Worthington Schools
Curriculum Liaison Council
February 20, 2014
Meeting Notes
Role of the Council Members:
1. Provide representative input to identify key issues and/or topics impacting the quality of education provided to
Worthington students.
2. Serve as a key communicator in conveying information from their membership to the Council as well as
information from the Council to the membership.
3. Provide input in developing parent and community engagement opportunities regarding the issues/topics
identified by the CLC.
4. Be familiar with the district website, key contacts, and other sources of information regarding curriculum,
programs, funding, and buildings.
5. Attend all meetings.
Guiding Principles:
1. Be respectful of the time: Arrive on time; start on time; end on time; make good use of the
time.
2. Represent your school voice rather than individual issues or concerns; share what you learn.
3. Be present: both physically and attentively.
4. Be engaged.
5. Listen.
6. Share: allow others to share.
In Attendance
Laura Grindle (Brookside); Carly McVey (Colonial Hills); Aimee Wellejus (Evening Street); Rebecca
Billingslea (Granby); Melissa Lacher (Sutter Park); Kasha Brackett (Wilson Hill); Jen Squires (Wo
Estates); Bethany Moore (Wo Hills/Phoenix); Jennifer Button (Kilbourne MS); Gae Hill
(Worthingway); Shannon Butcher (TWHS); Marya Kowal (Linworth); Marc Schare (Board of
Education); Trent Bowers, Brian Geniusz, Vicki Hartley, Jamie Lusher, Nancy Massman, Meg
Peters, Thomas Tucker, Jennifer Wene (WEC)
Guests
Adham Schirg (McCord); Ken Nally (WKHS); Jeff Maddox (WEC)
Agenda
6:30 – 6:45
Introductions and welcome
6:45 – 7:15
3rd Grade Guarantee Update
7:15 – 7:45
High school digital academy
7:45 – 8:00
District Report Card http://reportcard.education.ohio.gov/Pages/DistrictReport.aspx?DistrictIRN=045138
8:00 – 8:30
Around the Table
Welcome and Introductions
Review of the Role and Guiding Principles of the CLC (see above)
Presentation: Worthington Academy
Individualized learning for the nontraditional student
Jeff Maddox, Ken Nally , Adham Schirg, Julie King
Jeff Maddox attended Worthington Schools and has a serious commitment to the district.
We are seeing a new kind of learner, and we need to find new ways to connect to them.
Our first goal in this initiative is support 100% of our students in their goal to graduate. The reality is
currently we are not succeeding in that with a percentage of our students. We need to ask ourselves
“why not?”
See PowerPoint (attached)
Currently we are seeing increasing numbers of students leaving to enroll in an online school such as
ECOT. They are often gone 4-5 months and then we are seeing them return to us with deficits and gaps,
and they have lost quality instruction that translates into more than 4-5 months of regression in their
skills.
Currently we are using credit recovery seats (enrollment in online classes) as a response to this. The
challenge with this is that it is limited in the amount of human interaction the student has with
significant adults and strong role models who could positively influence them in school.
We need, therefore, to find other ways in which we can connect with them and engage them in their
schooling.
For digital or online learning to be successful, we need relationship/connectivity/influence.
What could we do differently to create a setting that resonates and connects with nontraditional
learners?
Ken – we went to three different high schools; what are they doing differently to connect with these
kids?
Hilliard – fixed space that had been their previous district office space. They have four different
programs: college, career, pre-career, intervention.
Non-traditional spaces
Collaborative work
Café room – collaboration
PE – fitness juke box – individualized fitness plan
Food service provides juices, salads, snacks
Olentangy Local
Space in outbuildings/trailers where they created 7-12 nontraditional plan
Individualized learning plans
Collaborative space
Don’t have the technology that Hilliard has
Logo – OASIS
Take kids with attendance discipline issues
Also kids who want to accelerate their credit
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Westerville
Converted their old board office
New carpet, pendant lights over each work station
Online kind of classroom
Lunch room/kitchen
Adham
After these visits we wanted to engage the secondary staff on how they connect with their kids and
what are issues that may benefit from a nontraditional approach.
160 respondents
Hanover is currently analyzing the survey
2 world cafes: first with 40 HS students, 4 essential questions
We wanted their genuine feedback on what would go into this type of program.
The type of student ranged from high ability student to students at risk of dropping out.
Tonight we worked with staff members to go through same 4 questions – BOE, counselors, community
members also hear their ideas and perspective. All of this “data” will be used to help us design the
Worthington Digital Academy.
