The Center for Achievement and Leadership Services assists districts improve teaching and learning. The center offers a comprehensive suite of professional development services around leadership, curriculum, assessment and instruction.

Among many other areas, the center supports the development of new and aspiring principals, assists leadership teams in strategic planning and the Ohio Improvement Process and promotes an engaged Learning Leaders Network for practicing instructional leaders. Many Achievement and Leadership Services target closing achievement gaps within a district or school.

Professional development sessions are offered throughout the year at various locations, with many at the ESCCO Conference Center or conveniently offered online.

Districts also partner with the ESC for programs for gifted and talented students and the teachers who serve them.

About the ESC of Central Ohio

The ESC of Central Ohio proudly serves students and school districts in Delaware, Franklin, Licking, Ross and Union counties. In serving school districts so they may better serve students, the ESC of Central Ohio provides expertise in the areas of Achievement & Leadership Services, Business Services, Student Services and Technology.

Our Mission We accelerate the missions of our member school districts and help students achieve more through research-based programs and services.

Our Vision An innovative educational solutions agency that is the provider of choice, customizing services and leveraging resources to maximize each student’s potential.

PBL Ohio

Go towww.pblohio.comto learn more!

June 11-12PBL Learning Labs

Call forPresenters!Due Feb. 15

June 8-10PBL 101Academies:

PreK-23-56-89-12

Save the date:

June 8-12

June 888-11000PBL 11001Academmiiesss::

PreK-23-56-89-12

Go towww.pbblloohhhiiooo..ccccooooommmmmmmmto learn more!

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June 111--11222PBL Learnninnngg LLLaaaabbbbsssss

Project-Based Learning (PBL) 101

Location2080 Citygate DrColumbus, OH 43219

Time8:30 a.m.-3:30 p.m.

Graduate CreditParticipants may purchase one semester hour of Ashland University credit for an additional $249.

Registerhttp://bit.ly/PBL_Feb

Questions about RegistrationContact Sandy Denney at 614.542.4111 or Sandy.Denney@escco.org.

LunchLunch is on own.

Feb. 2, 3 and 13

Engage in an interactive three-day workshop led by a Buck Institute for Education (BIE)-certified workshop facilitator. The PBL 101 workshop has three basic parts: Project Design, Assessment, and Management and is designed to teach the basics of Project Based Learning through exemplifying the experience of a project, video analysis of best classroom practice, exploration of PBL tools and project libraries, and development of a project with opportunities for critique & revision.

Three full days are purposefully designed to provide participants with time to gain the knowledge and skills to help them plan their project while allowing time for additional research, refinement, gathering of resources, assessment alignment, and peer review before finalizing their high-quality PBL. Project Based Learning (PBL), is a teaching method in which students gain knowledge and skills by working through a process of sustained inquiry in response to a complex question, problem, or challenge.

By the end of this workshop, participants will have designed a project for use in their own classroom and will have a better understanding of:

• The difference between PBL and “doing projects”• The need to provide students with opportunities to practice 21st century

competencies (such as collaboration, communication, critical thinking and creativity), balanced with learning significant content

• How to manage a project in the classroom

All participants will receive a copy of the BIE PBL 101 Workbook.

For more information about this PBL 101 workshop or to bring PBL into your district or school, contact Jean Kugler at Jean.Kugler@escco.org.

CostMember Rate $249

Non-Member Rate $299

Questions about Project-Based Learning

Save the Date: PBL Ohio, June 8-12, 2015. More details coming soon.

Educational Leadership Brown Bag | 11 a.m.-1 p.m. Learning Leaders | 1-3 p.m.

Location: ESC of Central Ohio 2080 Citygate Drive Columbus, OH 43219

Each meeting facilitator intertwines readings from ASCD’s professional journal Educational Leadership along with local districts sharing examples of implementation in practice. See session descriptions on back.

This series is designed for any educational leader that desires a collegial forum to discuss the most relevant education topics in the field today. Bring your lunch and your monthly ASCD issue of Education Leadership. Free study guides are available at the ASCD website. Predetermined monthly themes are as follows:

Educational Leadership Brown Bag

Date: Session:

1. Sept. 26, 2014 Motivation Matters

2. Oct. 31, 2014 Instruction that Sticks

3. Dec. 5, 2014 Talking & Listening in Class

4. Jan. 23, 2015 STEM for All

5. Feb. 20, 2015 Improving Schools

6. March 20, 2015 Culturally Diverse Classrooms

7. April 17, 2015 Communications Skills for Leaders

8. May 15, 2015 Teaching with Mobile Tech

Learning Leaders is a network designed toinform educational leaders on local and state complianceissues relative to curriculum, instruction and assessment.Ohio Department of Education (ODE) officials andother invited experts answer questions and provide critical technical assistance on topics thatsignificantly impact the work of instructional leaders intheir school or district. Meetings conveniently coincide with the Educational Leadership Brown Bag dates. Due to an evolving compliance climate, specific agenda items are finalized a week prior to the meeting and sent to registeredparticipants in advance. Requested topics of interestcan be sent to Dr. Teresa Dempsey at Teresa.Dempsey@escco.org. Topics will or likely include:

• PARCC Educator Leader Cadre Update (confirmed for all 2014-15 meeting dates)

• Ohio’s New Learning Standards (confirmed for all 2014-15 meeting dates)

• Other agenda items on request

Learning Leaders

No charge but registration is kindly requested. Go to www.escco.org. Click “View Upcoming Professional Development.” Click “View and Register for ESC Workshops.”

