a longer distance and rougher terrain than in urban or suburban districts-- something which puts more wear on the units. To put in into perspective, consortium buses travel a distance greater than the circumference of the earth, or roughly 29,596 miles in a single day. All of these factors have motivated leaders to seek more cost-effective means and redirect those savings to enhance students’ education.
Consortium members currently agreed to work together and map student addresses, routes, and associated transportation and school locations; utilize a common transportation database; and meet regularly to review and consider within and cross-district routing and shared transportation locations. By partnering together, the group has instituted a number of communication and support mechanisms and meets monthly to keep districts updated with grant activities.
Ben Keeler, legislative liaison for U.S. Rep. Bill Johnson (R-Marietta), said the collaboration among entities was important since they all shared a common goal.
“We are pleased to see all of the participating districts come together and share resources, utilize services aimed at reducing costs while improving service,” Keeler added. “We look forward to continually supporting our schools and this initiative.”
Mark Kowalski, director of operations for the Harrison Hills City School District, agreed.
“This grant has provided the district with great information on how we currently do business and can improve in the future with student safety in the forefront,” Kowalski said.
“Currently, all buses have been outfitted with technology and district personnel are being trained by the Jefferson County Educational Service Center,” said Dr. Chuck Kokiko, chief academic officer with the JCESC. “As we move forward, district roll-out plans are being coordinated to educate additional school personnel and families on the benefits and uses of the Zonar System and Z-Pass. The goal is to have all districts operational for the beginning of the 2015-16 school year.”
Cera Discusses School Funding
STEUBENVILLE-Local school administrators heard from one Ohio leader about the state of funding as it impacts schools and the community.
State Rep. Jack Cera (D-Bellaire) spoke to more than a dozen school officials on March 27 at the Jefferson County Educational Service Center, where he discussed the current budget and looming funding cuts for education and local governments. Although numbers have not been finalized, there was an estimated $74 billion total in state, federal and general revenue funds for the state budget. Cera said the matter was still in discussion within the Statehouse and more details should be known in the coming weeks.
Superintendents from Buckeye Local, Indian Creek, Southern Local, Harrison Hills, Jefferson County Joint Vocational School, and Toronto City Schools joined JCESC Superintendent Dr. George Ash for the gathering, as well as ESC representatives Dr. Chuck Kokiko, Teresa Silvestri, Ron Sismondo, Linda Lenzi, and Blair Closser and Brian Logue of Express Energy.
Cera gave an overview and took questions and comments from the audience. Among the topics were the impact of proposed income tax reductions to communities and what it would mean for education in the foreseeable future. He did not agree with Gov. John Kasich’s plan to cut income taxes, arguing that the sales tax had more impact on the lower to middle class. Cera added that officials in the House were “weary” of such tax discussions and the cuts would also lead to a decrease in Local Government Funds, which are used to finance infrastructure in towns, villages and townships.
Discussion also centered on restoring funds which were affected by cuts so schools could operate effectively.
“The answer to the problem is finding a formula that works and sticking with it. It’s frustrating that we can’t solve the problem. When I first came into office, we made cuts and then restored the funding. Since 2010, we made cuts but never restored it,” he added. “They are using 2012 as a baseline but should use 2010 or 2008. You are not back to where you were in 2010. If you are, then you’re barely there. They have barely increased funding.”
Officials asked if there was any possibility to use the state’s Rainy Day funds for schools. Rep. Cera replied that it would rely on bond ratings but the state has seen budget surpluses for the past four fiscal years. Dr. Ash asked for the state leader’s thoughts on how ESCs would be funded. Cera responded that ESCs provided a multitude of shared services to benefit school districts.
“We may have a good argument there to have them restore it but it’s in the house. I’m hopeful we can get it restored, but it is restored to last year’s [amounts],” Cera opined.
Meanwhile, he said Kasich hoped to use severance funds from the oil and gas industry to offset the income tax reduction. Cera’s plan would bring more of those funds back to the area to benefit communities where shale development is occurring.
“There is a proposal for 20 percent to come back locally and 80 percent goes statewide for the income tax cut, plus there would be deductions that would reduce the amount of funding [the communities receive]. My severance tax proposal would drive 50 percent back to the local area, including the townships where the drilling is to provide funding for infrastructure.”
