Time flies when you are having fun!

It is has been some time since I have sat down to craft a superintendent’s blog.  Not sure what has transpired between then and now, but I can tell you I have enjoyed every second of it.  I find it hard to believe that yesterday marked the first graduating class of my superintendency.  It seems like just last week I was stressing over my opening day remarks.  Fast forward 38 weeks, we are at the end of very successful school year.  

So what are some of the markers of success that we have seen this year?  Though we don’t have test scores in hand to judge the achievement and growth of our students, our hallways were filled with successes each and every day this year.  From artwork to student papers, data charts, trophies and awards, newspaper articles, and class constitutions, we can easily see the learning taking place within our walls.  

Our Vocational Agriculture “Department” opened a green house, repaired community tractors and other equipment, and saw many successes at the state level.  The Art Department hosted several community events, showcasing and selling framed works of art along with earning several awards at the OHC Fine Arts Festival.  Our newest addition to the course catalog, Zulama, has been a hit with students, and numbers indicate it is continuing to grow next year.  Our math classrooms explored deep learning through questioning and used TenMarks to prepare students for new online assessments.  “Google is a Go” in the district, with the Middle School Staff and Mr. Griffith leading the charge.  We have set ourselves apart from those around us with the infusion of technology in our classrooms.  Students read and wrote at a higher rate, with many of our grade levels writing research papers to end the school year.  4th grade students used the pen to gather a host of Ohio made products for another successful wax museum.  5th grade students spent the last day of school playing board games they designed around their most recent book studies.  And in the interest of my every long to do list, these are just the tip of iceberg when it comes to the learning I have witnessed this year.  Learning is Fun around here no doubt!

In addition to the successes of the 2014-15 school year, teams are already planning for additional fun in learning next year.  Our High School is embarking on a building wide book study, including all students and teaching staff.  What a great way to learn alongside each other!  Teachers have donated their summer hours to additional professional development in differentiation, Orton-Gillingham, technology, and gifted education to name just a few.  Already off to a great start for 2015-16 and it is only June 1!

I could not have asked for a more successful 1st year.  I feel very fortunate to have learned along a phenomenal administrative team and to have had the support of a tremendous board of education and staff.  Parents and the surrounding community have added to the quality of the school year and I only see that relationship growing in years to come.   Time to close the books on 2014-15 and gear up for the fun that awaits in 2015-16.  

Danielle Prohaska, Superintendent

Still Feeling Like a Newbie!?!

Most new teacher training programs include a discussion around the phases of first year teaching.  Though this is a crucial conversation in the development and support of new teachers, it is applicable no matter how long you have been an educator.  Why am I making this connection?  If you are in education or follow educational changes through various media outlets, it is apparent that education is not stagnant.  Education policy, instructional programs, technology innovation, content, and clientele are changing at a rapid rate.   If you are doing the right work as an educator, you should ALWAYS feel like a new teacher.  

The phases of teaching include anticipation, survival, rejuvenation,  and reflection before repeating the phases again and again each year.   At this point in the year (March) we are leaving disillusionment and embarking on the rejuvenation phase of the school year.  It is important as lead learners in the district (administrators and principals) to take note of these phases and support the staff accordingly.    

What exactly do we mean when we say “disillusionment”?   Disillusionment occurs when the high expectations educators set for themselves this time of year are not fully met.  It occurs when student progress stalls or takes less than a straight path to success.  Disillusionment happens when the best planned instructional lessons don’t execute as hoped.  The work asked of educators is robust and as the novelty of the year wears off, principals may see more referrals to the office, increased absences, disorganization, missed timelines, and lack of engagement just to name a few.  As a superintendent or central office administrator, we see priority lists getting longer rather than shorter, communication breakdowns hamper progress, increased concerns elevate from the building level, missed opportunities to build relationships, and wavering in the implementation of monitoring of initiatives.  