For further assistance with registration, please contact Sandy Denney at 614.542.4111 or sandy.denney@escco.org.

Registration

Learning Leaders Educational Leadership Brown Bag

Credit OptionA one-hour Ashland University graduate credit option for $249, is available for each series. To earn graduate credit, you must attend at least seven of the eight sessions.

Follow us on Twitter #LearningLeadersNetwork

Motivated students learn at high levels, even when they start with knowledge or skill gaps. We know, for instance, that when teachers create an engaging curriculum, students will persist in the most challenging courses. Yet many students are unmotivated. Perhaps they feel that the work is too hard or too easy, that their own skills or styles aren’t valued, that what they’re studying isn’t connected to their life goals or passions. This issue will consider how teachers can spark inner motivation in all students—from near drop-outs to high fliers to those sliding by in the middle. How can we change curriculum, instructional approaches, grading, and classroom culture to engage more students in learning?

Motivation Matters - Sept. 26, 2014

Good teachers know the importance of effective teaching strategies. But how do you know when a strategy is working, when it’s not, and how to make adjustments? What do research and professional experience say about which strategies are most effective in raising student achievement? This issue will explore these questions and will include articles examining a variety of classroom instructional strategies, such as project-based learning, reciprocal teaching, inquiry-driven learning, group learning, direct instruction, backward planning, mastery learning, differentiated instruction, and timely feedback. How can teachers implement these strategies in ways that produce the richest learning for their students?

Instruction that Sticks - Oct. 31, 2014

The typical school day is abuzz with student and teacher talk—whole-class discussions, small-group and paired interactions, student presentations, teacher lectures, question-and-answer sessions, student-led debates—and of course, countless social conversations. How can we use all this talk productively to promote rich content-area learning and to develop the speaking and listening skills that are vital to students’ future success? Topics in this issue will include teaching students to be active listeners, encouraging respectful debate, leading whole-class discussions that promote higher-order thinking and encourage all students to participate, teaching to the Common Core speaking and listening standards, and designing instruction so that students talk more and teachers talk less.

Talking & Listening in Class - Dec. 5, 2014

A STEM education is becoming increasingly vital, and not just in terms of a shortage of workers in these areas. Our technology-dependent society demands citizens with sophisticated science, technology, engineering, and mathematics skills who can apply their knowledge to solve real-world problems. How can schools foster student interest in STEM, especially among underrepresented groups? What effect will the Common Core State Standards and the Next Generation Science Standards have on the STEM curriculum? And what supports will teachers need to promote deeper understanding in these areas?

STEM for All - Jan. 23, 2015

Many schools have implemented successful improvement efforts—yet others are struggling to lift their students to acceptable achievement levels. Articles in this issue will examine important components of school improvement, such as education policy, leadership, curriculum, school climate, and community support. We will look at obstacles to school improvement and how they can be overcome. What can we learn from the research on various turnaround models, including turning management over to a charter organization, replacing most of the staff, or even shutting down “failing” schools? We welcome profiles of schools that have gone from low-performing to high-performing, as well as those that have gone from good to better to great.

Improving Schools - Feb. 20, 2015

Children everywhere are coming to school with an array of cultural and linguistic strengths and challenges. How do students’ cultural backgrounds influence their interactions with both teachers and classmates, and how can schools improve the academic achievement of their fastest-growing group of students—English language learners? Articles will tackle how schools can personalize learning, promote acquisition of academic English, increase students’ access to challenging coursework, and close achievement gaps. What kinds of professional development do all teachers need to serve their culturally diverse students? We welcome articles that address the benefits of classrooms that have a vibrant mix of cultures as well as the challenges associated with poverty, mobility, and interrupted formal education.

Culturally Diverse Classrooms - March 20, 2015

From teachers to principals, formal and informal leaders must communicate well to forge a strong school climate and enhance learning. This issue will examine how school leaders can keep communication transparent and supportive. How can teachers, coaches, resource specialists, and other professionals communicate with one another constructively? How can leaders build strong connections with students, families, and business partners; use social media effectively; talk with teachers in ways that promote their professional growth; hold the inevitable tough conversations; communicate clearly in school crises; and shape their school’s image?

Communications Skills for Leaders - April 17, 2015

The digital generation expects to be able to access learning anytime, anywhere. As mobile technologies emerge at breathtaking speed and become a ubiquitous part of students’ lives, how are schools evolving? How are teachers using tablets, smartphones, netbooks, and e-readers to engage students as active learners? This issue will explore innovative ways to create more relevant and challenging learning experiences. We welcome stories about educators’ experiences with 1:1 tablet and BYOD (bring-your-own-device) programs and about how schools are meeting such challenges as equity issues, security concerns, professional development needs, and school infrastructure supports.

Teaching with Mobile Tech - May 15, 2015

Resident Educator (RE)Support at the ESCResident Educator Year-1 and Year-2 NetworkTarget Audience: Year-1 and Year-2 Resident EducatorsThis network is designed to create a community of Resident Educators to meet and support one another through study and collaboration as they complete Year-1 or Year-2 of the Resident Educator Program. Its intent is to help Resident Educators understand the overall structure, alignment and purpose of the RE Program and the thinking behind the required processes/activities. The RE Network is intended to supplement (not supplant) mentor support for developing artifacts and evidence of practice. Fee includes light refreshments – and a network of peers to last your career. REs attending all four sessions will receive a waiver to attend a one-day workshop during the 2015 June Academy.•Fee: $10 Member per session/$15 Non-member per session OR $35 Member/$55 Non-member for full series•Dates: Oct. 29, Dec. 9, March 3 and April 21•Time: 4:30-6:30 p.m.

