2010 Ohio Conference

The Ohio Alliance for Public Charter Schools announces:

Aspire to Greatness:
OAPCS 3rd Annual Conference
November 11th-12th, 2010
Hyatt Regency/Columbus Convention Center

New this Year: One day passes will be available for teachers.

Sessions for:

Administrators
Teachers (CEU Credit)
Board Members
Sponsors
And More
 

For more information, please contact:

Becky Leija, Conference Manager
(614) 744-2266, ext. 206
bleija@oapcs.org 

 

The Charter School Movement

Creating schools students want to attend is at the heart of the charter school movement. Charter schools are independently designed and operated, and are committed to improving the academic achievement of every student. Through strong relationships between students and teachers, consistent discipline, and tailored curriculum to fit the needs of each student, charter schools are making
a difference.

Charter schools are public schools open to all students regardless of wealth, gender, race, or religion. They are unique in that teachers, principals, parents, and students can focus on innovative learning techniques without being limited by standardized rules and regulations. Charter schools make a commitment to their students and are held accountable for their success.

The Charter School Market

Ohio’s charter schools serve over 90,000 students through more than 6,000 teachers. Ohio is the 6th largest charter school market in the United States and continues to grow each year, with 2010–2011 enrollment expected to exceed 100,000 students. In 2007, 6 communities in Ohio were named to the “Top 10 Charter Communities by Market Share,” a list published by the National Alliance of Public Charter Schools. What does this mean? It means that an average of nearly 20% of all public school students in these communities, including Columbus, Dayton, and Toledo are attending a public charter school, a strong indication that the movement is making great strides. Unlike traditional public schools where the decision making power lies with the district, charter schools have control of the budget for their school site. As a result, charters operate much like small businesses – giving school leaders the opportunity to work with any vendor they choose.

Why Exhibit?
 

Your solutions offered by the products and services you have developed will help to push charter schools to the next level of education standards. But, what’s in it for you, you may ask. The answer is clear: As a 2010 exhibitor, you gain access to the 85,000 students within your target market – An education based market with the unique capability to make individualized decisions.
Although being an exhibitor is a powerful tool in your marketing strategy, the opportunities do not stop there. We offer exhibitors the opportunity to attend conference educational sessions in order to gain a stronger under-standing of the needs of charter schools.
 

Exhibit Package Pricing

Premium Package – 20 available
• 6’ skirted table and 2 chairs
• Opportunity to present 45 minute workshop.**
• 1 ID Booth Sign
• 2 Full Conference Passes
• 50-Word Company Profile in Conference
Program Guide
• 1/4 Page Ad in Conference Program Guide
• Opportunity to provide an insert to be included in
conference totebag
• Breakfast/Lunch for 2 people on both days
• 1 Membership Directory

$850 Member / $1000 Non-Member

Standard Package – 45 available
• 6’ skirted table and 2 chairs
• 1 ID Booth Sign
• 2 Full Conference Passes
• 50-Word Company Profile in Conference
Program Guide
• Breakfast/Lunch for 2 people on both days
• 1 Membership Directory

$650 Member / $750 Non-Member

Upgrade

Are you interested in having quality time with potential clients? If so, a Premium Package may be just what you are looking for. New in 2010, we will be offering vendors the opportunity to “upgrade” their standard package. With that opportunity you would be given the chance to host a 45 minute workshop to our conference attendees who would select to attend. Throughout the conference, attendees will be able to choose up to 7 different workshops or vendor presentations. Yours would be listed in our conference guide, along with a 100 word description. Consider upgrading and get some quality face to face
time with these school leaders, teachers, board members and parents!
 

** No guarantee is made regarding attendance to
said workshop. Also all workshop material must be
pre-approved by OAPCS. OAPCS reserves the
right to decline any presentation.

Click here for the full brochure on partnership opportunities. This will include all exhibitors terms and conditions.

Click here for an application to participate at the 2010 conference.

 

Ohio Alliance for Public Charter Schools welcomes nominations for the 2010 Annual State Conference Awards. These awards recognize individuals and schools that have made significant contributions to the Association's mission to increase student achievement by supporting and expanding Ohio's quality charter public school movement.

This is the third year that OAPCS will be honoring individuals through the Annual Conference. Last year’s nominations made it clear that there are many charter school advocates working in the trenches everyday who deserve special recognition.

Goals of the Annual Conference Awards:

• To recognize and honor annually individuals who have demonstrated outstanding leadership and excellence
• To model best practices
• To communicate and impact educational issues and policies by awarding excellence in the charter schools movement
 

Deadline:

The deadline to submit an on-line nomination is September 30, 2010.

Click here for the Teacher of the Year form.

Click here for the School Leader of the Year form.

Click here for the Charter School Award form.

 

No late applications will be accepted.

CONGRATULATIONS 2009 AWARD WINNERS!

Teacher of the Year: Alicia Sadonick, Citizens’ Academy, Cleveland

School Leaders of the Year:

• Perry White, Citizens' Academy, Cleveland
• Patricia "GG" Howard, The Arts and College Preparatory Academy, Columbus

Charter School Best Innovative Practice: Noble Academy of Cleveland

 

2010 OAPCS State Conference

 

Thursday, November 11th

8:00 a.m. - 5:30 p.m. Registration/Information/Exhibits open

9:00 a.m. – 10:15 a.m. Breakfast/Welcome/Keynote Address

10:15 a.m. – 10:45 a.m. Break/Exhibits

10:45 a.m. – 11:30 a.m. Breakout Session 1

11:30 a.m. – 11:45 a.m. Break/Exhibits

11:45 a.m. - 12:30 p.m. Breakout Session 2

12:30 p.m. – 12:45 p.m. Break/Exhibits

12:45 p.m. – 2:00 p.m. Lunch/General Session

2:00 p.m. – 2:15 p.m. Break/Exhibits

2:15 p.m. – 3:00 p.m. Breakout Session 3

3:00 p.m. - 3:15 p.m. Break/Exhibits

3:15 p.m. – 4:00 p.m. Breakout Session 4

4:00 p.m. – 5:30 p.m. Networking Reception
 

 

Friday, November 12th

8:00 a.m. – 1:00 p.m. Registration/Information/Exhibits open

9:00 a.m. - 10:00 a.m. Breakfast/General Session

10:00 a.m. – 10:15 a.m. Break/Exhibits

10:15 a.m. – 11:00 a.m. Breakout Session 5

11:00 a.m. – 11:15 a.m. Break/Exhibits

11:15 a.m. - 12:00 p.m. Breakout session 6

12:00 p.m. – 12:15 p.m. Break/Exhibits

12:15 p.m. – 1:00 p.m. Breakout Session 7

1:00 p.m. - 2:00 p.m. Lunch/Keynote Address/Closing

 

REGISTRATION RATES

 

EARLY BIRD RATES (prior to Oct 15)

Member rate for one day pass (for teachers only) - $175
Non Member rate for one day pass (for teachers only) - $275
Member full conference rate - $275
Non Member full conference rate - $375

Regular Rates (Oct. 16-Nov. 1)

Member rate for one day pass (for teachers only) - $200
Non Member rate for one day pass (for teachers only) - $300
Member full conference rate - $375
Non Member full conference rate - $475

Late Rate (Nov. 2 – through the conference)

Member $400
Non Member $500
(no one day passes)

 

Want to save money on registration rates and become a member of OAPCS? Please contact Jennifer Brzoski at jbrzoski@oapcs.org or at 614-744-2266 ext. 205 for more information.

