Continuing Contract

Bernetta Harrell-Snell

Preface
The following animation was created by
Bernetta Harrell-Snell as a means of illustrating her view of effective teaching and
learning.
This video is included as part of the online Student Learning Objectives (SLOs)
P.D. modules that all Canton City
Schools educators will begin soon. It
was created using the web-based Xtranormal program and stars Bernetta and Barbara Maceyak. They have been selected
to serve as the Districts SLO Leaders.

The Big Picture

C RITERIA 1

Kelly Oldaker, Grove City Schools

Quality of
Teaching

Description of Criteria: Motivates best

effort from child; exercises patience,
demonstrates interest, understanding,
tolerance, fairness; is willing to give extra
time to students. Develops individual
academic growth, critical thinking, and
good work and study habits.

I was Kelly Oldakers mentor. Her students attained A.Y.P

(Adequate Yearly Progress) during her years in Alliance Middle School because of her willingness to be unconventional
her approach to teaching and learning under my advisement.

Entry Year Program 2009-2010

August 19

September 9

September 23

Welcome to Alliance City Schools

(Approximately 2 hours)
Forms
Stark Federal Credit Union
Welcome by AEA
My Learning Plan
Action Plan Pacing Chart

Susan Kahle

Snell 1

Alliance City Schools

Action Plan
2009-2010
NAME: Bernetta Harrell-Snell / Kelly Oldaker
BUILDING : Alliance Middle School
TEACHING ASSIGNMENT : 8th Grade Language Arts
Dates: 11/09/09

Looking at Data for Informed Decision Making

Susan Kahle
OATs and OGTs
Bern Snell
Success Web Site
Quarterly Assessments
Short Cycle Assessments
Formative & Summative Assessment in your classroom

Summary of student achievement data relevant to this years Action Plan

Last year 73.6% of my students achieved at least proficient on the OAT Reading test.

Teacher Professionalism
Bern Snell
confidentiality ; records, data, conversations, etc
communication & relationships with students, parents & community
developing goals for professional development/growth
professional organizations
collaboration with colleagues

Sept/Oct Praxis Orientation

OAT Spring 2009 Grade 8 Reading

Name
Ohio
AMS

Serving All Students

Karen Harris/Bern Snell
look at spectrum of population subgroups IEP, ED, AA, gifted, MR, etc
commitment to finding solutions to learning problems
differenation
tips for grouping students, individualizing and intervention

November 11

IATs, IEPs, RTI, MFEs, LEPs

LAR Blue

Susan Kahle
Bern Snell

April

May 19

28

ODE/region

Tips from the Veterans

Bern Snell
Small group conversations with veteran staff members who can
discuss the first year and beyond with EYTs, give ideas and suggestions for
moving forward, brainstorming and problem solving, etc.
End of the Year Meeting

% Acc
25
14

% Adv
10
9

85

24

41

25

Name
Ohio
AMS

Scale Score
419
410

Total Student
132507
197

(2010 Grade 8)
% Lim
10
16

% Bas % Prof % Acc

13
40
24
15
47
16

% Adv
12
7

Total % Prof. or higher: 71.2%

Susan Kahle
EYTs go through a mock praxis process

Feb/Mar State Praxis Assement

414

OAT Spring 2009 Grade 7 Reading

review domains
clarify process
questions and answers
introduce Maryjo
Jan/Feb Praxis Preview

% Bas % Prof
19
37
28
39

Current 8th graders demonstrated a decline in their level of achievement from 6th grade to
7th grade. They experienced a 20% decline in Vocabulary Acquisition (AV) and
application, a 17% decline in Literary Text (LT) comprehension and skills, a 17% decline
in the Reading Process (RP) application and strategies, and a 14% decline in
Informational Text (IT) comprehension and skills. In order to increase student success, I
plan to use instruction and assessment guided towards these weak areas. I will encourage
students to improve their ability levels in these benchmarks through engaging application
opportunities. Students will take both learning style and Multiple Intelligence inventories
to help students understand their individual strengths and weaknesses. Projects and
activities will be designed to appeal to those varied learning styles and intelligences.