School leaders asked what they could do to spread the message about funding or to provide information for him to take back to Columbus. Cera replied that focus should be placed on informing Senate officials, such as by testifying before committees and sending letters to representatives.
“We’ve lost a lot of local taxes that used to fund you. Keep communicating [with me] if you have ideas. We’re trying to work with the leadership and our goal is to get to where we can vote for a budget. We’re trying to find things we all can support,” Cera continued. “We have to be comfortable with the education part of the budget before we can approve it.”
Amid more talks, officials noted that schools were struggling to make up hours lost from weather-related cancellations. Buckeye Local Superintendent Mark Miller said it was almost to the point where the districts would rather limit themselves. Educators discussed the ability to raise the minimum hours and pass policies allowing for calamity days, Blizzard bags that provide homework for students during school closings, and make-up days. Other topics included programming for the developmentally disabled and ensuring that funding remained available for that group as well.
Cera said the budget should head to the House floor within the next few weeks with potential passage at the end of April. The final budget must be approved by both the House and Senate by June 30.
(Photo Cutline: Ohio Rep. Jack Cera met with school administrators on March 27 to discuss the state budget and school funding issues.)
STEUBENVILLE-Local school administrators heard from one Ohio leader about the state of funding as it impacts schools and the community.
State Rep. Jack Cera (D-Bellaire) spoke to more than a dozen school officials on March 27 at the Jefferson County Educational Service Center, where he discussed the current budget and looming funding cuts for education and local governments. Although numbers have not been finalized, there was an estimated $74 billion total in state, federal and general revenue funds for the state budget. Cera said the matter was still in discussion within the Statehouse and more details should be known in the coming weeks.
Superintendents from Buckeye Local, Indian Creek, Southern Local, Harrison Hills, Jefferson County Joint Vocational School, and Toronto City Schools joined JCESC Superintendent Dr. George Ash for the gathering, as well as ESC representatives Dr. Chuck Kokiko, Teresa Silvestri, Ron Sismondo, Linda Lenzi, and Blair Closser and Brian Logue of Express Energy.
Cera gave an overview and took questions and comments from the audience. Among the topics were the impact of proposed income tax reductions to communities and what it would mean for education in the foreseeable future. He did not agree with Gov. John Kasich’s plan to cut income taxes, arguing that the sales tax had more impact on the lower to middle class. Cera added that officials in the House were “weary” of such tax discussions and the cuts would also lead to a decrease in Local Government Funds, which are used to finance infrastructure in towns, villages and townships.
Discussion also centered on restoring funds which were affected by cuts so schools could operate effectively.
“The answer to the problem is finding a formula that works and sticking with it. It’s frustrating that we can’t solve the problem. When I first came into office, we made cuts and then restored the funding. Since 2010, we made cuts but never restored it,” he added. “They are using 2012 as a baseline but should use 2010 or 2008. You are not back to where you were in 2010. If you are, then you’re barely there. They have barely increased funding.”
Officials asked if there was any possibility to use the state’s Rainy Day funds for schools. Rep. Cera replied that it would rely on bond ratings but the state has seen budget surpluses for the past four fiscal years. Dr. Ash asked for the state leader’s thoughts on how ESCs would be funded. Cera responded that ESCs provided a multitude of shared services to benefit school districts.
“We may have a good argument there to have them restore it but it’s in the house. I’m hopeful we can get it restored, but it is restored to last year’s [amounts],” Cera opined.
Meanwhile, he said Kasich hoped to use severance funds from the oil and gas industry to offset the income tax reduction. Cera’s plan would bring more of those funds back to the area to benefit communities where shale development is occurring.
“There is a proposal for 20 percent to come back locally and 80 percent goes statewide for the income tax cut, plus there would be deductions that would reduce the amount of funding [the communities receive]. My severance tax proposal would drive 50 percent back to the local area, including the townships where the drilling is to provide funding for infrastructure.”
School leaders asked what they could do to spread the message about funding or to provide information for him to take back to Columbus. Cera replied that focus should be placed on informing Senate officials, such as by testifying before committees and sending letters to representatives.
“We’ve lost a lot of local taxes that used to fund you. Keep communicating [with me] if you have ideas. We’re trying to work with the leadership and our goal is to get to where we can vote for a budget. We’re trying to find things we all can support,” Cera continued. “We have to be comfortable with the education part of the budget before we can approve it.”