 

 

3rd Annual State Conference Sponsors

 

 

 

 

 

 

Hotel

We expect our block of rooms to go quickly, so be sure to make your hotel reservations as soon as possible! Reservations must be made on or before the cut-off date, October 20th, 2010.

 

Planning for the OAPCS 3rd Annual State Conference is underway! Last year, charter educators from across the state led breakout sessions at the OAPCS Annual Conference by sharing insights, challenges and educational victories with their peers. 

Now…it is your turn! The Conference Planning Committee and OAPCS staff would like to invite you to share YOUR expertise during this year’s conference, which will be held Nov. 11-12, featuring the theme Aspire to Greatness.   

Presenting at the 3rd Annual State Conference represents an outstanding opportunity to share your expertise with others and to contribute to the efforts of enhancing the quality of education within Ohio’s charter schools. As a presenter, you will receive free admission to the conference. Please note that if you are submitting as a group or proposing a panel presentation, you are limited to two free admissions – all other parties will be required to pay the full registration fee. Also, presenters are responsible for bringing their own handouts and equipment.

 

The Conference Planning Committee is seeking highly motivated, energetic and skilled people who will present a 35-40 minute session. Below is a list of information that must be included in your response to this call for proposals. If any information is left out, you jeopardize your chances to be selected. 

·         Your name

·         School or organization

·         Title of your presentation

·         Grade levels and subjects taught (if teacher)

·         Phone number (during the summer and the school year)

·         Email (during the summer and the school year)

·         Co-presenter name(s) and contact information (both summer and during school year) (If more than two people will be presenting, please list the names of the two presenters to receive free conference passes)

·         Title of your proposed breakout session

·         Description of breakout session; (100 word minimum – 300 word maximum) (to include how your topic relates to the conference theme, Aspire to Greatness; as well as the practical knowledge that attendees will attain)

·         Special equipment request or other need (including projector, flip charts or podium)

·         50 word bio for EACH presenter (to be used in registration materials and as introductions) and,

·         Which of the following session strands best suit your topic:

 

• Increasing Student Achievement
• Improving Charter Operations and Governance
• Developing New Charter Schools
• Fundraising, Advocacy and Promotion

The information, as outlined above, must be received by May 12, 2010 for consideration. (Absolutely no extensions will be granted.) No handwritten submissions, please. Electronic submissions are preferred. 

 

You can email your paperwork to bleija@oapcs.org, fax to (614) 744-2255 or mail to: OAPCS 33 N. Third Street, Suite 600; Columbus, OH, 43215.

 

Break Out Sessions

Teaching Math Through Movement, Part I

Staci McDaniel

Chants… Mathnastics… Division Slide… See how movement can be used to teach challenging math concepts such as:  fractions, decimals, ratios, percents, long division, geometry, rounding, and more. Participants will also use equivalent fractions for a recipe, create a paper plate protractor, and act out a line graph story!     In this workshop teachers learn how to incorporate movement into their math lessons...everything from cheers and chants, to charades and whole body movements.

Staci McDaniel is the Curriculum Coordinator for Citizens’ Academy.  In the last 7 years, she has increased student achievement on the math OAAs from 2% to 92%.  Staci provides professional development for best practices in math all over the U.S., including the National and Ohio Councils for Teachers of Math and Educators Training Network.  She has been recognized as a master teacher by Moving 2 Mastery, a national organization.

Teaching Math Through Movement, Part II

Staci McDaniel

A continuation of Part I… See how movement can be used to teach challenging math concepts such as:  fractions, decimals, ratios, percents, long division, geometry, rounding, and more. Participants will also use equivalent fractions for a recipe, create a paper plate protractor, and act out a line graph story!     In this workshop teachers learn how to incorporate movement into their math lessons...everything from cheers and chants, to charades and whole body movements.

Staci McDaniel is the Curriculum Coordinator for Citizens’ Academy.  In the last 7 years, she has increased student achievement on the math OAAs from 2% to 92%.  Staci provides professional development for best practices in math all over the U.S., including the National and Ohio Councils for Teachers of Math and Educators Training Network.  She has been recognized as a master teacher by Moving 2 Mastery, a national organization.

Effectiveness of Bullies to Buddies: A Victim Empowerment Intervention

Karen L. McKelvey

Bullying is a pervasive and challenging issue facing all schools. Schools that Aspire to Greatness create the best possible learning environment for all students. The Bullies to Buddies method can transform the educational experience by limiting the time administrators and teachers spend dealing with bullying and by teaching students to effectively and appropriately handle the issue themselves. It will also impact the victims of bullying by building in them resiliency and independence.

The practical knowledge attendees will attain are these research-based methods of a unique and effective anti-bullying program. Attendees will quickly learn the “magic responses” embedded in this theory as well as role-playing methods they can implement in their classrooms or administrative offices.

Karen L. McKelvey, Ed.S., is the PSI Coordinator of Prevention/Intervention Services

With over 30 years experience working with students in the areas of substance abuse and violence prevention, Karen now also coordinates the professional development and research initiatives of PSI. In searching for an answer to the pervasive problem of bullying in schools, she has a professional interest in approaching the issue through the empowerment of the victim.

Teaching Evaluation Pathways to School Improvement

Valida Walker and Christine Mason

This breakout session will examine Teacher Evaluation programs in use in Ohio and other regions that provide some basic steps for schools that are in improvement status and working to implement one of the SIG Intervention Models.  Teacher evaluation can provide significant support for improvement of school culture as well as the development of teacher leaders.  An effective teacher evaluation system that is transparent and accountable will work to build buy-in.  It can also serve as a way for teachers to understand how their increased knowledge of teaching skill can improve student outcomes.  These effects are some of the intended objectives included in the Race To The Top applications and other federal grant fund instructions. 

Valida Walker, MS Ed, CEO, received her M.S. in Technology for Educators from Johns Hopkins University in 2003.  She has experience in ESEA Title II accountability and compliance monitoring, developing and evaluating program activities and providing technical assistance to schools on highly qualified teacher requirements. Ms. Walker’s expertise is in improving program performance to meet federal and state standards as well as educational goals. She is also a state certified OIP Facilitator and has served as a grant writer and charter school development board member.

Dr. Christine Mason received her doctorate in educational psychology from Ohio State University. She has served as a special education professor Arizona State University, Idaho State University and the University of Montana at Billings.  She has also taught urban middle school and served as the Senior Research Associate for the Council for Exceptional Children. For the past five years she has assisted charter schools in Washington DC. She is certified as a Stage 3 OIP facilitator.

From Good to Great:
Enhancing student engagement and achievement by applying Research Based Instructional Strategies (RBIS) to classroom lessons.

Diane M. King and Chad Fitch

“Good” lessons which contain aligned assessments and target state indicators will become “great” lessons through additions of hooks, essential questions, visual appeal, and real world relevance for students, thus increasing student interest and engagement in the topic. Attendees will be exposed to “before” and “after” examples of lessons which have been enhanced using research based instructional strategies. Strategies presented are based on Marzano, Wiggins, McTigue and other leaders in the field. Special consideration is given to the skills and interests of modern 21st century schools and students, including popular culture, experience with technology, availability of multi-media, and the social and societal concerns of today’s youth as strategies to make real world connections between lessons and student interest. After seeing examples of “good” lessons becoming “great” lessons, attendees will have the opportunity to apply these strategies to model lessons of their own and receive feedback through group discussion.
Diane M. King is an ECOT charter educator. With ten years of experience at ECOT, Diane has worked extensively with lesson development. In her current role as Instructional Coordinator, Diane conducts walkthroughs of ECOT’s Language Arts classrooms. Diane has experience as an online teacher and bricks-and-mortar educator.