Elayne Dunlap
Bern Snell

Introduction to the Praxis III Process

% Lim
8
10

Total % Prof. or higher: 73.6%

and Classroom Intervention

information on ACS process, forms
resources
who can help
December 9

Total Student
135605
221

Total % Prof. or higher: 62%

ESC/Region

October 14

Scale Score
416
409

OAT Spring 2009 Grade 7 Reading (2010 8th Graders)

AV - AV - %
AV - % RP - RP - %
RP - % LT - LT - %
LT - %
IT - %
IT - %
IT - %
Name %
Near
Above
%
Near
Above
%
Near
Above
Near
Above
Below
Below Proficient Proficient Below Proficient Proficient Below Proficient Proficient
Proficient Proficient
Ohio 23

55

22

20

36

44

25

31

44

22

36

42

AMS 31

55

14

25

41

34

37

35

28

25

44

31

Susan Kahle

During the transitional year, I organized and provided PD for

Entry-Year Teachers.

This is a copy of one of my required Action Plans (AP) for

the 2nd quarter of the school year. APs were quarterly requirements that focused on formativestudents-data.

Monthly Mentor Targets with REs (2010-2012)

Lead Certified Instructional Mentor: Bernetta Snell
August : Classroom Organization, Resources,
Supplies, Building structure, duties, routines, etc
Preparing for the first week of school
Meet EYTs individual needs
Boost morale, be supportive and positive
September:
Classroom Management/Behavioral Plans
Creating Rapport
Understanding students background
knowledge/experience
Lesson Planning
Methods to monitor student progress
Meet EYTs individual needs
Boost morale, help with positive problem
solving
October:
Grading procedures including progress reports,
grade cards
Assessing progress with pacing
charts/standards/benchmarks
Varying lessons to accommodate learning styles
Teaching strategies
Parent communication
Mentor observation in October and/or November
Meet EYTs individual needs
Boost morale, provide a listening ear
November:
Parent conferences
Adjusting learning situations for special needs
students (from SpEd to Gifted)
Reflecting on progress revising Action Plan
Effectiveness of teaching
Domain A
Mentor observation in October and/or November
Meet EYTs individual needs
Boost morale
December:
Differentiation
State tests preparartion
Classroom assessments formative, summative,
formal, informal
Rubrics
Domain B
Help with selection of the observation of a
successful veteran in 2nd semes
Meet EYTs individual needs
Boost morale

January:
End of semester procedures
Reflecting on progress of the first semester
revising Action Plans
Revisit student progress monitoring
Analyze what needs to be addressed prior to
testing
Domain C
Meet EYTs individual needs
Boost morale and celebrate the accomplishments
of the 1st semester
February:
Revisit classroom management
Rubrics
Revisit parent communication
Retention
Domain D
Meet EYTs individual needs
Boost morale
March
Test security and student readiness for state tests
Review all domains
Reflecting on progress revising Action Plan
Meet EYTs individual needs
Boost morale
April:
Group work
IPDP
Review Praxis III assessment self reflection &
discuss goals for growth
Meet EYTs individual needs
Boost morale
May:
End of year procedures
Retention
Deadlines and responsibilities
Meet EYTs individual needs
Boost morale

!
!
RESIDENT!EDUCATOR!MENTOR!TRAINING ! !
!

June,!2011!
!

This!is!to!certify!that!

Bernetta M. Harrell-Snell
Is!hereby!granted!
7!contact!hours!for!completion!of!the!
Resident!Educator ? ! 1!Training !
!
!
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Lori!A.!Lofton,!Executive!Director!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Center!for!the!Teaching!Profession!

June:
Final grades and scores reflection
Set goals for next year
Check out procedures
Meet EYTs individual needs
Celebrate the end of a successful year

As the Lead Instructional Mentor, it was my job to organize

the Support Sessions for our Resident Educators, supervise
and monitor the other Mentors (especially while they were
awaiting ODE training, and process the licensure and
IPDPs of the REs.
4

C RITERIA 2

Attitude
Toward
Teaching

Barbara Barthel, English Language Arts Consultant

Description of Criteria: Is enthusiastic in

teaching; seeks self improvement; is
friendly to co-workers; willingly
participates in inservice educational programs.
Stark County Educational Service Center