Amid more talks, officials noted that schools were struggling to make up hours lost from weather-related cancellations. Buckeye Local Superintendent Mark Miller said it was almost to the point where the districts would rather limit themselves. Educators discussed the ability to raise the minimum hours and pass policies allowing for calamity days, Blizzard bags that provide homework for students during school closings, and make-up days. Other topics included programming for the developmentally disabled and ensuring that funding remained available for that group as well.
Cera said the budget should head to the House floor within the next few weeks with potential passage at the end of April. The final budget must be approved by both the House and Senate by June 30.
(Photo Cutline: Ohio Rep. Jack Cera met with school administrators on March 27 to discuss the state budget and school funding issues.)
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 8, 2014. 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 8, 2014. 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.
2014-2015 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 eighteen Best Practice Grants of $500 each to teachers in school districts in the service area.There were three recipients per district. Winners included: Buckeye Local: Jenny Potts, South Elementary; Tracy Glover, South Elementary; and Jamie Traczyk, West Elementary. Edison Local: Mindy Carpenter, John Gregg Elementary; Cynthia Bordash and Tammy Saphore, Stanton Elementary; Lucas Ramsey, Edison High School. Harrison Hills: Jessica Bennett, Harrison East; Alisha Steele, Harrison North; and Cain Noble, Harrison Hills High School. Indian Creek: Allison Shreve, Hills Elementary; Staci Copeland, ICMS; and Lori Roberts and Jane Bennett, ICMS. Steubenville: Dawn Takach, Pugliese West; Jamie Thompson, Krystal Yourkovich, Helen DeMaria, Pugliese West, and Jackie Reeves, Tessa Morgan, and Kayla Matasick, Harding Middle School. Toronto City: Nikki Wright, Karaffa Elementary; Lynne Donohue, Toronto High School; and Rachael Scott, Karaffa Elementary.
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 eighteen Best Practice Grants of $500 each to teachers in school districts in the service area.There were three recipients per district. Winners included: Buckeye Local: Jenny Potts, South Elementary; Tracy Glover, South Elementary; and Jamie Traczyk, West Elementary. Edison Local: Mindy Carpenter, John Gregg Elementary; Cynthia Bordash and Tammy Saphore, Stanton Elementary; Lucas Ramsey, Edison High School. Harrison Hills: Jessica Bennett, Harrison East; Alisha Steele, Harrison North; and Cain Noble, Harrison Hills High School. Indian Creek: Allison Shreve, Hills Elementary; Staci Copeland, ICMS; and Lori Roberts and Jane Bennett, ICMS. Steubenville: Dawn Takach, Pugliese West; Jamie Thompson, Krystal Yourkovich, Helen DeMaria, Pugliese West, and Jackie Reeves, Tessa Morgan, and Kayla Matasick, Harding Middle School. Toronto City: Nikki Wright, Karaffa Elementary; Lynne Donohue, Toronto High School; and Rachael Scott, Karaffa Elementary.
College Credit Plus Event Draws Crowd
STEUBENVILLE-Hundreds of middle school and high school students and their parents gathered at Eastern Gateway Community College on Thursday to learn how they can simultaneously earn a diploma and college credit.
School and college officials explained College Credit Plus, which gives students in grades 7-12 a chance to take courses from a public university or college. Local school districts hosted the event to explain the program, which is being coordinated by the Jefferson County Educational Service Center. JCESC also negotiated with EGCC on cost figures within the districts.
JCESC Superintendent Dr. George Ash welcomed the crowd and thanked the college and university representatives who were on hand, including Belmont College, EGCC, Kent State University East Liverpool campus and Ohio University Eastern. He further said the audience would get an overview on the program, its requirements, how to get started, and how schools and universities were working together to provide this unique educational experience.
“The College Credit Plus Program will begin in the 2015-16 school year and replaces the Post-Secondary Education Option. At this time, we invite you to get up and visit your schools table, talk with the principal and guidance counselors, and visit with the college and university representatives who are here tonight,” said Dr. Ash.