Melissa – How do students apply? Is it open to anybody?
Jeff – We’re not there yet. Each school we visited handled it a bit differently. We will take kids who
look like they’re not going to graduate as well as AP students who may want to accelerate or feel as
though they don’t necessarily fit into the traditional high school. We want our students to have more
choice and in order to provide that we have to stretch outside of the traditional way of doing school.
Choice is what is going to allow public education to survive and thrive – choices.
Laura – Is the intent to target prevention of drop outs?
Jeff – That is one area it will be used for but also for kids who feel as though traditional school is not a
good fit for them. We hope to also serve kids in advanced courses as well as, for example, students in
pro-sports and students who need to work to help support their families.
Rebecca –Have students who have left to enroll in charter schools been surveyed about “why” they left
and what we could do to bring them back?
Jeff – Our conversations have indicated that the traditional schedule doesn’t fit for them. We are
finding that often these kids are missing the connectivity.
Rebecca – Is social aspect part of the problem for these kids?
Jennifer – Why do we think kids are leaving Worthington to go to online schools?
One of the things we heard from the students in response to this question is that there are some kids
who just aren’t social. Some think that an online school will be easier and others have legitimate and
personal reasons for leaving the large, traditional high school setting.
What we also know is that when these students come back, we have to catch them up academically and
find some way to connect them to a school they have not attended for a while. This is challenging
Marya – Can program be expanded to elementary school?
Jeff – Our first goal is to get it started, but we want the plan to be expandable – not too broad to start.
Start with a real focus on what we’re currently talking about now.
Carly – Sometimes they can benefit from experiences of others. Have we also looked at those models
that have failed and why they failed? Are we looking at bringing in other professional talent to help us
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go down this path? Since we are unfamiliar with the operating model for this type of program and it
may not fit our current teacher’s management experience, we may want to use some consultants who
have experience in this area.
Thomas – We have one of the most gifted and talented persons on Jeff’s team – Julie King, who came
from Hilliard. This work sprang from what Julie did in Hilliard. We have some very talented people here
in the district. This is an effort to make the school fit the students rather than make the students fit the
school. Kids we have now are not the kids we had 10, 20, 30 years ago. They learn differently, are
motivated differently, and what and how they need to learn is different.
Jeff – The reality is we’re behind in this area. Being behind is not a bad thing, however, as we are now
able to capitalize on what has worked or not worked for others.
Jamie – Remember, in Worthington we have alternative settings for our students with programs at
Linworth and Phoenix – we’ve been able to meet the majority of our kids’ needs successfully by
providing these additional choices. Urgency hasn’t been there until recently and now it is time for
Worthington to provide that additional choice that capitalizes on the digital learner.
Kasha – Schools looked at are traditional. Is there a reason you didn’t go further looking at home school
cooperatives and different schools that have had success?
Kasha – Do you think there is a correlation between the jump in students enrolling in digital schools with
changes in curriculum?
Jeff – Slides show 4 years of a steady number that have left us for online school. However, the increase
in rigor and also the expectations from the state may contribute. These students will find those same
expectations in their digital classes, however, which may also be why they are returning to us.
Rebecca – Questions re students who left and came back. Is there a process? Concern with kids coming
back. What caused them to make that decision? What are the reasons? What is the process?
Jeff – Is there something we can do to change environment for student?
Laura – Working on this same issue with Columbus Schools. The STEM program in Worthington is
phenomenal. Would love to see Worthington Academy include an experiential piece as this is critical to
student engagement.
Bethany – How do Worthington’s numbers compare to other schools?
Jeff – We are looking at that now. Those districts which have their own digital academy, however, have
far fewer students leaving them for such a program outside of their own district.
Aimee – For other districts this is their students only and first opportunity for an alternative setting; they
haven’t had a Linworth or Phoenix.
Jen – How much is ownership for kid?
Jeff –That is huge. Right now we might be getting compliance. We are looking for commitment. That’s
what will lead them to success. Creating an environment they can get behind – ownership.
Jennifer – Hearing from students who yearn for depth in areas of interest. Recognize there’s things they
have to learn; they understand that, but would like to be able to personalize it. Not just choice – kids
are talking about being able to personalize. The program will evolve beyond just the digital academy.
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Marya – Linworth kids who choose to take a language find it hard going to home schools for language.
Kids/parents looking for other choices; kids to have opportunity for more courses than they can take in a
day.