From:!Barbara!Barthel!<barbara.barthel@email.sparcc.org>!
Date:!December!11,!2012,!2:30:32!PM!EST!
To:!Curriculum!Directors!,!HS!School!Principals,!Superintendents,!Emerson!Lead!Teachers!
Subject:!Bernetta2Snell:22Congratulations!!
!
For Your Information:
Our own Bernetta Snell, Canton City Schools, has been selected by the Ohio Board of
Regents and the ODE to be the Ohio Design Team Leader for the SREB/PARCC
Twelfth Grade Transitional Course Modules for English Language Arts & Literacy
(Please refer to the November CD information).
Bernetta also represents Ohio as a member of both the PARCC Assessment Content
Review Committee and the PARCC Performance Level Committee.
She continues to be a vital resource and spokesperson for all of us in the development
of this national framework to increase college and career readiness.
We congratulate her and look forward to the updates she can provide us!!
Barbara Barthel!

!!
Notes from the Emerson Lead Teacher Meeting of 10/3/2012!
Emerson: Teachers of Grades 6-12 ELA!
!!
Welcome and Purpose of Lead Teachers:

1.
!!
Barbara Barthel, ESC Consultant, reminded previous members of this lead teacher group
and informed new members that their role is communication to ALL district ELA teachers
about what has been learned at these meetings. This includes discussing with
curriculum directors, etc. It is encouraged that the lead teacher speak at a meeting with
the teachers to allow discussion, etc., but Barbara Barthel will send a summary to the
lead teachers to distribute to members.!
!!
This is the first of these summaries!!
!!
2. Update on High School-Higher Education Grant:
Sue Hoffmeyer, ESC Consultant, informed the lead teachers of this grant that
started in the spring of this year and runs for three years. The purpose of the
grant is to eliminate remediation at the college level in English and math. Several
of our lead teachers are a part of this initiative.!
3. Update on New Standards and Assessments
Bernetta Snell, Emerson PMT, shared information about the new
standards and the upcoming assessments. She walked the group through
Parcconline, In the Classroom, to show the Model Content
Framework. She also shared the Parcc Assessment piece that shows
sample assessment items for ELA (and math).!
!!
Barbara Barthel encouraged lead teachers to encourage that all ELA teachers take
the time to sit down with a computer for some time to walk through and explore
this site.!
!!
Bernetta will be working on Performance Learning Descriptors for the
Grades 5-9 at the end of this month. She is already on the agenda to
report back to us at the next meeting.!
!!
4. Book Talk
Gretchen Leckie-Ewing, Emerson PMT, shared the key points and activities from the
book Writing New Media: Theory and Applications for Expanding the Teaching of!
Composition, Anne Wysocki, et al. The powerpoint is attached.!
!!
We thank Gretchen for her work and sharing. We will have a book talk at each
meeting. Anyone interested in sharing should contact Barbara Barthel.!
!!
5. Common Core Survey
The group did a four corners activity to share their progress with the Common
Core. Although no one felt that their district (Grades 6-12) are at the Super Star
corner, the majority were at Starry Eyes and Star Gazers, meaning that work has

One of my responsibilities as a member of the PARCC Assessment Design Committee is to share with Ohios stakeholders.
It gives me great pleasure to share my understanding with
the stakeholders of my own County.

I provide PD for the English Language Arts -Literacy

teachers of Stark County through the Emerson Lead
Teacher group.

Superintendent Basil always encouraged me to serve and

learn at the highest level because he believed that it
helped the district in the long-run.

Stephen Fowler always expressed an eagerness to collaborate because I was so passionate about doing the right
work!

C RITERIA 3

Knowledge of
Subject
Description of Criteria: Has a complete
knowledge of subject matter and course
of study.