JCESC Director of Curriculum and Professional Development Blair Closser and EGCC recruiter Sarah Fletcher also addressed the crowd about the benefits and took questions from the audience. In addition, area school leaders from Buckeye Local, Edison, Indian Creek, Jefferson County Joint Vocational School and Toronto had tables and spoke to attendants about the program. Students must sign letters of intent to participate by April 1. Leaders said applications also had to be made to the college of their choice, which would conduct an academic background check to determine whether the student was college-ready. A dialogue would open between the student and schools regarding which courses they wanted to take, and it is possible to receive both a high school diploma and an associate’s degree simultaneously if they followed through with the workload.
Students can receive three or more credit hours for a college course one Carnegie unit at the high school level if successfully completed, while a two credit-hour college course will earn them two-thirds of a high school credit and a one credit-hour college course will covert to one-third of a college credit. In all, students could earn up to 30 credits per year if full time. High school graduation requirements will not be waived as a result of participation in CCP and students will not receive a diploma until after the course is successfully completed and graduation requirements are met. There is no cost for tuition, books, or fees for program courses from a public university or college. High schools may have an agreement with a local college for specific courses; however, students can choose to take CCP courses that would benefit their future from any college. Officials added that classes were available online, at the college or the respective high schools, but the students were responsible for transportation to the college campuses.
Educators, students and even parents had positive comments about the event and program in general.
“There was exceptional turnout,” said Closser. “I think even the principals were surprised with the number of parents and students who showed up. Each of the districts invited colleges within a 30-mile radius. Hopefully we can get more colleges involved next year.”
Dr. Ash was also pleased with the public response, saying there was a large presence among school administrators, board members, superintendents, guidance counselors and teachers. He was also thankful to EGCC for participating.
“I think the positive part is having college representatives from the valley in one place,” said Buckeye Local High School Principal Coy Sudvary. “Having the colleges here to assist parents with their questions is great.”
Sudvary said he noticed definite interest among students who attended from his district.
“It’s a great program and gives college credit that they can take advantage of,” he said.
Fletcher and Donald Bean, a recruiter of Kent State East Liverpool, both said opportunities to save time and money were a big draw for participants.
“It gives the benefit of gaining college credit while still in high school,” Fletcher said. “It basically helps them build confidence. Being able to take a college course now, they will know what to expect, are calmer, and will make better grades.”
“From the college’s perspective, it increases diversity,” Bean added. “I really like students getting into it early and the savings are tremendous.”
Some students expressed their appreciation for having such advantages available to them.
“[It gives me] extra help going into nursing,” said Madison Wells, a junior at Jefferson County JVS.
“I like having the opportunity to start college now,” commented Ryan Maple, a seventh-grader at Indian Creek Middle School, who signed his intent form to take part.
(Photo Cutline: Hundreds of people attended a session at Eastern Gateway Community College to learn more about College Credit Plus, a state program which aims to help students simultaneously earn their diploma and college credit through a unique partnership.)
STEUBENVILLE-Hundreds of middle school and high school students and their parents gathered at Eastern Gateway Community College on Thursday to learn how they can simultaneously earn a diploma and college credit.
School and college officials explained College Credit Plus, which gives students in grades 7-12 a chance to take courses from a public university or college. Local school districts hosted the event to explain the program, which is being coordinated by the Jefferson County Educational Service Center. JCESC also negotiated with EGCC on cost figures within the districts.
JCESC Superintendent Dr. George Ash welcomed the crowd and thanked the college and university representatives who were on hand, including Belmont College, EGCC, Kent State University East Liverpool campus and Ohio University Eastern. He further said the audience would get an overview on the program, its requirements, how to get started, and how schools and universities were working together to provide this unique educational experience.
“The College Credit Plus Program will begin in the 2015-16 school year and replaces the Post-Secondary Education Option. At this time, we invite you to get up and visit your schools table, talk with the principal and guidance counselors, and visit with the college and university representatives who are here tonight,” said Dr. Ash.
JCESC Director of Curriculum and Professional Development Blair Closser and EGCC recruiter Sarah Fletcher also addressed the crowd about the benefits and took questions from the audience. In addition, area school leaders from Buckeye Local, Edison, Indian Creek, Jefferson County Joint Vocational School and Toronto had tables and spoke to attendants about the program. Students must sign letters of intent to participate by April 1. Leaders said applications also had to be made to the college of their choice, which would conduct an academic background check to determine whether the student was college-ready. A dialogue would open between the student and schools regarding which courses they wanted to take, and it is possible to receive both a high school diploma and an associate’s degree simultaneously if they followed through with the workload.