Chad Fitch is another educator at ECOT.  His education consists of a dual degree:   BA in English and African-American & African Studies; BA in Sociology and Psychology.  Also, he has a Master of Education.  He is revamping English lessons to include RBIS, such as “dual coding” and hooks.

Walk the Talk: Five Lessons in Practical Leadership

Perry White and Margie Hirschfeld

If you are a school leader, this session will inspire you to “walk the talk.”  While visionary rhetoric is an important precursor to success, effective leadership  insists that the rhetoric must be supported by clear, replicable, and well-understood policies, processes, and systems that mindfully create a “no – excuses” organizational culture to ensure we “walk the talk.”  This session will discuss “walking the talk” in five important areas:

1) Setting high, concrete standards and translating them into clear goals 2) Hiring and developing staff who both love to collaborate and “refuse to lose” 3) Collaborating to improve student outcomes 4) Choosing the right measures to drive continuous improvement and 5) Partnering effectively with families

Perry White is founder and executive director of Citizens Academy, a K-5 charter school in Cleveland serving 400 children - 99% African American and 82% economically disadvantaged.  Under his leadership, Citizens’ Academy is one of only two schools in Ohio to go from “Academic Emergency” to a current rating of “Excellent.”  In 2010, 100% of Citizens Academy’s 3rd graders passed the state reading test and 98% of 4th graders passed the state reading and math tests.  Citizens Academy was selected as one of the eight best urban public schools in Ohio in the Thomas B. Fordham Institute’s study, “Needles in a Haystack.”  Perry also led the process that formed Breakthrough Charter Schools – a CMO bringing together three of Ohio’s top-performing urban charter schools to share operating costs and provide a platform for rapid expansion.  Perry has an undergraduate degree from Antioch College and a master’s in social work from Smith College.

Margie Hirschfeld is the Director of Academics at Citizens’ Academy.  This is her 10th year with the school.  She is responsible for curriculum, assessments, professional development, and ongoing quality improvement.  Mrs. Hirschfeld has been an educator for over 25 years, working in independent, district, and community schools with students in all grades, k-12.  She has also taught at the college level.  Mrs. Hirschfeld has an A.B. from the University of Michigan and an M.A. from New York University

Tooting Your Own Horn: How to Work With the Media to Get Your Story Told

Lyman Millard

For the past ten years, opponents of charter schools in Ohio have effectively shaped the media narrative - convincing editors, reporters, and the general public that, besides a few notable exceptions, most charter schools are failing to provide their students with a quality education. Most charter school leaders lack time and resources to effectively counter this misconception.

This presentation will provide charter school leaders, administrators, and Board members with specific, user-friendly tools to engage local, statewide, and national media, highlighting our successes and helping to change the statewide narrative.

Lyman Millard has worked for over ten years in non-profit and charter school management. For the past seven years, he has worked as Citizens’ Academy’s Director of Development and Communications. During that time, he has developed and implemented a comprehensive communications strategy that has significantly raised the school’s media profile. Most recently, this approach has netted Citizens’ Academy 17 media hits over the past year, including: The New York Times, The New York Post, The Plain Dealer, WKYC/NBC Channel 3, Crain’s Cleveland Business Magazine.

From Failure to Success – Turning Around the Turned-Off Student and Improving
Academic Performance

Nancy Brewer, M.Ed.

As educators, we must have a pragmatic understanding of the factors that enhance motivation. However, students often reach our classroom with an expectation of failure. They exhibit characteristics of learned helplessness and apathy. Their classroom behaviors are often viewed as student “laziness” or they exhibit off task or negative behaviors. In this session, strategies will be presented on the most current brain-based motivational techniques that can be implemented in the classroom setting to improve student motivation and engage students in the learning process. Motivational factors will be discussed and their connection to emotions and learning. They will learn steps that extinguish de-motivation behaviors and activate motivation processes in the systems of the brain. Classroom- and school-wide motivational techniques will be discussed that maximize the learning potential of students and provide success in the learning environment.

Nancy Brewer has had over 25 years of experience in the field of education as a Special Education specialist and school administrator. She has worked with Dr. Newell Kephart, a leader in the field of cognitive learning and brain-based research. She currently is an Educational Specialist for both Special Education and Gifted and Talented programs for PSI, a professional staffing organization in Northeast Ohio.

Learning from Leaders of High-Gain Public Schools

Laina Vlasnik and Andrew Boy

The EPIC Knowledge System is an online professional development tool developed by New Leaders for New Schools in order to learn more from high-gain school leaders nationwide and to enable leaders with breakthrough gains to SHARE their most effective practices.  Nearly 200 schools competed in the charter school consortium this year, and Columbus Collegiate Academy won a silver award from EPIC, a top-notch distinction based on their high gains in student achievement scores.  The EPIC award secured individual monetary awards for their staff members and the opportunity to share effective practices with other educators through the Knowledge System. 

Participants will watch a short video clip from the Knowledge System website from Boston Collegiate, an award-winning school.  The focus will be exploring rigor.  Sample questions include: what evidence do you find in the clip of rigor? How do school leaders model rigor and hold teachers accountable for rigorous instruction?  And how can we possibly evaluate rigor? Andrew Boy can share specific information about how his school has used content from the Knowledge System to inspire his teachers and leadership team to greatness.

Laina Vlasnik works with New Leaders for New Schools, a principal training and support organization.  Her role as Partnerships Manager for a federal Teacher Incentive Fund grant takes her to outstanding and diverse charter schools nationwide in search of effective practices.  She is a former teacher.

Andy Boy is the Co-Director Columbus Collegiate Academy.

Project Pivot; Re-Imagining School and Museum Partnerships

Amanda Waluzak, Jessimi Jones, Jennifer Gillette

Project Pivot is an entirely new program examining how the visual arts and co-teaching in traditional and non-traditional learning environments impact students’ critical thinking development and ultimately, standardized test performance.  Created jointly over a 14 month period by the staffs of the Arts & College Preparatory Academy and the Columbus Museum of Art, Project Pivot is in the pilot year of a four year study.  Project Pivot seeks to measurably link exposure to the visual arts to the development and use of critical thinking through a co-teaching partnership featuring teachers from ACPA and CMA educators and artists.  Stretching the bonds of traditional schooling, ACPA students and teachers and CMA educators will teach and learn both within the walls fo the school and within the CMA’s new Center for Creativity.  Project Pivot illustrates the art of the possible; forward thinking community schools like ACPA partnering with progressive non-profits like CMA to expand the horizons of teaching and learning.
Amanda Waluzak is a Social Studies teacher at the Arts and College Preparatory Academy in Columbus, Ohio. Ms. Waluzak strives to integrate the arts and social studies curriculum. During this school year, she has served as a teacher liaison between the school and the Columbus Museum of Art.