Jennifer – We are also beginning to envision a new concept for Summer School – digital academy and
get-ahead courses; not just because they have to have to graduate. More flexibility with online courses
– opens up a lot of possibilities beyond increasing our graduation rate.
Marc – Jeff, speak to the kid who just wants to take something we don’t offer. Would it be a viable
option for courses we don’t offer?
Jeff – Therein lays the expansiveness of the Worthington Academy environment. The 3 districts we
visited have this opportunity. Olentangy – every student has their individualized plan. We want to make
a very flexible environment.
Thomas – Make school fit the kid; not kid fit the school.
Nancy M – Will there be other personnel available to student? Counselors? Social support services?
Nancy C – Is there a timeline for proceeding with this?
Jeff – We are presenting to the BOE next month at the March 17 meeting. We hope to have Academy
available next year.
Shannon – Do you have an estimate of the number of students?
Jeff – 160 students. We will start the process with the school counselors. We don’t want to create
barriers – open access.
Gae – As a counselor I see benefits to both tradition and nontraditional learners. How do we
incorporate extracurricular?
Jeff – We plan to include access to all those things that resonate in a kid’s life such as extracurriculars.
Reflect back to things learned and what would have done differently – do not deny access to things kids
would participate in.
Please write down and/or email questions/observations. We will get back with you.
Third Grade Guarantee – Jamie Lusher, Coordinator of ELA and ELL
Thomas, Marc, and Jennifer spent a lot of time downtown providing testimony. Legislation is going to
be highly volatile as reality of it sets in.
Jamie – We’re in a different place than when we first had these discussions about the Third Grade
Guarantee last year.
[PowerPoint]
Want no child to be negatively affected by this legislation.
Retention is not a best practice and in both the research and our personal experience it should only be
used on a very limited basis. Students who are still catching up academically should, however, be
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provided the appropriate support they need to gain the skills and confidence they need to be successful
in school.
What happens to kids who don’t make the cut score outlined by the Ohio Department of Education?
We will develop a plan, partner with parents and teachers and ensure that this student is getting the
appropriate level of instruction and support they need to grow academically. A student required to be
retained under the law will be provided reading instruction at their present level yet also be involved in
the 4th grade curriculum. If we would deny them that involvement then we would permanently
suppress their option of moving forward with their peer group. This will require flexibility and
collaboration on the part of the teachers; however, they are doing that now and are prepared to
enhance that to give each student what they need.
Melissa – Is a child who is retained by this law considered a 4th grader?
Jamie – Would still be 4th grader overall but with an intervention plan. Our district already has a midyear promotion option; we have that policy. This is one that may be different for every child depending
on their skills in the other content areas and overall readiness to learn. Our intent is to maximize the
benefit and minimize or negate the ill effects that retention often has on a child.
Jennifer – This is not new to our district. We used to have multi-grade level classrooms. This provides
us the opportunity to look back at this model and use what we learned in regard to the benefits. In
regard to the summer intervention it is a frustration that school districts have had to apply for a grant
and compete for money. Every district should be provided financial support to provide high quality
summer intervention.
Laura – Are we going to have to have special teachers?
Jennifer – We do not anticipate needing any additional staff. Our reading intervention teachers are
already providing the needed support, and in some of our schools 3rd and 4th are already collaborating
through flexible grouping. Kids highly value their relationship with their classroom teacher.
Around the Table
Jennifer (KMS) – Getting ready to welcome 6th, 7th graders for orientation for parents. Getting ready
for celebration of quality. Ryan Alexis, the KMS, etc. band director won teacher of the month award
from Sonny 95.
Aimee (Evening Street) – Evening Street Science Fair is February 27. There will be Science Fair,
Invention Convention, and Design Challenge entries. Battelle for Kids is coming to tape our Data Team
Meeting to use as an exemplar for other districts across the state.
Brian (Science) – Worthington Science Day is March 1, donations welcome and appreciated. Please
come, volunteer, etc. Doors open at 8 AM.
Marc Schare (BOE) – This is my first meeting, fantastic questions and attentiveness, level of engagement
is outstanding.
Carly (Colonial Hills) – Colonial Hills had second curriculum night. We had a great turnout for a snowy
night. Michelle Banks [Instructional Coach] was very involved – 10-15 minute video on teacher best
practices. Different stations in classrooms, totally interactive, parents experience what their kids’
experience and how they’re taught. Our feedback was good. Will post video on Colonial Hills website.