Elizabeth Bridges, Curriculum & Assessment ELA-Literacy

Leader and Content Specialist for PK - 16 Formative and
Summative Assessment



From: Hall, Marie-Elena <Marie-Elena.Hall@education.ohio.gov>
Date: Fri, Apr 6, 2012 at 11:04 AM
Subject: CONGRATULATIONS - PARCC State Educator Assessment Content Committee
To: Bernetta Snell <bhsnell@gmail.com>, Fran Wilson <fwilson@madeiracityschools.org>
Congratulations! You have been invited to serve on the PARCC consortium State Educator Content
Committee.
This committee will consist of local education agency (School Districts) K-12 faculty and higher education
faculty from PARCC states who will review reading and/or mathematics items to determine their suitability
of content for inclusion on PARCC assessments. This means ensuring that items are age-appropriate and
are measuring the content of the Common Core State Standards (CCSS) for a given grade level.
If you haven't done so already, we are asking for you to seek approval from your building and district
administrator or other immediate supervisor to commit your time over the next years. This would include 3
in-person meetings (5 days each), 2 virtual meetings (5 days each) with the PARCC consortium. For the inperson meetings, the only up-front out-of-pocket expenses would be participant meals, which would then
be reimbursed by the consortium. The contractor would be responsible for paying transportation and
lodging costs (direct bill accounts).
Additionally, ODE may include preparation and debriefing meetings with committee members outside of
the meeting times mentioned (up to 15 days).
The Governing Board has approved the repurposing of funds to provide honoraria of $150 per day to
members of the Bias & Sensitivity and State Educator Committees for meetings that take place during offcontract periods, and to provide $100 per day to cover the cost of substitute teachers for K-12 educators
during workdays. The availability of these funds is contingent upon approval by US-ED of an amendment
to the PARCC budget.
The timeline for 2012 meetings has only been tentatively agreed upon with 5-day meeting in November (no
exact dates have been set though), so that information is not available currently but should be forthcoming
by PARCC soon.

On Oct 1, 2012, at 10:57 AM, "Hall, Marie-Elena" <Marie-Elena.Hall@education.ohio.gov<mailto:MarieElena.Hall@education.ohio.gov>> wrote:

Good Morning Bernetta!
PARCC wants the contact information of someone from Ohio who is already involved with PARCC and
would be interested in helping with the development of the ELA middle school (grades 4-8) Performance
Level Descriptors (PLDs). The Curriculum and Assessment Team immediately agreed that as one of our
most knowledgeable and qualified experts, you would be the ideal person to assist with this project.
Would you be interested in attending this meeting to help with the PLDs? The meeting would be in the
Washington DC area and all expenses would be reimbursed.
Unfortunately, PARCC didnt give us much notice and would like a response today as to who from Ohio
will be helping with this very important work. I cant begin to thank you for everything you do for the
Department and the educators and students of Ohio.
Sincerely,
Lana
Marie-Elena (Lana) Hall, Ed.D.
Asst. Director of Assessment Development and Construction
Office of Curriculum & Assessment
Ohio Department of Education
25 S. Front Street, Mailstop 507
Columbus, OH 43215-4183
(614) 387-2285
Fax: (614) 995-5568
<mailto:marie-elena.hall@education.ohio.gov>!

We are under a tight timeline from PARCC to have all the state committee member information compiled
and to the consortium by the 17th.
Again, thank you for your involvement and I hope to hear from you soon. If you have questions or need
further clarification please dont hesitate to contact me.
Thank you for participating in this very important work,
Lana

M arie-Elena (Lana) Hall, Ed.D.

Asst. Director of Assessment Development and Construction
Office of Curriculum & Assessment
Ohio Department of Education
25 S. Front Street, Mailstop 507
Columbus, OH 43215-4183
(614) 387-2285
Fax: (614) 995-5568
marie-elena.hall@ode.state.oh.us

PLEASE NOTE: This message and any response to it may constitute a public record, and therefore may be
available upon request in accordance with Ohio public records law. (ORC 149.43)

My appointment to the PARCC is an honor that I take very seriously for the educators of our district and our state.

Being able to step in and assist when needed is important.

Phase 1 and 2 Curriculum Revision Model

Shantelle Hill, Curriculum & Instruction PK-16 PD &

Stakeholder Outreach Consultant

I developed these Toolkits and Unit Plans for Ohios School

Districts to use as they transition to the New Learning Standards.
10

Jolinda Seiple, Language Arts Curriculum Specialist

From: jolinda seiple

Sent: Tuesday, January 08, 2013 1:31 PM
To: Bernetta Snell
Subject: Gr 10!