Jessimi Jones joined the CMA in 2002, working in family and school programs.  Currently, her work involves developing, implementing and managing partnerships, collaborations and curriculum for teachers and schools, including CMA’s newest school partnership programs: Art Lab, Pressing Matters, and Project Pivot as well as professional development opportunities for educators.

Jennifer Gillette serves a variety of roles with the CMA including workshop design/instructor, Family Program Assistant and is currently re-imaging its Artful Adventures Preschool with an eye toward measurable results on creative development.  Jennifer also serves as artist-in-residence at ACPA and works with CMA and ACPA staff on Project Pivot.

Teaching Math to Lower-Level Learners

Alicia Sadonick

Do you struggle with techniques and strategies to effectively increase math skills in lower level learners?  Then this session is for you!  Come hear our very own “2009 Teacher of the Year”, as she discusses the challenges that lower-level students face and the most effective ways to overcome them.  You will learn hands-on activities and projects to use with the students in the classroom and will be able to work with and create manipulatives to take with you.  You will also learn how to use the Assess, Plan, Teach model and will see how it is used to guide all instruction. 

Alicia Sadonick is a math specialist at Citizens’ Academy, in Cleveland, Ohio, where she has been working for the past five years.  She currently teaches Title math to 4th and 5th graders.  She has a bachelor’s degree in Middle Childhood Education from John Carroll University and a master’s degree in Administration from Baldwin Wallace College.  She is also the recipient of the 2009 OAPCS Teacher of the Year award.

Structure and Substance For Corporate Governance – Why It’s Good Policy to Have Good Policies

Elizabeth T. Smith and Martha C. Brewer

In troubled economic times, when resources and political friends may be scarce, it is all the more important to pay attention to the details of the Ethics Laws and Good Corporate Governance.  As you all move forward to creatively transform a tired public education system, you must not only set the example by which you expect your teachers and administrators to perform, but you must demonstrate the advantages of accountability and responsibility.      

Participants will learn (or re-learn) certain nuts and bolts about Ohio Ethics Laws and the common pitfalls into which those unfamiliar with government often fall. Good governance principles by the Board, and the importance of being proactively engaged with the Ohio Department of Education, The Auditor of State and the Ethics Commission will also be presented.  Participants will learn about best practices for Board meetings and Board governance, and additional policies that the Board can implement to allow for efficient, informed decision-making.  Additionally, this session will highlight new regulatory hot-topics, such as the requirements for retaining the IRS’ 501(c)(3) not-for-profit status and compliance with the IRS-990 form. 

Elizabeth Smith is a partner with the law firm of Vorys, Sater, Seymour and Pease. She also served for over 2 years as the Chief Counsel to Ohio Attorney General Jim Petro. In that capacity, she became familiar with Ohio law governing community schools, as well as the interaction of such schools with the Ohio Department of Education, the Auditor of State and the office of the Ohio Attorney General.  She also became involved in corporate governance issues for the State’s pension funds as part of her role in overseeing the State’s class action securities litigation.  Elizabeth has also practiced for 25 years as a business and commercial litigator which allows her to bring to the community school practice, an understanding of the importance of good business practices which are transferable to this educational service industry. Elizabeth has represented sponsors and community schools in a variety of issues, including school closures, audits, special education law and government compliance.    

Martha Brewer is an associate with the law firm of Vorys, Sater, Seymour and Pease.  Martha practices in the litigation group and has focused on ethics issues in developing her practice  She also brings with her a background in conducting and organizing effective organizational structure.

A GPA… for Financials?

Jason Wall

Report card for students, report card for schools, report card for… Financials?! That’s right. With an overwhelming number of community schools in Ohio being closed for various financial reasons, this session has been developed by the Ohio Council of Community Schools (‘OCCS’) to outline the importance of tracking a school’s financial GPA. This session has been developed to allow healthy discussion around fiscal oversight between governing board members, community school leaders, management partners, and sponsors to begin accurately and objectively measuring how funds are being deployed and see the “tell‐tale” signs of financially strapped schools. In addition, attendees will see a newly developed tool being used to provide a simple and objective evaluation of a school’s financial situation in a language meant for non‐accounting personnel.

Jason Wall is the Director of Fiscal Support Services with the Ohio Council of Community Schools (‘OCCS’). His previous professional experience includes working at the Center for School Finance and Option at the Ohio Department of Education where he was responsible for managing CSADM/SOES and calculating community school payments. Wall has served in almost every facet of the community school movement in Ohio from teaching, developing an EMO, opening a school, state oversight, and sponsor oversight.

Building Communities: Using Service Learning in the Classroom

Rachel Smethers-Winters

In an ever-changing global marketplace, students must be able to respond to the world around them with a new set of skills including creativity, collaboration, critical thinking, problem-solving, and communication.   One method for developing these skills is service learning.  In this session, participants will define service learning, discuss examples of service learning projects for all ages, make connections to Ohio Academic Content Standards, and learn practical frameworks, timelines, and strategies for implementing service learning into any educational setting.  Participants will leave the session not only with plenty of examples of projects, but also with a notebook of organizational tools for nurturing service learning in their own schools.

Mrs. Smethers-Winters currently serves as Coordinator of Gifted Programs for the Portage County Educational Service Center, where she has assisted districts in improving both gifted education and curriculum/instruction.  A former high school integrated language arts teacher, Mrs. Smethers-Winters has over fifteen years experience in public education.

The EDGE: Characteristics of Highly Successful Leaders

Lisa Hamm

The lack of successful leadership in urban charter schools has resulted in a leadership crisis, the lack of ability to transform schools, and low student achievement. Charter school leaders need top quality skills from both the education and business arenas and are expected to create miracles overnight with little to no resources. A recent study featured leaders who have done just that!. There were seven themes that emerged identifying common characteristics and behaviors of successful leaders that were minimally present or completely absent in comparison leaders. This session identifies these characteristics which provide a framework for leadership success.  It is important for anyone who serves a role in urban charter schools to know the seven themes and practical applications for immediate implementation as you aspire to greatness. 

Lisa K. Hamm, PhD, is an urban charter school founder and superintendent of the Cincinnati College Preparatory Academy in Cincinnati, Ohio, currently in its 12th year of operation. She also founded Education Catalysts in 2003 to help other charter schools achieve their goals. She is an author and international speaker.

Coaching For Results: Practical Strategies to Improve Your Performance as a Reading or Math Coach

Mary Damer

Coaching teachers is a learned skill, and even people who are "natural coaches" can improve by learning new techniques and practices.  Participants will learn to utilize walk-throughs, active modeling, and “gentle persuasion relentlessly applied.”  A practical data-based approach enables school leaders to support teachers and help resolve the ten most common teaching problems in reading and math classes as a school sets off on its road to greatness.

A former teacher, principal, behavior consultant and field director for a model demonstration reading program in high poverty urban schools, Mary is the co-author of Managing Unmanageable Students: Practical Solutions for Administrators and Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-tier Approach.  Mary is a lecturer in the special education department at The Ohio State University and an educational consultant and co-founder of Multi Tier LLC, a consulting company that works with school districts to increase reading achievement in high poverty schools.

ESL: The Myths and the Musts

Kay Almy and Sharon Hamad

Despite the fact that ESL programs have long been mandated, there are still many ESL myths that exist or many schools that are not in compliance with state and federal mandates. Because the community school movement is a relative new-comer to education and by its nature often a service provider to minority populations, it is imperative that community schools deal with the compliance issues and learn about the myths that exist around second language learning. With a goal to Aspire to Greatness, all community schools must realize that students cannot truly achieve if they do not have even a basic command of the English language. This workshop will provide attendees with information on ESL requirements, ways to secure funding, how to begin an ESL program, curriculum suggestions, and how to deal with ESL staffing challenges.