Students can receive three or more credit hours for a college course one Carnegie unit at the high school level if successfully completed, while a two credit-hour college course will earn them two-thirds of a high school credit and a one credit-hour college course will covert to one-third of a college credit. In all, students could earn up to 30 credits per year if full time. High school graduation requirements will not be waived as a result of participation in CCP and students will not receive a diploma until after the course is successfully completed and graduation requirements are met. There is no cost for tuition, books, or fees for program courses from a public university or college. High schools may have an agreement with a local college for specific courses; however, students can choose to take CCP courses that would benefit their future from any college. Officials added that classes were available online, at the college or the respective high schools, but the students were responsible for transportation to the college campuses.
Educators, students and even parents had positive comments about the event and program in general.
“There was exceptional turnout,” said Closser. “I think even the principals were surprised with the number of parents and students who showed up. Each of the districts invited colleges within a 30-mile radius. Hopefully we can get more colleges involved next year.”
Dr. Ash was also pleased with the public response, saying there was a large presence among school administrators, board members, superintendents, guidance counselors and teachers. He was also thankful to EGCC for participating.
“I think the positive part is having college representatives from the valley in one place,” said Buckeye Local High School Principal Coy Sudvary. “Having the colleges here to assist parents with their questions is great.”
Sudvary said he noticed definite interest among students who attended from his district.
“It’s a great program and gives college credit that they can take advantage of,” he said.
Fletcher and Donald Bean, a recruiter of Kent State East Liverpool, both said opportunities to save time and money were a big draw for participants.
“It gives the benefit of gaining college credit while still in high school,” Fletcher said. “It basically helps them build confidence. Being able to take a college course now, they will know what to expect, are calmer, and will make better grades.”
“From the college’s perspective, it increases diversity,” Bean added. “I really like students getting into it early and the savings are tremendous.”
Some students expressed their appreciation for having such advantages available to them.
“[It gives me] extra help going into nursing,” said Madison Wells, a junior at Jefferson County JVS.
“I like having the opportunity to start college now,” commented Ryan Maple, a seventh-grader at Indian Creek Middle School, who signed his intent form to take part.
(Photo Cutline: Hundreds of people attended a session at Eastern Gateway Community College to learn more about College Credit Plus, a state program which aims to help students simultaneously earn their diploma and college credit through a unique partnership.)
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 2015 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 2015 committee members included Blair Closser, JCESC; Patty Ferrell, 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 Jasmine Black, grade 8 from Edison Local.
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 2015 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 2015 committee members included Blair Closser, JCESC; Patty Ferrell, 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 Jasmine Black, grade 8 from Edison Local.
2014-2015 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.
2014-2015 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.
2014-2015 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 2014-2015 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 2014-2015 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.
2014-2015 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 2014-2015 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 session was titled “Due Process, by Judge Dan Spahn.” The November sessions were titled “Ohio Means Jobs" by Mike McGlumphy and Rich Qualtrie. 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 2014-2015 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 session was titled “Due Process, by Judge Dan Spahn.” The November sessions were titled “Ohio Means Jobs" by Mike McGlumphy and Rich Qualtrie. 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 2014-2015 school year, that covered various topics to assist the Beginning Principal. The Directors of the BPMP were Blair Closser and Ron Sismondo.
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 2014-2015 school year, that covered various topics to assist the Beginning Principal. The Directors of the BPMP were Blair Closser and Ron Sismondo.
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.
TREASURER'S REPORT
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.
Occupational therapy is concerned with a person’s ability to participate in daily life activities or “occupations.” In the school setting, occupational therapy practitioners use their unique expertise to help children to prepare for and perform important school-related activities and to fulfill their role as students. Occupational therapists provide specially designed instruction to students with or without disabilities in the areas including but not limited to fine motor skills, visual motor/perceptual skills, self-help skills, sensory processing skills, etc. The roles of the occupational therapist in the school setting are to provide the following services: 1.) evaluate students using a variety of informal and formal assessments to identify deficits in any of the above areas that are negatively impacting their educational performance. 2.) Treat students utilizing an Individualized Education Plan (IEP) with short and long term goals based on the individual’s needs. 3.) Provide education to teachers, staff, and parents in order to maximize the student’s participation and performance in the classroom setting.