Mentor Teacher NetworkTarget Audience: RE Program Coordinators and Mentor TeachersThis network is designed to help program coordinators and mentor teachers successfully navigate the intricacies of the four-year induction system required of ODE’s Resident Educator (RE) program. Linda Williams, an ODE Resident Educator State Trainer, will help participants continue to deepen their understanding of the needs of beginning teachers and the RE Program Tools to differentiate mentor support. Engage in RE-focused learning topics, receive ODE updates and have opportunities to share and learn successful support strategies to help Resident Educators thrive through their four-year journey.•Fee: $29 Member/$35 Non-member OR $109 Member/$129 Non-member for full series•Dates: Oct. 6, Nov. 18, March 10 and April 28•Time: 4:30-6:30 p.m.

How can I be a better educator tomorrow than I am today?

Resident Educator Summative Assessment (RESA) Facilitator and Year-3 RE NetworkTarget Audience: Resident Educator Summative Assessment (RESA) Facilitators and their Year-3 Resident Educator(s)Join this network to get an overview of RESA and dive into learning more about the required elements of each of its required tasks. Each meeting date will focus on a different RESA task. Learn facilitator strategies critical to supporting RE’s success in capturing their teaching performance with accuracy and depth through videos, artifacts and written commentaries. RESA Facilitators need to complete the free ODE online RESA Facilitator Certification course before attending. RESA Participant Handbook will be provided. RE state trainers will facilitate.•Fee: $29 Member/$35 Non-member OR $79 Member/$89 Non-member for full series•Dates: Oct. 9, Dec. 4 and Feb. 26•Time: 4:30-6:30 p.m.

http://bit.ly/ResidentEducatorSupport

Resident Educator Support (continued)

Career Technical Center (CTC) Mentor Teacher and RE NetworkTarget Audience: CTC Mentors, Program Coordinators and Resident EducatorsResident Educators working in Career Technical Centers have unique needs to REs working in mainstream LEAs. This new network, led by Wendy Nichols, a former CTC RE Program Coordinator, will provide networking and support to better understand these unique intricacies and to provide a differentiated model of the Resident Educator program aligned to the teacher standards, RESA model and the Ohio Continuum for Professional Development.•Fee: $29 Member/$39 Non-member OR $109 Member/$129 Non-member for full series•Dates: Oct. 14, Nov. 11, Feb. 17 and April 14•Time: 4:30-6:30 p.m.

ODE Resident Educator Courses at the ESCPlease register for all these courses through STARS, with the exception of the online module offered below. One hour Ashland University graduate credit option available for an additional $249 for those attending two full-day workshops. Contact Rob Engel for registration assistance at Rob.Engel@escco.org or 614.542.4187.

Instructional Mentoring: This first day of required training for ODE mentor certification defines the role of mentors and provides foundational context and content that addresses the questions: What does it mean to be an instructional mentor in a four year resident induction program? What must certified mentors in the RE program know and understand? What instructional mentoring practices and tools will they use? - Oct. 8, 13, 22, 29; Nov. 3, 5, 12, 19 (select one)

•Target Audience: RE Mentor Teachers and Program Coordinators (but available to anyone)

Analysis of Student Work: Understand and collaboratively participate in the analysis of student work. Learn to making connections among student work responses and lesson design decisions - and move beyond correcting and tracing trends and patterns. - Oct. 2; or Nov. 6 (select one)

•Target Audience: Principals

Principals Matter: Written by principals, for principals, explore the principal’s critical supportive role in the Resident Educator Program and learn alignment of principal engagement with the RE Program to OPES. - Oct. 8

•Target Audience: Required for ODE-certified Resident Educator Mentors

How can I be a better educator tomorrow than I am today?

Resident Educator-1: In Day 2 of required mentor training, participants deepen their RE program content knowledge. Focus is on instructional mentoring skills and how to use these skills to tailor their mentoring to the professional needs of Resident Educators. - Oct. 9, 14, 23, 30; Nov. 4, 6, 13, 20 (select one)

Providing Effective Feedback for Professional Growth: Providing feedback to Resident Educators that is deliberate, focused and transformative is critical. Learn how to construct effective feedback that supports REs as they progress from guided reflective conversation to self-reflection on practice. - Oct. 27; or Nov. 17 (select one)

Data Beyond the Numbers (online module) - Please register at www.escco.org. - This three-week online course supports and extends mentor learning for Year 2 of the Ohio Resident Educator Program. In this 15-hour interactive course, mentors will learn to recognize and experience data from a variety of sources as a result of a study of data-related words and the complexities of teaching. Additionally, the Inquiry Cycle will be introduced and mentors will have the opportunity to practice gathering data by using the cycle to deepen their skills, knowledge, and practice. - Oct. 6-24, 2014 - Nov. 3-21, 2014 (select one)

Customized Resident Educator Program SupportContact Dr. Teresa Dempsey, Director of Professional Development | Teresa.Dempsey@escco.org | 614.753.4649

•Fee: $85 for each session, except Data Beyond the Numbers, which is $65.