Kay Almy is certified in Spanish language education and also has an endorsement in TESOL (Teaching English to Speakers of Other Languages). She has taught Spanish language for over eight years at all grade levels and also has five years experience teaching ESL to children and adults. Kay was chosen as a member of the 2004-2005 ODE Foreign Language Writing Team and coordinated the PSI pilot program for ESL services in the Hope Academy Schools during the 2009-2010 school year.

Sharon Hamad served as the Director of the English as a Second Language Program for the Nordonia Hills City School District during her 15 years of employment with the district. She developed the ESL program for grades K-12, taught all grade levels, and compiled her own curriculum. Her networking with other ESL teachers ultimately evolved into an official Summit County Educational Services Center focus group. Sharon also coordinated the PSI pilot program for ESL services in the Hope Academy Schools during the 2009-2010 school year.

Why does this Matter? Increasing Achievement through Excellence

Tami Speicher, Christy Lamb, Jon Grega    

The primary way to Aspire to Greatness is to achieve excellence. Many times we just need to look at our teaching practices and determine what is working and what is not working. Through reflection, we determine what changes we need to make to get the results we want from our students. We also need to realize that we do not have to reinvent the wheel or even teach an old dog a new trick. We can simply renovate and reorganize all of the skills we already have to get the results we want.

In this session we will take a serious look at reflection and the part it plays in teaching for excellence, how the teacher personality affects delivery of lessons, ideas that can be used to fulfill the classroom needs for RTI (response to intervention), modification for special needs students/accelerated students, and quick ways to engage/evaluate your student’s understanding of curriculum/concepts presented.

Christy Lamb is in her 11th year of teaching, 8 of which are at Ohio Connections Academy, a virtual public school.  She has taught all grades from 6th through 12th.  She has a Master’s degree in Educational Administration. She was designated as a Master Teacher in December 2010.

Tami Speicher has taught for 24 years in public and private schools, grades K-12, special and regular education, Brick & Mortar and virtual environments. She has a Master’s degree in Special Education, and was designated a Master Teacher in December of 2009.  Tami teaches English 11 and Independent Study.

Jon Grega’s career  began in Cincinnati, Ohio at the School for the Creative and Performing Arts.  Since then, his career has moved from Minnesota and back to Ohio, totaling 15 years of unique educational experiences.   He has his Master’s in Education and was designated a Master Teacher in December of 2010.

Creating a "Sound" Education for the 21st Century

Raananna Barksdale and Melanie Holm

“Creating a ‘Sound’ Education for the 21st Century” meets many science benchmarks (such as inquiry, ways of knowing, technology, and numerous aspects of physical science) through  diverse hands-on experiences. Incorporating music, movement, visual art, writing, and math, as well as science lab activities and industry resources, students develop a broad and deep knowledge base of vibration concepts and applications.

The success of this approach is immediately apparent in improved standardized test scores; of greater import is the embracing of 21st-century skills: critical thinking, creativity, innovation, and collaboration, all which lend to deeper learning.

Attendees will learn how to successfully schedule activities between departments (perhaps the greatest challenge to an integrated curriculum!), websites, activity descriptions, and a list of local industries who have contributed to the success of this particular unit. Additional units that easily lend themselves to cross-curricular collaborations (such as “Space”) will also be highlighted, offering accessible choices for first-time integrations efforts.

Raananna Barksdale has been teaching at the Arts & College Preparatory Academy, a grade 9-12 charter school, for 7 years. Currently teaching: Biology, Physical Science, Environmental Science. Received Bachelors in Biological Science from Mount Allison University, Canada; Bachelors in Secondary Science Education from University of Maryland, College Park; currently working on Masters in Educational Leadership.

Melanie Holm is in her 2nd year teaching at the Arts & College Preparatory Academy (ACPA). Currently teaching: Arts Foundations (team-taught Freshmen course), Drawing, Painting, Fashion Design, Digital Design. Received BFA from Ohio Wesleyan University, Teaching Certification from Notre Dame College. Currently working on restructuring & defining Arts Curriculum at ACPA.

Effective Behavior Management: the Foundation for Academic Success

Lisa Merriman

You cannot have academic success if the behaviors in the classroom are not well maintained. If the learning is being disrupted by students who are off-task, others around them are unable to learn. At this breakout session you will learn practical techniques such as entry/exit procedures, creative ways to line students up as students begin to transition to other classes, hallway management, good learning posture and eyes on the speaker, subtle ways of gaining a student’s attention without disrupting the instruction, and how to deescalate a situation before it becomes out of control. You will also understand the importance of building good relationships with their students. Rules without Relationships equal Rebellion. Don’t miss this educational session for all teachers!

Lisa Merriman has been the Assistant Principal at Citizens' Academy for 3 years, a high performing charter school in the Cleveland area. She has been with the school for 9 years and began as a classroom teacher. Ms. Merriman taught kindergarten, first grade and third grade. Ms. Merriman has been instrumental in shaping the student culture and finding alternate ways to deals with out of school suspensions. In the classroom, Ms. Merriman was known for outstanding classroom management and now leads the Professional Development for Classroom Management at Citizens' Academy.

The Three C’s - Collaboration, Credibility, and Clout:
How working together can lead to greater options for children

Alan Rosskamm, Brooke King, John Zitzner, Perry White

Two years ago, our three school leaders decided to find out if, by working together, we could improve each of our school’s financial sustainability. We were up against a
national financial crisis and a very uncertain state budget. Collaborating was, frankly, a defensive move to survive. However, during the last two years, we realized that by working together, we could do more than survive -- we could grow and serve more children. A grant from three local foundations afforded us the opportunity to analyze our own organizations and research national best practices in charter school collaboration.

What we realized during our national research was that there are many examples of
CMOs that have successfully replicated their initial individual school. However, we found no CMOs that had attempted to replicate three distinct, independent educational models.

Because of our work together, we have found that our collaboration has led to increased credibility, which has led to increased clout. Since beginning our collaboration, we have found that people and organizations recognize that as a network of schools, we have the potential for far greater scale and impact, and are therefore more willing and excited to work with us.

Brooke King has been Executive Director of The Intergenerational School since 2006. Since then the school was selected as one of seven K-8 charters featured in the US Dept of Ed’s Charter Schools Guide.  The school has also been closing the achievement gap, has consistently been rated Excellent by ODE and, has won national and international awards for work with older adults.

Perry White was named Ohio Charter School Leader of the Year in 2009. He founded and leads Citizens’ Academy, one of the highest-performing K-5 public charter schools in Cleveland. Emphasizing literacy and citizenship to its 400 students (80% economically disadvantaged and 98% African American), Citizens’ Academy was rated Excellent by ODE in 2009.

A former proven entrepreneur, John Zitzner first founded E City, a non-profit organization teaching students entrepreneurial, business and life skills to enable economic independence. John also started E Prep School, one of the highest performing 6-8 public charter schools in Cleveland.

Former CEO of Jo-Ann Stores Inc for over 20 years, Alan Rosskamm was invited by our three school leaders to lead the creation of our new CMO, Breakthrough Charter Schools. Long-term member of the Board of Hawken School, an independent school in Cleveland, Alan recently completed his four year service as Hawken’s Board Chair.