!!
Hi!Bern,!
I!have!attached!the!information!for!Grade!10!for!the!exam.!!If!you!
could!check!the!Excel!Sheet!for!proper!alignment!to!CCSS,!Id!
appreciate!it.!!There!are!quite!a!few!items!that!have!multiple!
possibilities!and!I!would!like!your!input.!!Feel!free!to!make!changes!to!
the!CCSS!on!the!Excel!sheet.!!!On!the!first!page!of!the!Match!
Document,!ACT!gives!a!good!description!for!how!they!list!the!possible!
CCSS.!
!!
We!can!work!on!this!when!you!get!back!so!please!dont!feel!you!need!
to!spend!time!you!dont!have!while!working!on!your!other!projects.!!I!
have!grade!9!almost!done!and!will!continue!to!work!on!11O12.!!I!will!
only!send!you!one!at!a!time.!
Thanks!!
!!
Jolinda Seiple!
Language Arts Curriculum Specialist!
Canton City Schools!
330-580-3022!
seiple_j@ccsdistrict.org!
!!

Canton City Schools

11

Shawn Monahan, Social Studies Curriculum Specialist

From:!Bernetta!Snell!<snell_b@ccsdistrict.org>!
Date:!January!19,!2013,!3:52:10!PM!EST!
To:!david!swope!<swope_d@ccsdistrict.org>,!david!anderson!<anderson_d@ccsdistrict.org>,!
lynda!temsic!<temsic_l@ccsdistrict.org>,!"newell,!ryan"!<newell_r@ccsdistrict.org>,!ron!ross!
<ross_r@ccsdistrict.org>,!"david!m.!schmidt"!<schmidt_d@ccsdistrict.org>,!Andrew!Pacconi!
<pacconi_a@ccsdistrict.org>,!Diane!Paloney!<paloney_d@ccsdistrict.org>,!Ingrid!Risden!
<risden_i@ccsdistrict.org>,!nancy!george!<george_n@ccsdistrict.org>,!curt!bucklew!
<bucklew_c@ccsdistrict.org>,!elias!coulas!<coulas_e@ccsdistrict.org>,!yolanda!torrence!
<torrence_y@ccsdistrict.org>,!Melissa!Hadnett!<hadnett_m@ccsdistrict.org>,!Ruth!Zitnik!
<zitnik_r@ccsdistrict.org>,!Jason!Dixon!<dixon_j@ccsdistrict.org>,!sean!stranger!
<stranger_s@ccsdistrict.org>,!marilyn!vanalmen!<vanalmen_m@ccsdistrict.org>,!chet!
lenartowicz!<lenartowicz_c@ccsdistrict.org>,!Jennifer!Morgan!<morgan_j1@ccsdistrict.org>,!
Marnisha!Brown!<brown_m@ccsdistrict.org>,!corey!grubbs!<grubbs_c@ccsdistrict.org>!
Cc:!shawn!monahan!<monahan_s@ccsdistrict.org>,!jolinda!seiple!<seiple_j@ccsdistrict.org>,!
Brian!Wycuff!<wycuff_b@ccsdistrict.org>,!val!pack!<pack_v@ccsdistrict.org>,!Faith!Kittoe!
<kittoe_f@ccsdistrict.org>!
Subject:!Understanding7Primary7and7Secondary7Sources7LEXILE7measures!
!
This!website!contains!truly!outstanding!resources!for!planning,!designing!and!differentiating!
instruction!around!SRI!LEXILE!data!!
I've!also!attached!a!poster!that!includes!the!lexile!measures,!word]counts,!etc.,!of!the!
"suggested"!Common!Core!primary!and!secondary!sources!for!the!Literacy!Standards.!
!
http://www.lexile.com/primary]sources/!
!
!
!
Enjoy!the!long!weekend!!
!
!
Sent!from!my!iPad!
!
Bernetta!Snell!
Instructional!Coach!
ODE]PARCC!Content!Committee!
McKinley!High!School!
Canton!City!Schools!
snell_b@ccsdistrict.org!
bhsnell@gmail.com!