These examples are just that, examples that can be applied to any district and building across the nation this time of year.  What will end up defining districts will be the individual responses of the lead learners in those institutions.  How we do this will define our school year, our building and our classrooms.  Our approaches can speed up or slow down the progression towards the last two phases.  This is not the time to place blame, show frustration, or run and hide.  This is the time for us as leaders to stand tall, continue to offer support, foster the engagement,  seek out and rely on our trusted colleagues, and walk together toward the times of rejuvenation and reflection.  

As an Ohio educator you have weathered the storm of a brutal winter, administered Next Generation Assessments for the first time, taught under new learning standards, worked with parents to understand the changes in Ohio’s education system, and supported students instructionally and socially.  Be proud of where you are at this point in time, embrace the rejuvenation that accompanies spring weather and build on the excitement that accompanies the anticipation of planning for another successful year of school.  Together we can accomplish so much for the students and community we serve!

Yours in Education,

Danielle Prohaska

Superintendent

Mechanicsburg Launches Online Testing

As Ohio begins their new state assessments this week, there are many things that we are anticipating to learn as educators.  Up to this point, we have made many assumptions as to what it will be like for our students to test online.  Intentionally, we have placed each testing unit on it’s own day to be sure we are not asking too much of students.  We have tried our best to test in the morning, to assign students to devices they have used all year, and to keep classroom locations stable.  We have taken the 20 day testing window and spread the units for all grades across that time frame.  From the outside looking in, 20 days seems like a long span to complete testing.  Unfortunately, multiple classes and units at each grade level have made this venture more difficult than anticipated.  After the first administration cycle is over, we will refine our schedules as needed to protect the conditions that will best help students show what they know.  However, we must first administer the assessments in order to make educated adjustments.  

It is important to remember that the new state assessments our children are about to take are not common core.  With the controversy surrounding the common core standards, the distinction that online assessments are just a measure of the curriculum is important to make clear.  Just because online assessments measure Ohio’s new learning standards, the assumption shouldn’t be made that online assessment practices are faulty (that is assuming you as a reader have concerns regarding common core).  Over the last several years, students and teachers have had more experience with online tools in the classroom and in everyday life, so the transition to online assessments is not out of line regardless of the content being measured.   We began online testing in Mechanicsburg 5 years ago, administering online ACT end of course assessments at the high school in English, Mathematics, and Science.  These online assessments are now second nature for our HS students, who adjusted to online assessments much quicker than we did as the adults monitoring the assessment periods.  They are also second nature for our teachers who would hate to give them up now.

I would be remiss if I didn’t mention that there are/were flaws in the “old” testing system as well.  Only now that “new” assessments are upon us, does the “old” Ohio Achievement Assessment (OAA) system seem more suited for education.   The OAAs were a one time snapshot of what students have learned over an entire year.  Each assessment was 2.5 hours long, rather than broken down into units of shorter length.  Assessments data was not available to districts until well into summer, also not optimal for planning for the next school year .  Not to mention that at some grade levels, students were proficient when earning only 40-50% of the total raw points on the assessment.  That is not anywhere close to the standard we set for everyday mastering of the curriculum in our classrooms.  It is often hard to look back to where we have been,  but over time, we adjusted, accommodated, and used the state data system as one measure of what we do for students.  We are more than qualified to use the same process again at this point time.

All that being said, are there potential flaws in the timing or transition to common core, online assessments, and teacher/principal evaluation based on student data?  Yes there are flaws.  As mentioned earlier, the scheduling of multiple units across districts in a 20 day timeframe is more daunting than anticipated.  Linking teacher evaluation to new assessments/platforms, is not something we support at the district level.  We WANT our teachers to step outside the box and take risks in learning.  We KNOW that often times the failures teach us more in the long run.  However, I understand the anxiety that accompanies these “high stakes” tests.   With that being said, the Ohio General Assembly passed House Bill 487 in the spring of 2014 that provides for a one year “safe harbor” for districts and teachers as Ohio transitions to new tests for the 2014-2015 school year.  This “safe harbor” will hopefully set some minds at ease as testing launches.  