Website http://bit.ly/ResidentEducatorSupport

The Mentor Teacher Network is a professional learning network designed to support mentor teachers, lead mentor coordinators or any other educator interested in learning more in how to successfully navigate the intricacies of the four-year induction system required of the Resident Educator (RE) program. Successful completion of the RE program is required to qualify for a five-year professional license. Faciltated by a RE ODE State Trainer, participants will engage in RE-focused learning topics, receive ODE updates and have opportunities to share and learn successful support strategies to help their Resident Educators thrive through their four-year journey.

Mentor Teacher NetworkPurpose

• Sept. 24, 2013

Support Strategies for Resident Educators (Years 1, 2, 3 and 4)

• *Series Enrollment: members - $109 non-members - $129

Professional Goal Setting

• Nov. 19, 2013

• March 4, 2014

• April 29, 2014

Enhancing Feedback for Growth

Rich Strategies for Writing about Practice

Reflection and Guiding your Resident Educators to Next Year

• Individual Session Enrollment: members - $29 non-members - $35

*Ashland University: 1-hour graduate credit option available for attending all four sessions.

To register, visit the website http://bit.ly/MentorTeacherNetwork. For more information on the Mentor Teacher Network Series, contact Sandy Denney at Sandy.Denney@escco.org or 614.542.4111.

Registration

Cost Location2080 Citygate Drive | Columbus, OH 43219p: 614.445.3750 • f: 614.445.3767

How can I be a better educator tomorrow than I am today?

4:30-6:30 p.m.

4:30-6:30 p.m.

4:30-6:30 p.m.

4:30-6:30 p.m.

OTES Evaluator Recalibration RefresherOTES evaluators are required to be recertified every two years. This process includes a three-hour online training module provided by ODE/NIET and successful completion of the online assessment. This workshop provides participants the opportunity to view together the three-hour ODE Recertification Training Module provided by NIET with assistance and coaching from the ESC’s OTES Trainers. Trainers will highlight strategies and skills necessary for successful completion of the recertification on line exam. Participants are encouraged to complete their credentialing exam independently on a hard-wired computer. Facilitated by OTES State Trainers Lou Staffilino and Cynthia Yoder.

• Fee: $75 Member/$85 Non-member per session• Dates: Sept. 22, 2014; Oct. 6, 2014 (repeated)• Time: 8:30 a.m.-12:30 p.m.

OTES for TeachersEspecially for teachers, this day is specifically designed to give teachers a more insightful view into the specifics of the Ohio Teacher Evaluation System and what to expect as they are being evaluated. More thorough knowledge of the rubric and its application will improve those areas of instruction and allow teacher leaders to support their colleagues. Please note that this is not the three-day ODE OTES training required for administrative credentialing. Facilitated by OTES State Trainer Mindy Farry.

• Fee: $79 Member/$99 Non-member per session• Dates: Sept. 8, 2014; Oct. 10, 2014 (repeated)• Time: 8:30 a.m.-3:30 p.m.

OTES and Student Growth Measures Support

OTES State TrainingThis three-day training provides participants with the knowledge and skills needed to implement the OTES Model in their schools and/or districts. Participants will use the OTES Model Process to gather evidence of a teacher’s performance that is aligned to the OTES Teacher Performance Rubric. Completing the three-day training and passing the online credentialing test is required to evaluate teachers in the state of Ohio. All sessions are held at the ESC of Central Ohio.

• Registration: Registration is required on STARS. Use key word “OTES.”• Fee: $50 per 3-day training• Dates: Sept. 9-11, 2014; Sept. 30 and Oct. 1-2, 2014; Dec. 16-18, 2014; Jan. 6-8, 2015; Feb. 17-19,

2015; March 9-11, 2015; April 28-30, 2015; June 9-11, 2015; and June 23-25, 2015.• Target Audience: Administrators, teacher leaders, university personnel and anyone interested in

learning more about instructional best practices for the classroom.

Understanding Student Learning Objectives as part of Student Growth MeasuresThis overview is designed to learn more about the effective use of SLOs as a means of measuring student growth. Led by Lou Staffilino and Cynthia Yoder, participants will examine the “pieces & parts” of actually constructing and deconstructing SLOs and will also have the opportunity to use a rubric to assess the quality indicators of effective SLOs. District Teams are encouraged to attend (teachers, union leadership, principals and administrators).

• Fee: $79 Member/$99 Non-member per session• Dates: Aug. 20, 2014; Sept. 16, 2014; Oct. 8, 2014 (select one)• Time: 8:30 a.m.-3:30 p.m.

Ohio’s New A-F Accountability System for System Improvement: How to Understand and Use ItParticipants will learn about all aspects of Ohio’s new A-F Accountability System and determine how the components and measures in the Local Report Card relate to the district/school improvement process. They will connect the district/school accountability measures to individual accountability in the OTES and OPES Models. Facilitated by Barb Weber and Cathleen Heidelberg, Regional Value-Added Leaders.

• Fee: $75 Member/$85 Non-member per session• Dates: Oct. 15, 2014• Time: 8:30-11:30 a.m.

Value-Added (VA) Data at the Classroom and Teacher-Level to Improve Student Achievement: How to Understand and Use ItParticipants will understand the difference between achievement and growth data, learn to navigate and use VA data reports on the EVAAS website, and understand and interpret teacher-level VA reports. The relationship between VA data and the Ohio Teacher Evaluation System (OTES) will be discussed. This workshop is designed to meet the needs of classroom teachers and the principals who support them in their use of student achievement and growth measures for school improvement. Facilitated by Barb Weber and Cathleen Heidelberg, Regional Value-Added Leaders.