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Kasha (Wilson Hill) – Wilson Hill parents and teachers love new Library Media Specialist. Fun stuff. Kids
super into Book Fair. Next week we will have movie night. Got good feedback from parent teacher
group.
Melissa (Sutter Park) –Sutter Park teachers will give a presentation on their use of Formative
Instructional Practices (FIP) at Battelle for Kids state conference in June.
Bethany (Wo Hills/Phoenix) – Worthington Hills Science Fair and Book Fair coming up. Also Phoenix
special classes week in January. Scholarship event coming up Saturday night. Busy with high school
scheduling.
Shannon (TWHS) – TWHS is having its orientation for registration Tuesday night and also welcoming
incoming Freshman parents. Their PTSO will be providing goodies for Science Day on March 1. Fun stuff
– just getting ready to launch TWHS phone cases at parent orientation as a PTO fundraiser.
Rebecca (Granby) – Be sure to look at the Granby Facebook page. Mr. Armstrong, Wellness teacher,
fantastic, created and is continuing to build and promote the Bike Park. Granby Gator Game Night is
tomorrow. PTA Vice President is heading up fundraising for new playground equipment. We will be
having a Granby playground silent auction.
Laura (Brookside) – We are looking to do something different for after school party and have contacted
Rick Armstrong for ideas. The PTA carnival is tomorrow. Brookside has been involved in school yard
enhanced learning that was first introduced by prior principal Fritz Monroe. SYEL has been a big part of
school for a couple of years, but this year have noticed that teacher evaluations and other new
initiatives are tying up the principal in major way. As a group we are talking about what can do to
support and help to sustain school yard enhanced learning at our school as it is something we highly
value.
Nancy Charlton (Social Studies) – We have been working a lot with the high school level courses,
rewriting curriculum and getting new materials for the two courses required for graduation – Modern
World and American History. We are looking at an experiential component in both courses. We will
have rewritten all the courses at the high school level by the end of this year.
Jennifer Wene (Director) – April 28 will be the presentation at BOE meeting on new graded courses of
study adoption and resource adoption. We hope you all can attend.
Nancy Massman (Math) – Teachers continuing to work at developing courses. It’s a new experience for
some.
Jen (Wo Estates) – You thank us for helping with the levy, but attending these meetings helps us to be
able share this critical information. I already have my replacement for next year as I come back so
excited from these meetings. Worthington Estates had pasta dinner and games fundraiser; everybody
had a good time. PTA decided to put out $5K for teachers to write grants over next 3 years. Each PTA
meeting they get a variety of grant proposals from teachers.
Carly – Worthington Education Foundation has received only 4 grant proposals from teachers. Get out
word to your teachers about WEF grants. Please promote this incredible resource to your teachers. To
get more information go to http://www.worthedfoundation.org/
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Gae (Worthingway) – Worthingway 8th graders are scheduled to visit TW. My son is very excited about
all the course work that is available to him, including French. We are all excited about the transition.
Thomas Tucker (Superintendent) – Be sure to tune into Channel 3 City of Columbus Black History
program, Evening Street 4th grade students were asked to participate this year and they out-performed
every group there. Also, be sure to visit the McConnell Arts Center where you will be blown away by the
exhibit of one of Worthington’s HS Art teachers, Alan Spencer. His art exhibit “Strata in Clay” is on view
through March 2. Brian Riegel, another Worthington Schools art teacher has an exhibit at Port
Columbus.
Marya (Linworth) – Linworth feeling a little empty with our seniors out on Walk About Program. They
are placed all throughout the country. Examples include photography to working in Alaska with bears.
Juniors are stepping up while seniors are gone. We also just completed a very successful book sale. We
gave mini-grant to Ron Pilatowski to buy science data collection probes (referred to by Marya as
doohickies). He wrote grant and got more from WEF. Watching new crop of classes that have begun –
New York literature class, comedy class which included props and comedy including Sochi media kit. We
are getting a lot of feedback from parents regarding the common core math – going really smoothly.
Kudos to our math teachers. WKHS lost a student this past month – impressed with response from staff,
students. They have really been there for each other. We knew the kids were getting the support
needed from teachers. In good news, Stephen Gussler (teacher) and Drew George (student) families are
getting together. We have good news to share regarding both of them.
Jennifer – We are a strong community. Doesn’t show up on report card; fortunately it shows up when
we have a crisis. Worthington is a community that cares about one another – we have excellence in our
academics, but more importantly we have excellence in the level of our relationships.
Future Meeting:
6:30PM – 8:30PM

Thursday, April 17: Agenda to be determined
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