The occupational therapist (OT) at Indian Creek Local School District provides services to students ranging in ages 3-21 with a variety of disabilities. The OT also provides services to students on a Response to Intervention (RTI) basis who may not have an IEP. The OT serves all district buildings as well as Jefferson County JVS, School of Bright Promise, and is responsible for evaluating and writing IEPs for Help Me Grow referrals, and for students with Autism that live in the Indian Creek School District, but attend the parochial schools.
Southern Local - Angela Tipton
I am the occupational therapist for Southern Local School District. I provide treatment, evaluations, screenings, and consultative services. As an occupational therapist, I ensure that students can participate in all aspects of school activities including concentrating in the classroom, holding a pencil, book, or musical instrument, and engaging in the social structure of school appropriately. It is my goal for each student, regardless of ability, to be given the resources and tools needed to succeed in school. Students may receive occupational therapy services for a myriad of reasons, but common concerns included fine motor skills, visual perceptual skills, sensory regulation and attention, and social learning. At Southern Local I address all of these concerns as well as provide adaptive equipment that will enable students to perform school tasks. I provide one-on-one and small group treatments as well as treatment in the classroom for carry-over of instruction. At Southern Local, I work closely with staff and meet routinely to discuss the needs and progress of each student receiving therapy services. I also provide techniques for general classroom implantation to improve overall handwriting legibility.
The occupational therapist (OT) at Indian Creek Local School District provides services to students ranging in ages 3-21 with a variety of disabilities. The OT also provides services to students on a Response to Intervention (RTI) basis who may not have an IEP. The OT serves all district buildings as well as Jefferson County JVS, School of Bright Promise, and is responsible for evaluating and writing IEPs for Help Me Grow referrals, and for students with Autism that live in the Indian Creek School District, but attend the parochial schools.
Southern Local - Angela Tipton
I am the occupational therapist for Southern Local School District. I provide treatment, evaluations, screenings, and consultative services. As an occupational therapist, I ensure that students can participate in all aspects of school activities including concentrating in the classroom, holding a pencil, book, or musical instrument, and engaging in the social structure of school appropriately. It is my goal for each student, regardless of ability, to be given the resources and tools needed to succeed in school. Students may receive occupational therapy services for a myriad of reasons, but common concerns included fine motor skills, visual perceptual skills, sensory regulation and attention, and social learning. At Southern Local I address all of these concerns as well as provide adaptive equipment that will enable students to perform school tasks. I provide one-on-one and small group treatments as well as treatment in the classroom for carry-over of instruction. At Southern Local, I work closely with staff and meet routinely to discuss the needs and progress of each student receiving therapy services. I also provide techniques for general classroom implantation to improve overall handwriting legibility.
School Psychology ServicesThe Jefferson County Educational Service Center employs three school psychologists. Those school psychologists serve the preschool through school-age population in their assigned districts. Currently, the Edison Local, Indian Creek, Toronto City, and Southern Local 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 screening. The screening dates for the 2016-2017 school year are as follows:
Edison Local SD -August 15-16th
Brian T. Glenn
I am currently serving as the School Psychologist in two school districts, Toronto City and Southern Local. My experience thus far has been very rewarding as I have worked with a wide range of students and have gained invaluable experience. When you consider the student’s that I’ve worked with that are in specialized units this has given be the opportunity to work with students ranging from Lisbon to Martin’s Ferry I am a first year psychologist so it can be challenging to manage two different districts but the staff at the schools have been a great help and the support from the ESC has also been there whenever I have needed it. With that being said both of the communities have embraced me and I even had the opportunity to coach basketball at Southern Local. I am proud to be a big part of the ESC’s expansion into Columbiana County by working for Southern Local. I take pride and being sure to represent the ESC while in at Southern so that these partnerships can continue to grow
Speech Language Pathologists (SLPs)
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 screening. The screening dates for the 2016-2017 school year are as follows:
Edison Local SD -August 15-16th
Brian T. Glenn