• Fee: $75 Member/$85 Non-member per session per session• Dates: Oct. 15, 2014• Time: 12:30-3:30 p.m.

OTES, Student Growth Measures (continued)Classroom Walkthroughs/Informal Observations: Strengthening Teaching and Learning through a Shared Practice of Improvement

The Ohio Teacher Evaluation System (OTES) requires conducting at least two classroom walkthroughs/informal observations when evaluating the performance of a teacher. During this half-day workshop, participants will become familiar with the purpose and steps of implementing classroom walkthroughs; build a common language, expectations, and norms for conducting classroom walkthroughs; and learn how the classroom walkthrough process is connected to school improvement efforts. Facilitated by OTES State Trainers Linda Romano and Cathleen Heidelberg.

• Fee: $75 Member/$85 Non-member per session• Dates: Oct. 24, 2014• Time: 8:30-11:30 a.m. OR 12:30-3:30 p.m.

Registration Questions?Sandy Denney at Sandy.Denney@escco.org or 614.542.4111.

Data, Assessment and Accountability or OTES Training Questions?Cathy Heidelberg at Cathy.Heidelberg@escco.org or 614.542.4168.

SLO Support?Cynthia Yoder at Cynthia.Yoder@escco.org or Lou Staffilino at Lou.Staffilino@escco.org or 614.542.4154.

ALL SESSIONS: Ashland Graduate Credit available if attending two full days for an additional $249.

ELA Common CoreELA Common Core 101Learn the basics of how to transition into the ELA Common Core State Standards. Participants will explore resources like the state-designed tools, units of study, parent guides and online websites in order to more clearly understand the anchor standards in reading, writing, speaking and listening and language. Learn how to unpack both the anchor and grade-level standards and discuss how to begin to make adjustments in the present to be prepared for the future. Participants are encouraged to bring their own laptops. Facilitated by Literacy Specialist Rachel Lang.

• Fee: Member District Rate: $75 / Non-Member District Rate: $85• Dates: Sept. 8 | 12-3 p.m.

Close Reading Among Content AreasJoin Literacy Specialist Rachel Lang in an exploration of one of Common Core’s most important concepts, close reading. Expert Doug Fischer describes the approach as “careful and purposeful rereading of a text.” But it takes more than just reading the text over again. In this session, strategies, tips and techniques will be shared to help support the approach.

• Fee: Member District Rate: $75 / Non-Member District Rate: $85• Dates: Sept. 9 | 8:30-11:30 a.m.

CCSS Speaking and Listening: Real World Standards for 21st Century StudentsOne significant shift ushered in with the Common Core State Standards is the emphasis on communication. This session serves as an introductory exploration of CCSS’s Speaking and Listening strand. From anchor and end-of-grade-level standards to instructional strategies and research pieces, this half day session will focus on identifying the purpose and usefulness of this strand along with hints and tips for practical application. Facilitated by Literacy Specialist Rachel Lang.

• Fee: Member District Rate: $75 / Non-Member District Rate: $85• Dates: Sept. 9 | 12:30-3:30 p.m.

Literacy Skills in the Content Areas: Interventions for Students Who StruggleStudents, struggling with basic literacy skills, often underperform in content areas (science, social studies) due to intense demands for reading, note-taking and writing skills. Participants will learn to estimate the ‘readability’ of textbooks, how to predict reading comprehension with the Cloze procedure, how to acquire, make and use books-on-tape/CD, and how to develop and use Guided Note Technique for lecture and study support. The presentation will include brief demonstrations of technology including “talking” spell checkers and voice-output software for computers that facilitate literacy skill applications. Instructor is Dr. Tom Diebold.

• Fee: Member District Rate: $149 / Non-Member District Rate: $179• Dates: Sept. 22 | 8:30 a.m.-3:30 p.m.

Strategies for Rigor in Literacy PracticeRigor does not show up inconsequentially. Rigor evolves through intentional planning, the use of informal and formal assessment to guide practice as well as the use of high-quality instructional strategies. Literacy consultant Rachel Lang will demonstrate a variety of strategies and link them to both anchor and end-of-grade-level standards. Come ready to participate and to apply provided ideas to classroom practice.

• Fee: Member District Rate: $149 / Non-Member District Rate: $179• Dates: Sept. 25 | 8:30 a.m.-3 p.m.

Learning Leaders Network: Focus on Ohio’s New Learning Standards - ELA/Literacy and MathematicsDesigned for educational leaders to engage in topics and issues relative to curriculum, instruction and assessment, the first meeting is a day-long collaborative with the Ohio Educator Leader Cadre, Student Achievement Partners and the Ohio Standards Coalition. It is a train-the-trainer workshop focusing on: 1)Tools for selecting materials aligned to Ohio’s New Learning Standards; 2) Resources for developing new units, remodeling existing units and being ready for new assessments; 3) Strategies for communicating about Ohio’s New Learning Standards to teachers and parents; and 4) Training in the use of the free achievethecore.org resources and the Ohio Quality Rubrics.

• Fee: No charge• Dates: Sept. 26 requires registration on STARS. Remaining meeting dates are scheduled from 1-3 p.m. on Oct. 31, Dec. 5, Jan.

23, Feb. 20, March 20, April 17 and May 15. Registration is on www.escco.org.