There is other pending legislation that may reduce the amount of new assessments presented to our students, which may be contrary to our daily work depending on the final bill language.  Our instruction each day is preparing students for assessments, as our instruction is aligned to the content standards measured on state assessments.  Many districts, Mechanicsburg leading the way, have local practices in place to assess student learning on a regular basis in order to adjust instruction accordingly.  Why would the state want to limit our local district time engaging in practices that have moved the district from continuous improvement to high performing?  State assessments are just one lens of data that we consider when planning, adjusting, and delivering instruction to students.  Issues with the state testing system should tie our hands at the local level.

As we approach our first day of online testing, here are some things to remember:

1. Each day students participate in aligned instruction, we are preparing them to be successful during online testing.
2. Teachers have taken risks and taught outside of their comfort level in transition to the new learning standards.  Their efforts have not gone unnoticed.  
3. Our excitement and comfort working in the new assessment system will transfer and support student learning.
4. We are all in this together and just like the old proficiency and achievement systems, it will get “easier” over time.
5. We get to choose how we respond to changes at the state level and how we advocate for our district.  While we wait to see how things shake out in legislation, we have chosen to practice, study, collaborate, and explore online assessment practices and aligned instruction.  Those choices are the ones to remember during testing as they do serve students well.  
6. We are the “Best Small School in Ohio” for several reasons, believe in it!

Sincerely,

Danielle Prohaska, Superintendent

Mechanicsburg Exempted Village Schools

It is just winter time in Ohio!

With the news of upcoming snow and cold temperatures, it is time to brace ourselves for another winter season in Ohio.  I have written previously about transparency in my thinking.  Winter decision making is just another area for transparency with students, families, staff and the Mechanicsburg community.  Student safety is ALWAYS our priority when making decisions about winter weather.  Staff safety, building operations, and proper functioning of equipment (i.e buses and heating) are also critical factors to consider when considering a delay or cancellation of school or a school sponsored event.  

Mechanicsburg collaborates with transportation, maintenance, and area school districts when considering a delay or cancellation.  We are very fortunate in Mechanicsburg to have close working relationships with Transportation Directors and other Administrators from Champaign, Clark, Union, and Madison Counties.  These relationships allow us to reach out and discuss conditions in surrounding areas that may impact our ability to safely transport students to school.  The more information we have, the more confident we can be in our decisions, especially when they involve the safety of students.  The roads are assessed daily when bad weather threatens.  A delay or cancellation should be called before the first bus route departs for the high school, but as conditions change, that timing is not set in stone.  

Snowy, icy, and drifting road conditions are one thing, but delays for temperature are more subjective.  The district considers actual temperature, wind speed, and total time outside in determining delays and closures.  Because of the number of student riders and those transported by parents, we are fortunate that the majority of our kids do not walk to school.  With that being said, we will be working with community and school organizations to provide extra hats and gloves for students that are without the proper winter gear throughout the season.  Our buses wait a little longer for students at each stop during extremely cold weather.  Students that arrive to school early are brought into the building to ensure their safety.  For these reasons, we think it is better to continue instruction for students and provide a warm, safe environment including breakfast and lunch for our students whenever possible.  

I appreciate the care and concern that both our staff and community take in an effort to put student safety first.  Wishing you all a memorable winter.  Dress warm, be safe, and enjoy the spectacular views that accompany the winter season!

Danielle Prohaska

Superintendent of Schools

Mechanicsburg Exempted Village Schools

Grappling with Changes in Education

Grappling with the Changes in Education

It has been quite some time since I have taken to blogging about education.  I remember thinking and saying that I would have more time after the November 4, 2014 levy campaign ended, but here it is December 16th and I am just now getting random thoughts onto “paper”.  For those of you in the moment with me, you can identify with the speed at which time has passed.

This entry is centered around grapplers - otherwise known as wrestlers.  I have recently been introduced to wrestling with my youngest child.   He is the one I referred to in an earlier blog as a mix of Pig-Pen and Denise the Menace.  Brennan has been “grappling” for just a few weeks now.  He is learning a progression of moves, starting with neutral position and building to several other moves of which I don’t know the technical name.  So why does my son’s grappling really matter?  There are several connections to education that I want to share.