Hybrid-Online Professional Development:
Changing the Effectiveness and Cost Of Transforming Teacher Learning

Rita Bigham

The goal of Hybrid-online courses is to join the best features of in-class teaching with the best practices of online learning to advance teacher knowledge and practice. Professional development design is moving away from the .one shot. model in order to provide more in-depth, sustained experiences, with a strong base of classroom practice. This session will explore the characteristics of an effective hybrid-online model and how to deploy and integrate this model into a school strategy. Attendees will learn how to provide sustained, collaborative experiences closely related to the identified learning needs of the school’s population. This presentation will cover basic strategies and best practices in utilizing hybrid-online Professional Development as well as how to measure its effectiveness.

Rita Bigham is the Executive Director of Learning and Development for Epiphany Management Group, an educational technology management partner for K-12. Rita has been a Director of Professional Development specializing in the design of instructional content and improving teacher quality. She spent nearly 10 years at a PBS affiliate were she designed, developed, and managed many PreK-12 educational projects. Rita holds a M.S. in Instructional Design undergraduate training from Carnegie Mellon with a B.S. in Education, Rita’s academic career has been devoted to education and training teachers on how to use media and technology in the classroom.

Preparing students for success using Ohio’s new 21st Century initiative

Carlene Blake and Mary Minor-Fowler

Give your students the tools to “Aspire to Greatness.”  Examine Ohio’s technology standards and update your technology projects to meet the 21st century skills initiative in Ohio.  Come learn how to motivate students to choose technology and use it in problem solving scenarios.  Help increase students' critical thinking skills by increasing their use of technology as part of every lesson.  See examples of reading/writing and math projects that can give students the 21st Century Skills necessary for success in higher education and in today’s workforce. 

Mary Minor-Fowler is a Math/CBI Instructor at Mound Street Academies.  She received her B.S in Family Studies and M.Ed. from Ohio State University and was a past recipient of an ACTE Fellowship.  She has presented at conferences since 2006 including Beyond the Traditional Academic Classroom at the 2009 OAPCS Conference. 

Carlene is an English/Technology/CBI Instructor at Mound Street Academies.  She has a B.S. in Communication Education from Miami University,  M.S. in technology from the University of Dayton,   CCNI from Sinclair Community College, and has presented at conferences in  Ohio and nationally, including the National Technology Conferences in Atlanta and Dallas.

Mini-Citizens: 
Suspension and Expulsion in PublicSchools

Amy J Borman

Public school students have rights to due process, clear codes of conduct and consistent application of behavioral rules  before being removed from school. This presentation begins with the rights of students and responsibilities of the administration and Board, discusses mission-driven codes of conduct and enforcement, and ends with an overview of discipline in special education.  These rules in public schools often interfere with the ideals and mission of the community schools, and coordinating the process to integrate with your mission will help both the students, teachers, parents and administrators "get on board" with discipline in public education. This presentation, although technical as a matter of law, is geared to stimulate schools to aspire to greatness by taking a difficult subject and giving it the creative and focused attention it deserves and demands.

Ms. Borman, a member of Eastman & Smith Ltd, represents educational institutions in their continuing compliance with school and public laws, policy and legislation. Ms. Borman has provided guidance to educational clients nationwide and has been a guest speaker at businesses, universities and schools throughout the United States and Europe. Ms. Borman graduated cum laude from Wittenberg University in 1976, masters degree, magna cum laude, from the University of Michigan in 1977, and her law degree magna cum laude from the University of Toledo College of Law in 1989. She was an editor of the law review and a member of the Order of Coif. She is licensed in the states of Michigan and Ohio, USA.

Community Circle-Building a Community within the School and Classroom

Heather Smith and Christina Fricker
   
Attendees of this session will learn the four rules of community circle, understand the benefits of having community circle and will be able to implement one in his/her own school after this session.  The presenters will share their own experiences with Community Circle and how it has been beneficial to their school.

Heather Smith works at Hope Academy Canton as the Testing/Data Coordinator.

Christina Fricker is the Title One Teacher at Hope Academy Canton.

Medicaid in Schools- How Public Charter Schools Can Leverage Medicaid Funding to Aspire Towards More Effective Special Education Delivery

Mark Smith

The Ohio Medicaid Schools Program (MSP) is a reimbursement initiative that allows LEAs- including public charter schools- to become Medicaid providers and seek reimbursement for many special education services. Public charter schools often have student populations with high percentages of special education students. Other public charters utilize unique service delivery models to operate, such as virtual schools. Medicaid can be of value to all types of service settings, and reimbursement can be made in a number of innovative ways to compensate schools for IDEA-required services.

By understanding the program fundamentals, as well as specific aspects of the program that relate to public charters, this presentation is designed to help assist public charters both begin and then maximize Medicaid reimbursements for allowable special education services. The presentation will focus on giving participants an opportunity to pose specific questions from ODE staff in order to better understand how to proceed in using Medicaid in the public charter school setting.

Mark Smith is agency lead for the Ohio Medicaid Schools Program (MSP) at ODE.  Mark is an Ohio Certified Public Manager, a Qualified Developmental Disabilities Professional, and has a Master’s degree in Public Administration from the Ohio State University, which focused on the assessment and fiscal strategies for Medicaid services.

Raising Reading Scores: What Really Works

Mary Gallagher

What should teachers, students, and parents really be spending their time doing to increase reading achievement? Should we teach to the tests or teach to the standards? What are the best books and reading programs to use? What does research say really works to get students engaged and proficient in reading? How much reading is enough reading and are they reading the right books? Should we spend our money on test-prep materials or on books? How do we know students are reading at grade level and what does this really look like? These are some of the questions we will explore while we look at evidence from John Hopkins University School of Education studies, the What Works Clearinghouse, and learn what long-standing reading researchers such as Dr. Richard Allington have to say about teaching reading. We will also discuss one successful teacher’s strategy that results in ALL her sixth grade students passing the state reading test every year. You will be amazed at what you hear!

Mary Gallagher has a Bachelor of Science Degree in Elementary Education from Cleveland State University and a Master’s degree in Reading and Literacy from Walden University. Mary stays current on all the latest reading research-based strategies by attending various workshops, reading conferences, and Title I conferences each year. She has nineteen years of experience teaching various grade levels concentrating on “at-risk” students. She has been a Title I reading teacher for OHVA for six years and currently serves as the Literacy Coach for Ohio Virtual Academy where she provides professional development for teachers and is a member of the RtI team.

Countdown to Student Success: 9 Strategies That REALLY Work to Turn Research into Practice!

Melissa Fitzsimmons and Cara Shebak

How do we know what works in education? How can we find and apply proven strategies to increase student success in the classroom?  Most educators are faced with these questions everyday. In this session you will learn nine quick, easy to implement strategies that have proven effectiveness based on the work of Robert Marzano.

Marzano’s research findings indicate 9 teaching strategies that have positive effects on student learning (identifying similarities/differences; summarizing and note-taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and questions, cues, and advance organizers). You will discover ways to easily translate the research into your every day teaching practices. You will leave with ready-to-use resources and activities that you can immediately implement into your daily lesson plans.