Online HQT ELA CourseParticipants will learn to align curriculum to the ODE ELA Standards in order to increase student achievement. This online course has 6 weekly modules and requires 6-8 hours of course work each week. Upon completion, participants receive a certificate for 45 contact hours or 3-hour Ashland University credit option for an additional $747. Online Coordinator is Megan Ash.

• Fee: $99• Dates: Sept. 8-Oct. 19; Nov. 3-Dec. 14; Jan. 12-Feb. 22; March 9-April 19; and May 4-June 14 (choose one)

www.escco.org

Phonics for ReadingPhonics for Reading is a supplementary phonics program designed to teach phonemic decoding to students who have not yet mastered those skills. Originally conceived for students in grades 3-6, it may also be used for primary students or for lower performing students in upper grades, and for adults learning to read English. The program is appropriate for flexible use in general and special education classrooms, for tutoring, and for summer-school sessions. This workshop will provide participants with the background knowledge of the critical structures of English, simulations of common reading problems, and additional instructional activities and materials designed to enhance the implementation of the program. Participants will receive copies of the First Level Teacher’s Guide, Student Book, and masters for phoneme cards. For questions, contact Dr. Tom Diebold at Tom.Diebold@escco.org.

• Fee: Member District Rate: $149 / Non-Member District Rate: $179• Dates: Dec. 2 or March 11 | 8:30 a.m.-3:30 p.m.

Talking and Listening in Class: Educational Leadership Brown BagBring your lunch and join your colleagues at the Educational Leadership Brown Bag. This month’s theme focuses on “Talking and Listening in Class.” Dialogue will focus on the guiding question. How can we use all talk productively to promote rich content-area learning and to develop the speaking and listening skills that are vital to students’ future success? Topics include: teaching students to be active listeners, encouraging respectful debate, leading whole-class discussions that promote higher-order thinking and encourage all students to participate, teaching to the Common Core speaking and listening standards, and designing instruction so that students talk more and teachers talk less. Facilitator is Rachel Lang.

• Fee: No charge• Dates: Dec. 5 | 11 a.m.-1 p.m.

Teaching Literacy Skills to Students with Dyslexia: The Orton-Gillingham Approach to The Orton-Gillingham approach is a structured, systematic, multisensory, and diagnostic-prescriptive method for the teaching of language skills to students with dyslexia. This course prepares educators to successfully tutor individual students, or to more effectively implement school-wide “packaged” multi-sensory, structured language education programs. Course topics include the characteristics and needs of students with dyslexia, the critical structures of English that must be addressed by instruction, and the design, implementation and evaluation of effective individual lesson plans. This course has twenty-four, 2.5 hour “after-school” sessions divided into four parts. Note: Participants must enroll in, and attend, all four parts of the course due to the cumulative nature of the content. Contact Tom Diebold at tom.diebold@escco.org or 614.753.4684.

• Fee: $149/$179 per meeting period. Note: each meeting period requires separate registration.• Dates: Period 1: Sept, 23-Oct. 28; Period 2: Nov. 11-Dec. 16; Period 3: Jan. 6-Feb. 10; Period 4: Feb. 24-March 31. All meet

on Tuesday evenings from 6:30-9 p.m.

1-hour Ashland Graduate Credit option for additional $249 for every two days of attendance.

Registration Questions: Sandy.Denney@escco.org or 614.542.4111

To register, visit www.escco.org. Click “Register on MyLearningPlan for ESC Workshops.”

Stevenson Language Skills for Grades K-3The Stevenson Language Skills Program is a systematic, multi-sensory structured approach for teaching reading, writing, spelling, grammar, syntax, penmanship, and vocabulary skills. The program’s unique scope and sequence, scripted format, and extensive use of special mnemonic cues enables educators and parents to successfully teach students with dyslexia, specific learning disabilities, and other neurological-based reading problems. Workshop includes a Beginning Green Level Teacher’s Manual. Contact Dr. Tom Diebold at Tom.Diebold@escco.org.

• Fee: Member District Rate: $149 / Non-Member District Rate: $179• Dates: Oct. 30 or Feb. 13 | 8:30 a.m.-3:30 p.m.

Stevenson Overlapping Strategy for Grades 4-8Stevenson Overlapping Strategy combines the first two levels of the Stevenson Language Skills Program and is a systematic, multi-sensory structured approach for teaching reading, writing, spelling, grammar, syntax, penmanship and vocabulary skills to struggling readers who are above the primary grades. These students should be able to discriminate consonant sounds, demonstrate letter-sound correspondences for consonants and be able to blend a consonant sound to a vowel sound without significant difficulty. Prior to beginning the Overlapping Strategy, if students have not yet mastered these skills, the Beginning Level of the Stevenson Language Skills Program would be a more appropriate starting point. Workshop includes an Overlapping Strategy Teacher’s Manual with student book. Contact Dr. Tom Diebold at Tom.Diebold@escco.org.

• Fee: Member District Rate: $149 / Non-Member District Rate: $179• Dates: Nov. 12 or March 5 | 8:30 a.m.-3:30 p.m.

Math Common CoreReaching Your Struggling Math Student: Teaching with Manipulatives and Mental ModelsTeach math skills and concepts with a practical approach that reaches the most struggling student. Using manipulatives and visuals such as cubes and the bar model, help students progress from concrete to semi-concrete to abstract. These strategies bridge the gap between pictures and symbolic notation while effectively integrating the Mathematical Practices and Content Standards. All participants receive a workshop resource book. One-hour Ashland graduate credit available for an additional $249 if combined with another Math workshop. Lunch is on your own.