I am currently serving as the School Psychologist in two school districts, Toronto City and Southern Local. My experience thus far has been very rewarding as I have worked with a wide range of students and have gained invaluable experience. When you consider the student’s that I’ve worked with that are in specialized units this has given be the opportunity to work with students ranging from Lisbon to Martin’s Ferry I am a first year psychologist so it can be challenging to manage two different districts but the staff at the schools have been a great help and the support from the ESC has also been there whenever I have needed it. With that being said both of the communities have embraced me and I even had the opportunity to coach basketball at Southern Local. I am proud to be a big part of the ESC’s expansion into Columbiana County by working for Southern Local. I take pride and being sure to represent the ESC while in at Southern so that these partnerships can continue to grow
Speech Language Pathologists (SLPs)
The 2014-2015 school year was a busy one for Speech-Language Pathologists Tina Pearce and Marissa Wanchik who provide specially designed instruction to the students of the Indian Creek Local School District. The SLPs work with students in all district buildings, as well as the Jefferson County Joint Vocational School, and are responsible for evaluations and IEPs of referrals from Help Me Grow and students with Autism that live within the Indian Creek district but attend parochial schools. Students range in age from 3-21, and have a variety of disabilities. During the 2014-2015 school year, approximately 100 students received direct speech and language intervention services through an Individualized Education Plan (IEP). In
addition, 36 students received speech and language intervention services on an at-risk basis through Response to Intervention. The Speech-Language Pathologists work with a full range of communication disorders including articulation, language impairment, apraxia, voice, and fluency. The role of the Speech Language Pathologist is to provide the following services:
(1) 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, in order to analyze and diagnose the
nature and extent of speech, language and other impairments.
(2) 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.
(3) Services may be provided individually or within groups,
depending upon the student’s diagnosis and needs.
The Speech-Language Pathologists who service the Buckeye Local School District are Leslie Adamsky and Marianne Madzia. Leslie and Marianne conduct preschool and kindergarten speech-language screenings, and provide speech-language evaluations, therapy, consultation, and intervention services for the district’s three preschools, three elementary schools, junior high, and high school as well as the local Head Start agencies. They provide therapy for students needing help with articulation, language, social communication, voice, and fluency. In the spring the Speech-Language Pathologists are busy with IEP writing and meetings within their district including IEPs for students transitioning from preschool to kindergarten for the next school year. At the end of the school year, Leslie and Marianne assist with the scoring for the district’s Olympic Challenge, an athletic competition for students receiving special education services.
Leslie and Marianne attended a conference in Zanesville regarding Ethics in the work place. Ethics training is now a requirement for Speech-Language Pathologists for licensure renewal. Marianne also received training in the Language Acquisition through Motor Planning (LAMP) therapy approach
addition, 36 students received speech and language intervention services on an at-risk basis through Response to Intervention. The Speech-Language Pathologists work with a full range of communication disorders including articulation, language impairment, apraxia, voice, and fluency. The role of the Speech Language Pathologist is to provide the following services:
(1) 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, in order to analyze and diagnose the
nature and extent of speech, language and other impairments.
(2) 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.
(3) Services may be provided individually or within groups,
depending upon the student’s diagnosis and needs.
The Speech-Language Pathologists who service the Buckeye Local School District are Leslie Adamsky and Marianne Madzia. Leslie and Marianne conduct preschool and kindergarten speech-language screenings, and provide speech-language evaluations, therapy, consultation, and intervention services for the district’s three preschools, three elementary schools, junior high, and high school as well as the local Head Start agencies. They provide therapy for students needing help with articulation, language, social communication, voice, and fluency. In the spring the Speech-Language Pathologists are busy with IEP writing and meetings within their district including IEPs for students transitioning from preschool to kindergarten for the next school year. At the end of the school year, Leslie and Marianne assist with the scoring for the district’s Olympic Challenge, an athletic competition for students receiving special education services.
Leslie and Marianne attended a conference in Zanesville regarding Ethics in the work place. Ethics training is now a requirement for Speech-Language Pathologists for licensure renewal. Marianne also received training in the Language Acquisition through Motor Planning (LAMP) therapy approach
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.
The JCESC Special Education Department is committed to shared collaborative services and programs. Because of this, we are able to provide a number of services and programs at a lower cost than districts can implement and do for themselves, particularly in the areas of Preschool, School Psychology, Speech Therapy, Occupational Therapy and serving students of the Visually Impaired.