Melissa Fitzsimmons began her career in Canton, OH teaching 6th grade Math and Science. She has worked at ECOT for the past 5 years in various positions. She is currently an Instructional Coordinator working with teachers to enhance their lessons and teaching strategies.

Cara Shebak began her career in Springfield, OH teaching 8th grade Language Arts then moved to Columbus to teach 5th grade in Southwestern City Schools.  Cara has worked at ECOT for the past 4 years as a middle school teacher, a Teacher on Special Assignment and currently as an Instructional Coordinator.

Leveraging Data as a Sponsor: Collaborative Aspirations

Allison M. Perz

Though we have seen numerous changes in Ohio’s public education system over the years, one thing remains constant: data is king. From AYP to school closure, it is imperative for sponsors, governing boards, school leaders, and management companies to be well‐versed, if not experts, in using the variety of available data to drive success.

This session has been developed to collaboratively share with sponsors, governing boards, school leaders, management company partners, and other stakeholders how the puzzle of available data fits together to form a coherent and accurate picture of student achievement and progression towards closing the achievement gap. If time allows, a case study of information will also be presented.

Allison Perz is the Executive Director of Connect ED and the Founder of the Ohio Council of Community Schools. During her eleven years as a sponsor, Ms. Perz has seen many changes. Yet none as important to student achievement as the increased focus on integration of data.

Allison has helped schools use data to drive personnel decisions, curricular evaluations, identify curriculum gaps, student learning, and drive professional development.

Inspiring School Culture

James Kutnow and Mike Taylor

With a need for more academic communities that provide a safe and productive learning environment, intentionally creating and developing a school culture is great way to lay a foundation from which classroom behavior, student interest, and personal development can grow. Through the use of our daily “crew” time, weekly “town meetings”, adventure education curriculum, and ongoing discussions regarding personal character development and student success, GEMS has been working on creating an inspiring school culture.

Attendees can expect to hear a brief overview of the structures of GEMS that support these endeavors and learn how they have been introduced and set in place. Practical ideas and resources will also be provided to help introduce methods every school can work towards the development of their own inspiring school culture. We will also take time to practice a few of these examples during our session.

James Kutnow, Dean of Graham Expeditionary Middle School (GEMS), helped to open this new charter middle school in September after 3 years of working with the experiential education program at The Graham School.

Individualizing Learning for all Students

Julie Overholt

Every child is unique, learns at a different pace and has different instructional needs.  Individual learning paths and goals are essential for all students in order for each child to reach their true educational potential and ‘Aspire to Greatness.’  As educators, we must put these working documents in place for all students based on their educational needs. The use of assessments is essential in continuing to update these goals throughout the school year.  In this session we will discuss the importance of individual educational plans and goals for all students, how to write specific goals, how to monitor these goals through real time data and how these goals should be shared with students and parents. 

Julie Overholt is currently the Senior Manager of Assessment at K12.  She has over 17 years of experience in education. She has worked in charter schools as well as public and private education.  Her teaching background is focused on working with “at-risk’ students in reading and math grades K-8.  She worked with Ohio Virtual Academy for four years as Manager of Federal Entitlement Programs before joining the Academic Services Team at K12 where she assists schools across the country in assessment, academic planning, and professional development. She received the K12 CEO award 2009 for innovation in education. She has a Bachelor of Science Degree in Elementary Education from the Ohio State University (OH certified grades 1-8) and Masters Degree from Walden University in Reading/Literacy and Educational Leadership.

Technology Tools & Supplemental Resources for Maximizing Student Success

Eileen Ulry, Michelle Dunlap, Melissa Clapham and Chris Burkhart

The National Science Foundation states there is a profound need for "competitiveness in science, technology, engineering and math (STEM), requiring a steady supply of scientists and engineers."  However, many schools lack the essential resources and curriculum quality to support the foundational skills students need to embark on these career paths.  Learn about curriculum enhancement through the integration of supplemental resources that promote a more in-depth understanding of course content and reinforce fundamental skills and concepts.  Come away with a list of resources that will enable you to strengthen your school’s science curriculum without leaving a hole in the budget.

Chris Burkhart is a fifth year teacher at Ohio Connections Academy where he teaches standard and AP Biology.  He earned a Bachelor of Science from Ohio Northern University in 2003. He is currently pursuing a Master's degree with an emphasis in administration.

Melissa Clapham teaches 8th grade science at Ohio Connections Academy. She received her Bachelor of Science degree in middle childhood education at Bowling Green State University and a master’s degree from Ashland University in curriculum and instruction and teacher leadership. Melissa has taught both within the virtual and traditional classroom settings and is currently in her seventh year of teaching.

Michelle Dunlap is a High School Biology and Middle School Science teacher for Ohio Connections Academy.  Her educational background includes: Master of Postsecondary/Adult Education (Capella University); Bachelor of Biology in Wildlife Management (Eastern Kentucky University); Associate of Applied Science in Wildlife Management (Hocking College); Teaching License in 7-12 Biological Sciences (Franciscan University). Professional background includes nine years of instruction in both the virtual and traditional classroom settings at the middle school, high school, and college levels.

Eileen Ulry has a science certification for grades 7-12 and is in her fourth year of teaching with Ohio Connections Academy.  Her course curriculum experience includes: Life (2+ yrs), Physical (2+ yrs) and Chemistry (3+ yrs).   She has a Master’s in Education that focuses on teaching and learning from the Ohio State University.   Through her participation in OSU’s MSaT program, graduate coursework emphasized the integration of math, science and technology.  Her undergraduate degree, a Bachelor in Biology, was earned from Earlham College.  Prior to obtaining her teaching licensure, Eileen worked as an informal educator (naturalist) for more than 2 years during which time she provided elementary school-aged children with environmental education programs.

Using Innovative Tools to Engage Students in the Online Environment

Jeff Nelson and Ruth Teeters

VCS Ohio is an online charter school for students from Kindergarten to 12th grade. This session will focus on unique practices used by VCS Ohio teachers to engage students in learning in an online environment. Highlighted practices will include the use of SMART Boards and other SMART products, along with various Web 2.0 tools, such as Voki’s, Podcasts, Vodcasts, Voice Files, Wiki’s, Blogs, and Forums. The session will also review a number of free online websites that can be used by teachers to engage students in learning in all environments. Finally, the session will show how teachers and student use the above tools, including examples of teacher assignments and student projects.

Ruth Teeters - Dr. Ruth Teeters started her career after graduating from Morehead State University. Ruth later went on to complete her Master of Education at Xavier University and her Doctor in Education at Nova Southeastern University. Her experiences include teaching, Principal and Director for both traditional and online schools.

Jeff Nelson - Mr. Nelson started his career after graduating from Ohio University. He completed his Masters in Educational Leadership at Barry University and received his Law Degree from Capital University. He is a member of the Ohio Bar. He has been a teacher and administrator for both traditional and online schools.

Celebrating Ten Years of Experiential Education – The Graham School,
Columbus, OH

Evan Rulong, Eileen Meers, Greg Brown, Sally Speer Leber, Maria DiSabato

The Graham School (TGS) was one of the first Community high Schools in Ohio. It celebrates its 10th anniversary in 2010.  TGS’s Experiential Program is its difference maker.  Students are in the community doing internships for two days each week and on campus focusing on a college preparatory curriculum three days per week.  Over 200 businesses, government organizations, service providers, and non-profits provide mentors and serve as learning sites.