• Instructor: Jonily Zupanic• Date: Feb. 5 | 8:30 a.m.-3:30 p.m.• Fee: $149 member/$179 non-member per session

Teach more content in less time by asking the right questions to maximize student thinking and learning. Effective mathematical questioning promotes student thinking and discourse. Learn how to design questions and modify existing questions for depth in mathematical learning. Enrich classroom assessments to predict student achievement as well as student growth over time by using PARCC models as well as Common Core free web resources. All participants receive a workshop resource book. One-hour Ashland graduate credit available for an additional $249 if combined with another Math workshop. Lunch is on own.

• Instructor: Jonily Zupanic• Date: March 4 | 8:30 a.m.-3:30 p.m.• Fee: $149 member/$179 non-member per session

Ask This, Not That: Mathematical Questioning to Drive Deeper Student Understanding

Semple Math is a unique approach to teaching basic math skills and the abstract concepts of the Base 10 number system through a special sequence of concrete, mnemonic (association memory) teaching strategies. Semple Math addresses the needs of students who have difficulty with memory, sequencing, discrimination, organization, attention, language, directionality or spatial relationships. The 52 lessons of Level 1 Semple Math focus on number-numeral concepts, addition facts and algorithms, place value, money, and word problems. The 53 lessons of Level 2 focus on subtraction, rounding off, making change, subtraction and word problems. Workshop includes a Level 1 Teacher’s Manual. Questions?

• Instructor: Tom Diebold• Date: Feb. 25 | 9 a.m.-3:30 p.m.• Fee: $149 member/$179 non-member per session

Overview of Semple Math Levels 1& 2 | Addition & Subtraction

Semple Math is a unique approach to teaching basic math skills and the abstract concepts of the Base 10 number system through a special sequence of concrete, mnemonic (association memory) teaching strategies. Semple Math addresses the needs of students who have difficulty with memory, sequencing, discrimination, organization, attention, language, directionality or spatial relationships. The 40 lessons of Level 3 cover all multiplication facts, long multiplication, multiplication word problems, expansion of place value concepts, keeping a checkbook, and other topics. The 51 lessons of Level 4 cover division, long division, fractions, percentage, and linear measurement. Recommended Prerequisite: Overview of Semple Math Levels 1 & 2. Workshop includes a Level 3 Teacher’s Manual. Questions?

• Instructor: Tom Diebold• Date: March 19 | 9 a.m.-3:30 p.m.• Fee: $149 member/$179 non-member per session

Overview of Semple Math Levels 3 & 4 | Multiplication & Division

Register for these events on www.escco.org. Click “Register on MyLearningPlan for ESC Workshops.”

Oct. 6 | 8:30 a.m. - 3:30 p.m. | Registration: http://bit.ly/InspiringMath1Mental math is the gateway to excellent number sense and estimation skills which are required in the CCSSM. Learn several unique, powerful strategies along with visual explanations that make mental arithmetic a breeze for students. Also, get hands-on demonstrations of games and puzzles that help students build mathematical reasoning skills while having fun. Mental math strategies increase both your students’ working memory and confidence in their mathematical abilities. All grade levels welcome to attend, but most relevant to grades 1-7.

Oct. 29 | 8:30 a.m. - 3:30 p.m. | Registration: http://bit.ly/InspiringMath2Learn 8 critical problem solving strategies that every student must know to become perseverant problem solvers. Take away problem solving guides and templates that students can use to develop and explain their thinking. Also, learn a powerful framework for presenting rich math problems that gets students engaged and intrinsically motivated. In addition to providing several treasure troves of wonderful, rich problems, learn how to take standard word problems and turn them into perplexing problems that students will love. All grade levels welcome to attend, but most relevant to grades 1-7.

Inspiring Mathematical Thinking SeriesInstructor: Dr. Raj Shah of Math Plus Academy

Session 1: Using Mental Math and Games to Build Number Sense for All Students

Session 2: Getting Students to Persevere in Problem Solving — Yes, You Can!

Member Rate: $149Nonmember Rate: $179

Cost per session

Dr. Shah is a life-long lover of math who graduated from Dublin Coffman HS and went on to earn his Ph.D. in Physics from the University of Illinois. After working nine years at Intel, Dr. Shah quit his job in 2008 to pursue his passion of introducing kids to the wonder of mathematics and teaching them to think rather than just memorize. Since then, Dr. Shah has been building curriculum that develops problem-solving skills, builds confidence, and sparks curiosity. For questions about these workshops, email him at raj@mathplusacademy.com.

Dr. Raj Shah

Lunch is on own

Ashland Graduate Credit option: 1-hour Ashland Graduate Creditoption for attending 2 full days - $249.

For questions, contact Sandy Denney at 614.542.4111 or sandy.denney@escco.org

Nov. 20 | 8:30 a.m. - 3:30 p.m. | Registration: http://bit.ly/InspiringMath3So many students are visual learners and the ability to “see” math can be the difference between success and failure. This workshop will demonstrate how pictures can make some of the most difficult problems and proofs elementary. Learn how to help students draw their own pictures and diagrams to make sense of mathematical problems. All grade levels welcome to attend, but most relevant to grades 1-7.

Session 3: Seeing and Learning Math through Pictures

© 2014, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

MEASURING STUDENT GROWTH IN THE CLASSROOM WHAT

Join us for a one-day regional session designed to help leaders and teachers learn how to measure student growth in the classroom. This interactive experience will show you how teachers can collect and respond to evidence of where their students are, and the progress they have made, at any point during the school year.