In his quest to become a grappler, Brennan has been scaffolded in the learning process.  He did not go to practice on the first day and get tossed to the ground, face shoved to the mat by a fellow wrestler.  He is being taught step by step how to approach wrestling, learning one small move at time.  Boy did it seem like an eternity to get him to understand that grapplers don’t stand tall, they have to get low!  From there they worked on making a move and wrapping low around the opponent's legs.  It goes on and on until last night when they finally sequenced a series of smaller moves introduced over time.  

As Ohio’s new learning standards face off with our students in the circle, we as their coaches scaffold their learning as they grapple with the new content, strategies, and methods entwined in the new standards.  We as educators have to plan for that teaching, plan how we will introduce the hierarchy of content and have a vision for what it looks like as a final product.  This takes time and experience, which we will all gain together as the years go on.  In the meantime, we have to show ourselves some grace, make decisions based on what we know right now, and be willing to continue to grow our knowledge base as we move forward.  

Brennan’s experience as a grappler is supported by several knowledgeable wrestling coaches, student models, as well as many helpful parents.  Each session, wrestlers watch as moves are demonstrated in the center of the circle by older wrestlers in the Marysville program.  They are then asked to practice those moves around the circle under the watchful eyes of the coaches. After several attempts, reteaching, and more modeling, the boys are sent off to grapple with the new move.  The coaches, parents, and older wrestlers actively monitor the practice and give individual feedback to boys as needed.  At the end of practice, Brennan leaves there knowing exactly what he was suppose to learn that night because he can reproduce the moves when showing and explaining it to his siblings.  

As I watch practice after practice, it is like I am smack dab in the middle of any classroom in Mechanicsburg.  We have worked so hard to master the notion of gradual release in the learning process.  Teachers begin each lesson with an “I can statement” to anchor the learning for the day.  From there, teachers introduce content, model, practice, reteach, and provide feedback to students.  These best practices are evident in the weekly lesson plans we review as an administrative team.  Principals are reinforcing these practices during OTES evaluations.  It is the expectation not the exception that students leave class being able to explain the daily learning target(s).  

Last week, Brennan must have been tossed to the ground 20 times.  Each time, I winced at his 45 pound little body bouncing off the mat.  But on the ride home, we talked about his partner and the mismatch in size (probably a good 15 lbs).  Rather than looking at the situation as a no win match, we talked about what he could have done to prolong the eventual toss to the mat.  Brennan came up with the solutions, not of all which would be legal I’m sure!  Doesn’t matter.  He was learning as a result.  

With our students facing online testing and new state standards, we must model for them the reflective process.  Students need the opportunity to discuss what they are learning about themselves, to problem solve, and to experiment with their strategies for learning.  This requires us to intentionally provide them opportunities for testing online and then time afterwards to share what worked, what didn’t, and what can be done differently next time.  Online assessments (online anything) are the platform that our students will soon know as customary.  We must decide what can we do to make the customary comfortable in the limited time we have with them each day.  We have to allow them to grapple with the unknown now, in order to get them to that level of success later.

Many of the “moves” in education this school year are new.  As educators, teaching teams, and buildings we must commit to “grappling”, scaffolding the learning of these new educational “moves” and gradually releasing teachers and students to learn, problem solve, and reflect.  

I love to learn from others, so if something strikes a chord with you, please share!

Danielle Prohaska

Superintendent of Schools

Mechanicsburg EVSD

Ohio’s New Assessments

As you know, Mechanicsburg had a Waiver Day/Professional Development Day on Monday October 27, 2014.  During this time, the teachers attended sessions focusing on Ohio’s New Learning Standards in  English Language Arts and Math, as well as preparing for Online Assessments in all content areas.  It was a jam-packed day of learning.  Boy were our brains exhausted!  

With Ohio moving to new learning standards and state assessments this year, teachers spent time understanding the features of online testing, exploring practice questions and  watching tutorials to assist in preparing students for new/revised content and online testing.  