Attendees will meet administrators, teachers and students from TGS, each with a unique perspective.  They will also obtain practical advice concerning the seven key factors that enable TGS’s Experiential Program to be successful including:  Student Placement; Site Selection; Supervision from the School; Supervision at the Site; Communication; Reflective Reporting and Integration into current or favorite course work.

Evan Rulong, Dean, The Graham School
Greg Brown, Principal and founder, The Graham School
Eileen Meers, Ph.D., Superintendent and founder, The Graham School
Sally Speer Leber, Governing Board President, The Graham School
Maria DiSabato, Graham Graduate and Walkabout Student

Data: The Importance and Use of this Driving Force

Andrea Wells and Darren Gray

In public education, student achievement and progress data can be used in so many ways. Using the data correctly and effectively is one of the most important pieces of the student‐achievement puzzle. This session has been developed to show sponsors, governing boards, school leaders, and management company partners the best ways to use and integrate the thousands of data points to assess academic underperformance, drive curriculum realignment, monitor student achievement and progress, and provide the necessary information in reports to allow for informed governance decisions. During the session, a panel discussion of the “how to’s” of data along with the schools significant improvement in performance will be discussed. Complete integration and effective use of data is paramount as each school works to provide increased educational opportunities for the students it serves. Participants will walk away with additional practical applications.

Andrea Wells is a National Board Certified teacher with over eleven years of teaching experience. Ms.Wells is also a National Board Certification teacher mentor and has mentored hundreds of public school teachers (traditional and charter) through the process. She has obtained a Master’s Degree in education and has worked for five years in school improvement.

Turning Data Into Success

Ali Uslu and Salim Ucan

Research shows that although assigning chapter questions is a way to assess student success, using interim assessments on a regular basis fosters learning. Kulik and Bangert reported that interim assessments are not only beneficial to review course work, but also familiarity with various test items improves learning. Concept Schools have improved student achievement significantly since they began implementing a formative assessments/data driven instruction program five years ago. The laser-like focus on student learning through ongoing formative assessments guided instruction and contributed to this success significantly. The analysis of these interim assessments offers teachers an opportunity to follow up the progress and make any necessary changes in their instruction.

Salim Ucan is the VP of the Concept Schools, which manages 24 charter schools in the Midwest, including Horizon and Noble Academies in Ohio. He was the founding principal of CMSA, one of the highest performing charter schools in Chicago. He was with Concept Schools for the past 10 years.

Ali Uslu is the Chief Academic Officer of Concept Schools, which manages 24 charter schools in the Midwest. He was with Concept Schools for the past 9 years. He started as a biology teacher at Horizon Cleveland and served as project coordinator, assistant principal, principal, and director of science education in the past.

Using Documentation and Protocols to Promote a Culture of Thinking That Expands Children’s Achievement

Dr. Fredrick R. Burton and Mr. Chris Collaros

The “Making Learning Visible” project at Harvard University’s Graduate School of Education included a successful three-year partnership between teachers, parents and staff.   Upon the heels of its success, the parents, children, and staff of an Ohio school learned to build a culture of reflection to expand achievement.  Through handouts and media, participants will learn key components that supported this success as well as practical examples of how teachers can use a “visual thinking protocol” to help teachers, parents, and children act as producers of learning rather than consumers of learning.  The school’s principal, Chris Collaros, will share how he is using documentation techniques to promote teacher thinking and strategies for building a culture of thinking that has a positive effect on teachers, children, and parents.  Fred Burton, Project Director of the Ohio Visible Learning Project, will present specific strategies to use in the classroom with children, parents, and teachers.

Dr. Fred Burton, assistant professor at Ashland University, brings a practical perspective that is informed by his theoretical and philosophical roots in child-centered, progressive education.  His areas of expertise include early and middle childhood education, Reggio-Emilia inspired teaching and integrated curriculum planning, as well as innovative approaches to teacher and student evaluation.

Mr. Chris Collaros, is the principal of Wickliffe Progressive Community School (K-5) in Upper Arlington.  Graduating from Princeton with a degree in psychology, he later became a teacher and principal in the Worthington School District.  He is currently writing a chapter on teacher evaluation for an upcoming book.

The Key to Success: Effective Principal

Salim Ucan

Being an effective principal is the key to success. It, however, takes strategic and conscientious efforts on their part to be effective. This presentation provides principals with practical tools and strategies to make their lives not only easy but also more effective. It presents paradigm shifts for principals that will lead them to be more effective and successful, once actualized.

Filled with proven strategies that attendees can take back and begin implementing immediately, this presentation identifies two shifts that principals need to go through in order to be effective. These are shifts in perspective-how they see their job, and shift in action-fundamental practices. Presented by a former principal of a successful charter school, this presentation is for principals who aspire to greatness.

Salim Ucan is the VP of Concept Schools, which manages 24 high quality charters in the Midwest, including Horizon and Noble Academies in Ohio. He is also the founding principal of CMSA, one of the highest performing charter schools in Chicago. He was the principal of CMSA for four years.

The why’s & how’s of implementing a successful student leadership organization at your school: Future Business Leaders of America

Eric McGarvey

Imagine your students building a portfolio of documented accomplishments as a complement to their academic experience. When applying for scholarships, they can demonstrate how they served in leadership positions, received awards, or participated in projects for the largest business based student organization in the world through the Business Achievement Awards (BAA), a self-directed results based business and leadership program designed to compliment academics while accelerating a student's leadership skills.

 With Future Business Leaders of America (FBLA), they can—and with very reasonable membership fees in exchange for a wealth of support for both students and advisers, including access to resources for leadership programming and educational lesson plans. 

With State and National Leadership Conferences, there are plenty of opportunities for your students to showcase their skills and gain experience  through over 50 competitive and skills events from the areas of technology, public speaking, business, finance, and management. Your students may finish as the very best in the nation, win recognition, and win cash from our sponsored events while bringing a great deal of recognition to your school.  You’ll learn how to make this opportunity possible for your school and it’s students at this informative session!

A Cleveland area native and graduate of Western Carolina University, Eric McGarvey has an extensive background in community relations & leadership development training which support his work with The Intergenerational School.  Eric is responsible for all intergenerational programming and community relations at TIS in addition to running admissions.

Parent/Community Involvement: a Critical Factor for Student Success at The Charles School at Ohio Dominican University

Dianthia Lowry, Greg Brown, and Debbie Addison

Increasing access to higher education is one of the prime goals for education in Ohio.

The Charles School at Ohio Dominican University (TCS@ODU) is one of two Community early college high schools in Ohio.   We seek to serve urban, low income, first generation college bound high school students in Central Ohio; make college affordable and accessible for students for whom it might not have been a possibility before they came to TCS@ODU; Infuse teaching and learning with experiential principles and technology; graduate 100% of fifth year students with a high school diploma and up to 62 hours of college credit -- entirely tuition free. TCS@ODU is experiencing success in building an arc to college success. 

The purpose of this panel discussion is to focus on the critical role that community and family relations have played in the growth of the school and the shaping of the school’s reputation and culture.  Audience members can expect to get information and handouts about specific programs, activities and processes related to connecting with parents, the neighborhood, community businesses, and Ohio Dominican University that have been integral to the school’s progress. 

Dianthia Lowry, Dean of Parent and Community Relations is a professional counselor and educator.

Greg Brown, Principal is the School’s leader and
Debbie Addison, Director of Institutional Advancement