Canton City Schools

12

The Lexile Framework for Reading

Many documents can be either primary or secondary depending on the purpose, author and context. A speech may convey the speakers own position on an issue (primary) or
may focus on how foundational documents illustrate underlying positions of American colonists on that same issue (secondary). Authors often blend primary and secondary points
of view. For example, a single newspaper article may include the reporters account of a school board meeting (primary) and parent responses to decisions made at that meeting
(secondary). Even a document as personal as a diary often contains the authors personal experiences (primary) and retellings of events the author did not experience, but may
have learned about through a friend or colleague (secondary).
MetaMetrics has measured many of these types of documents. In some cases, different versions of the texts can be found online and in textbooks. To help teachers understand
the demands of these texts, we have provided the table below, which includes Lexile measures.

Title

Author

Title

Understanding Primary and Secondary Sources

Lexile Measure

Word Count

Date

Americans Creed

William Tyler Page

1160L

100

1918

Articles of Confederation

United States

1970L

3495

1781

Ask Not What Your Country Can do

for You

John F. Kennedy

1400L

1345

1961

Bill of Rights and Later Amendments

James Madison

1660L

3009

1791

Declaration of Independence

United States

1480L

1321

1776

Economic Bill of Rights

Franklin Delano Roosevelt

1250L

424

1944

Emancipation Proclamation

Abraham Lincoln

1990L

697

1863

Gettysburg Address

Abraham Lincoln

1490L

264

1863

Give Me Liberty or Give Me Death

Patrick Henry

980L

1214

1775

Letter to the American People

George Harkins

1320L

1119

1832

House Divided Speech

Abraham Lincoln

1320L

1959

1858

I Have a Dream

Martin Luther King

1140L

1651

1963

Inaugural Address I

Abraham Lincoln

1320L

3627

1861

Inaugural Address II

Abraham Lincoln

1490L

698

1865

Author

Lexile Measure

Word Count

Date

Magna Carta

Barons of King John of

England

1880L

3537

1215

Monroe Doctrine

James Monroe

1580L

956

1823

Original Design of U.S. Seal

Charles Thomson

1340L

396

1782

Pennsylvania Charter of Privileges

William Penn

1960L

2212

1701

Petition for Abolition of Slavery

Benjamin Franklin

1920L

475

1790

Carver, et al.

1700L

198

1620

To those who keep slaves and approve the practice

Richard Allen

1720L

839

1794

Constitution of the United States

United States

1520L

4362

1788

Farewell Address

George Washington

1490L

6080

1796

This is the Primary and Secondary Sources Lexile chart.

13

From:&Phillips,(Sasheen&<Sasheen.Phillips@ode.state.oh.us>&
Date:&Wed,&Jun&8,&2010&at&7:25&AM&
Subject:&Lead&Content&Expert&Position&(LCE)M&Model&Curriculum&
To:&"bhsnell@gmail.com"&<bhsnell@gmail.com>&
Mrs. Snell,
Congratulations! You have been chosen to serve as the 9-12 Model Curriculum Lead
Content Expert for Region 2. You will facilitate teacher team meetings for grade bands
9-10 and 11-12. The dates for those meetings are listed below. We will host all
day LCE training sessions in Columbus, OH. LCEs are required to attend one of the all
day trainings and can chose from one of the four dates below.
I included a link to the model curriculum webpage on the ODE website. This page will
provide you with information on the model curriculum and teacher team meetings (e.g.,
time, location). At the bottom of the page you can click English Language Arts (ELA) to
access additional information specific to ELA.
Region 2 Teacher Team Meetings for Grades 9-12

Grade 9-10
Aug. 16
Grade 11-12 Aug. 16

(AM)
(PM)

From:&Phillips,(Sasheen&<Sasheen.Phillips@ode.state.oh.us>&
Date:&Wed,&Jun&9,&2010&at&11:43&AM&
Subject:&Lead&Content&Expert&Position(LCE)M&Model&Curriculum&
To:&"bhsnell@gmail.com"&<bhsnell@gmail.com>&
Mrs. Snell,
Congratulations! You have also been chosen to serve as the 6-8 Model Curriculum Lead Content
Expert for Region 9. You will facilitate teacher team meetings for grades 6, 7 and 8. The dates
for those meetings are listed below. We will host all day LCE training sessions in Columbus,
OH. LCEs are required to attend one of the all day trainings and can chose from one of the four
dates below.
I included a link to the model curriculum webpage on the ODE website. This page will provide
you with information on the model curriculum and teacher team meetings (e.g., time,
location). At the bottom of the page you can click English Language Arts (ELA) to access
additional information specific to ELA.
Region 9 Teacher Team Meetings for Grades 6-8

Grade 6
Grade 7
Grade 8

July 19
July 20
July 21

(AM)
(AM)
(AM)

Lead Content Expert Training

Wednesday, June 23, 2010

Friday, June 25, 2010
Wednesday, June 30, 2010
Thursday, July 1, 2010

Please reply to the email before noon on Thursday, June 10, 2010, to
confirm acceptance of this position. Also include your preferred training date.
We look forwarding to working with you on this model curriculum project.