Parents can access the following sites to explore what online testing includes as well as practice at home.  

http://practice.parcc.testnav.com/# (English Language Arts)

http://oh.portal.airast.org/ocba/. (Science and Social Studies)

There have been many changes in testing for this school year.  Instead of taking OAAs this year, students are now taking Ohio’s Next Generation Assessments (except for 3rd grade which will still take a paper pencil reading OAA in the fall).  These assessments are all online.  

Here is a list of this year’s Next Generation Assessments

• Grade 3: ELA and Math
• Grade 4: ELA, Math and Social Studies
• Grade 5: ELA, Math and Science
• Grade 6: ELA, Math and Social Studies
• Grade 7: ELA and Math
• Grade 8: ELA, Math and Science (Algebra 1 if enrolled in course at Bunsold)
• Grade 9: If currently enrolled in the following courses - Algebra 1, Geometry, English 9,
• English 10, Physical Science, American History, U.S. Government

OGTs (Ohio Graduation Tests) not the Next Generation of Assessments are in effect for students in 10th-12th grade unless they are currently taking American History and/or US Government.  Those students currently enrolled in American History and/or US Government will take the Next Generation Assessments in those courses this school year.  

The Next Generation of Assessments consist of two sections taken at different times during the school year.  Individual grade levels and buildings will be sharing those exact dates with you as testing times approach.  

Mechanicsburg is preparing for Ohio’s New Learning Standards and Next Generation Assessments in a variety of ways.  This is a learning experience for all of us and a challenge that we are prepared to address.  You may see changes in how students take classroom assessments, taking online tests created by the teacher to become more familiar with the skills of online testing.  There will be changes in the timing of when content  is presented to better match the timelines for each section of the test.  Our students are also using devices more frequently in the classroom to increase their comfort and skill level in demonstrating learning via technology.  

The more practice your children have in “dragging and dropping” answers using the cursor, typing answers in sentences, scrolling and highlighting words on the screen, and completing online tables, the more comfortable they will be when they take the new state assessments.  

Please feel free to talk with your classroom teachers, building principals, or myself if you would like to know more about online state testing.  Our hope is to keep you informed so that you can talk with your children about online testing and help us in preparing them for testing this year!

Sincerely,

Danielle Prohaska

Superintendent of Schools

Mechanicsburg Exempted Village Schools

Do you like Pickles? Get your jars ready!

Supt Blog Vol. 1 No. 4

I would suggest taking a few minutes to check out the Empty Pickle Jar video.   Whether or not you are an avid follower of Simple Truths messages, this one is worth watching, re-watching, and reflecting on as an mother (parent), spouse, leader, and educator.  We recently watched this video as an administrative team.  During that activity, the administrative team was asked to write their priorities on a golf ball.  What are the major things in your life?  Family, Friends, Church, and Community.  The BIG things in life!  

From there, we talked about the pebbles in the jar.  The pebbles are the things that matter to us at our place of work - the students, the instruction, the programs, the families, and the community we serve.  The pebbles fill in around the golf balls and help us feel whole, give us a focus for our work, and provide us with feedback on our worth as educators.  With golf ball and pebbles in place, one may say the jar is full.  But as the video goes on, we see that there is always room for sand.....pesky sand.  

Sand is what bogs us down, gets in the cracks, and even fills up the jar leaving less room for pebbles and golf balls.  Sand represents the trivial things that won’t help us shine the pebbles or drive the golf balls in our lives.  As the video shows, if begin with sand in our jar, we won’t be able to add the golf balls and pebbles later.  You have to START with the golf balls.  

We cannot be lead learners, coaches, spouses, parents, friends, mentors, and team members if we don’t know what our golf balls and pebbles symbolize.  We have to embrace the big things, the critical elements of focus, address the sand that fills in the cracks, and then brush away the excess sand that may bog us down.  As administrative team members, we must help each other when we focus more on the sand and less on the pebbles.  

It is a challenge to let go of sand even as it slips through our hands because little grains are ALWAYS left behind.  However, our strength and impact comes when we stand up at the tee and drive the golf ball down the fairway.....Or if you play more like me, when we take the time to find it in the trees and toss it back into the fairway.