All JCESC staff are state licensed by the Ohio Department of Education. In addition to state licensing requirements, each occupational therapist and speech therapist meets the state’s requirements for state board certification in their respective area.
The licensed staff of the JCESC has served 893 students in the JCESC consortium during the 2014-15 school year. These are specialized services designed to meet the child’s unique educational needs. These services are delivered to the child through the development of an Individual Educational Plan.
Paraprofessionals also are employed by the JCESC to support and ensure student learning. Paraprofessionals support the learning and assist teachers in delivering educational classroom assistance when necessary to teachers.
For the 2015-16 school year, the JCESC has become a Praxis ParaProAssessment Center. This designation has allowed the JCESC to provide assessments for school districts in the ESC consortium for people who wish to become state certified Parapros in district classrooms.
The JCESC was awarded the Braille Production Center Grant on March 9, 2016. This BEST Grant will enable the Visually Impaired Unit to expand and improve Braille services to students. This grant was obtained from the Center for Instructional Supports and Accessible Materials (CISAM) supported by the School for the Blind.
As you can see by the number of students served and the highly qualified staff employed by the JCESC, the JCESC is committed to serving students with disabilities and providing services to district consortium members.
School Liaison Officer
The Jefferson County Liaison Officer is a collaborative agreement with Jefferson County Juvenile Court, Jefferson County ESC, Edison Local, Indian Creek, Jefferson County JVS and the Toronto City School Districts.
The main role and responsibility of the School Liaison Officer is to reduce student absenteeism and improve school attendance. The school liaison officer reviews student records to identify irregular attendance patterns. After reviewing attendance, the liaison officer consults with parents, school officials and the juvenile court to correct poor attendance and assist and help parents understand attendance and behavioral requirements. This pro-active approach has reduced school truancy in each of the four participating school districts this school year.
All JCESC staff are state licensed by the Ohio Department of Education. In addition to state licensing requirements, each occupational therapist and speech therapist meets the state’s requirements for state board certification in their respective area.
The licensed staff of the JCESC has served 893 students in the JCESC consortium during the 2014-15 school year. These are specialized services designed to meet the child’s unique educational needs. These services are delivered to the child through the development of an Individual Educational Plan.
Paraprofessionals also are employed by the JCESC to support and ensure student learning. Paraprofessionals support the learning and assist teachers in delivering educational classroom assistance when necessary to teachers.
For the 2015-16 school year, the JCESC has become a Praxis ParaProAssessment Center. This designation has allowed the JCESC to provide assessments for school districts in the ESC consortium for people who wish to become state certified Parapros in district classrooms.
The JCESC was awarded the Braille Production Center Grant on March 9, 2016. This BEST Grant will enable the Visually Impaired Unit to expand and improve Braille services to students. This grant was obtained from the Center for Instructional Supports and Accessible Materials (CISAM) supported by the School for the Blind.
As you can see by the number of students served and the highly qualified staff employed by the JCESC, the JCESC is committed to serving students with disabilities and providing services to district consortium members.
School Liaison Officer
The Jefferson County Liaison Officer is a collaborative agreement with Jefferson County Juvenile Court, Jefferson County ESC, Edison Local, Indian Creek, Jefferson County JVS and the Toronto City School Districts.
The main role and responsibility of the School Liaison Officer is to reduce student absenteeism and improve school attendance. The school liaison officer reviews student records to identify irregular attendance patterns. After reviewing attendance, the liaison officer consults with parents, school officials and the juvenile court to correct poor attendance and assist and help parents understand attendance and behavioral requirements. This pro-active approach has reduced school truancy in each of the four participating school districts this school year.
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.
Jefferson County Educational Service Center Consortium
Local Professional Development Committee (LPDC)
The Jefferson County Educational Service Center LPDC Consortium completed its 17th year of operation during the 2014-2015 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.
Local Professional Development Committee (LPDC)
The Jefferson County Educational Service Center LPDC Consortium completed its 17th year of operation during the 2014-2015 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.
2015 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 2 sessions given by Linda Lenzi and Patty Ferrell on "Differentiated Instruction with Menus" and "Creativity - All that Glitters".
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.
2015 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 2 sessions given by Linda Lenzi and Patty Ferrell on "Differentiated Instruction with Menus" and "Creativity - All that Glitters".
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.