WHO

These learning sessions are intended for district and building leaders, teacher leaders and others involved in helping teachers measure student growth in their classrooms.

LEARNING TARGETS Know ‘what counts’ as assessment. Understand the characteristics of strong rubric design. Understand how PLDs, or Master Rubrics, clarify the path to mastery for a period of learning. Understand the characteristics of high-quality assessment blueprints. Understand the elements of strong pre- and post-assessment. Understand ‘growth’ in the context of value-added. Know how to use a PLD to measure and maximize student growth in the classroom. Understand how to use Ohio’s FIP resources to support learning and practice.

HOW CAN YOU PREPARE IN ADVANCE? To prepare for this session, complete the following two online learning modules available on the Ohio Student Progress Portal:

DSA: Creating and Using Rubrics

DSA: Creating and Using PLDs (Performance Level Descriptors or Master Rubrics) The content in these modules will give you materials and ideas to draw on during the presentation and table activities. This will enable you to maximize your learning and generate ideas to leverage practice in your districts. If you are new to FIP, you may want to complete one or more of the Foundations of Formative Instructional Practices modules.

REGISTRATION DETAILS January 29, 2015 at ESC of Central Ohio 2080 Citygate Dr. Columbus. Event dates and locations are available through STARS. Sessions will run from 9:00 am to 3:30 pm with lunch on your own. Register in STARS at: https://safe.ode.state.oh.us/portal (Search key word “FIP” to find the sessions more easily.) Calamity Date: February 10, 2015.

QUESTIONS? Contact: FIP Specialists: Judy.summers@escco.org or Sanderson.Sandra@moesc.net Virginia Ressa, FIP Project Coordinator, at FIPOhio@education.ohio.gov

Performance Task Writing WorkshopDo you want to know how to create lessons that really promote deep learning? Do you want to learn to create lessons that will prepare students for the performance based assessments? Then this workshop for you!

In this five-day workshop, you will learn to write performance tasks designed for learning at a deep level (Depth of Knowledge 3 and 4). This intensive workshop will take you through the entire process of task development, brainstorming, task design to rubric development and integrating across content areas to connect practices with content. In the end, participants will have lessons they can take back and use in their classrooms.

RegistrationLogin to your SAFE Account > STARS > Keyword Search: “Performance-Based Assessment, Task Writing, Performance Task, Workshop”

Space is limited, so sign up now! This event is FREE.

For questions or registration assistance, please contact Lauren Monowar-Jones at lauren.monowar-jones@education.ohio.gov.

For more informationVisit education.ohio.gov/opapp.

Performance Task Writing Workshops will run from October 2014 through March 2015 at participating Educational Service Centers (ESC) across the state.

Locations include Gallia-Vinton ESC, Cuyahoga County ESC, ESC of Central Ohio, Northwest Ohio ESC, Hamilton County ESC and more.

For more information and a complete listing of dates and locations, visit education.ohio.gov/opapp.

Presenter: Jill Stine brings over 16 years of experience as an Educator and Consultant in the field of Education. Working in the public school system, Stine served as a Title I Reading teacher. For the past 11 years, she has been creating and delivering research-based professional development with the purpose of improving teaching and learning. She has worked with many large school districts including Philadelphia City Schools and New York City Public Schools to guide their implementations and build capacity within their schools. Currently, she is supporting instructional change in urban, surburban and rural PA districts, including a large cohort in Pittsburgh Public Schools.

Understanding Depth of Knowledge (DOK) through Assessment Tasks

Depth of Knowledge (DOK) is a key determinant of rigor-level in next generation assessment design. DOK should be considered as an investigative lens into learning standards as educators consider how to create classroom assessment tasks.

Jill Stine of the Common Core Institute has designed this day-long practicum to help educators work through a progression of DOK understanding, explore task complexity, analyze assessment tasks and learn how to increase rigor within their own assessments and performance tasks. Participants who bring samples of their current assessment tasks will be able to identify current DOK levels and modify the tasks to reach key DOK levels for their content area(s). All participants will leave with a complete DOK Flip Chart provided by Common Core Institute/Center for College and Career Readiness.

Learning Targets1. Learn the suggested “recipe” for creating a comprehensive, complex task

aligned to a unit/module of learning.2. Learn Depth of Knowledge concepts via:

• Karin Hess DOK resources.• Assessment Exemplars to determine DOK 2 or DOK 3 levels.

3. Use the DOK Flip Chart to model analysis of existing assessment items.4. Practicum - Teachers are asked to bring a current performance task or

assessment item(s). Participants will identify DOK levels of their current assessment tasks and modify the tasks to reach key DOK levels for their content area(s).

Targeted AudienceGeneral and Special Education Teachers (grades 3-12), Instructional Coaches and Curriculum Coordinators. While the focus will be core-aligned content areas, all educators who design assessments will find value in understanding rigor, task complexity and depth of knowledge.

CostCost: $149 members, $179 nonmembers

Ashland Graduate Credit option available for $249 if combined with a Math or ELA workshop.

Overview

March 17, 2014 8:30 a.m. - 3:30 p.m.

Date, Time

RegistrationRegistration - http://bit.ly/DepthofKnowledge

For questions on registration, contact Sandy Denney at 614.542.4111 or Sandy.Denney@escco.org