Lead Content Expert Training

Wednesday, June 23, 2010

Friday, June 25, 2010
Wednesday, June 30, 2010
Thursday, July 1, 2010

Please reply to the email before noon on Thursday, June 10, 2010, to confirm acceptance
of this position. Also include your preferred training date.
We look forwarding to working with you on this model curriculum project.

Sincerely,

Sincerely,

Sasheen Phillips
sasheen.phillips@ode.state.oh.us
&

Sasheen Phillips
sasheen.phillips@ode.state.oh.us

&

This and the following email share my selection as an

O.D.E. Lead Content Expert charged with leading the
devlopment of the ELA- Literacy Model Curriculum.

14

From: Hill, Shantelle <Shantelle.Hill@ode.state.oh.us>

Date: Thu, Sep 1, 2011 at 10:24 AM
Subject: RCF Position
To: "bhsnell@gmail.com" <bhsnell@gmail.com>, "snellbe@alliancecityschools.org"
<snellbe@alliancecityschools.org>

Bernetta,
Congratulations! You have been selected to be trained by the Ohio Department of Educational to serve as a
Regional Content Facilitator (RCF) for English Language Arts. Your placement in the Southeast region
has been determined based on your preferences. The details of your responsibilities for this role are
attached.
Once we have secured meeting spaces for all of the meetings, you will be assigned to a specific location in
that region. The ESCs will be asked to schedule the meetings as follows:

Standards 101: October 19 November 17

(Meeting 1)

Standards 101: November 28 December 15

(Meeting 2)

Curriculum Revision: January 9 February 10

(Meeting 3)

Curriculum Revision: February 13- March 29

(Meeting 4)

Curriculum Revision: April 16 May 17

(Meeting 5)

Shantelle Hill
Ohio Department of Education
Curriculum and Instruction English Language Arts
25 S. Front Street Mail Stop 509
Columbus, OH 43215
614-752-5070
"Don't tell me the sky is the limit when there are footsteps on the moon." --Anon.

PLEASE NOTE: This message and any response to it may constitute a public record, and therefore may be
available upon request in accordance with Ohio public records law. (ORC 149.43)

The above email is evidence of my selection as a Regional Content Facilitator responsible for advising Ohio L.E.A.s in the transition of their curriculum and assessment practices to the New Learning Standards and the
Next Generation Assessments. The following document is an overview of
the responsibilities of the position.

Regional!Content!Facilitator!(RCF)!!
!Ohio!Department!of!Education!
English!Language!Arts,!Mathematics,!Science,!Social!Studies!!!

!
The!Ohio!Department!of!Education!has!formed!a!cadre!of!30!Regional!Content!Facilitators!
(RCFs),!6!per!content!area,!to!support!the!goal!of!helping!educators!(administrators!and!
teachers)!transition!into!the!revised!standards!and!new!model!curricula.!The!RCF!will!conduct!5!
regional!meetings!to!deepen!the!content!knowledge!of!educators,!support!curriculum!revision,!
and!prepare!districts!for!the!changes!in!assessments!based!on!the!revised!standards.!!
!
The!first!round!of!meetings!will!begin!in!late!fall!2011!and!be!completed!by!June!30,!2012.!!!The!
RCF!must!have!his/her!own!laptop,!projector!and!PowerPoint!presentation!software.!The!RCF!
project!will!extend!over!the!course!of!the!next!3!school!years!(2011R2014)!with!the!delivery!of!
the!meeting!content!varying!each!year.!RCFs!will!be!obligated!to!oversee!their!region!through!
2014.!!You!will!be!invited!to!design!and!facilitate!roundtables!to!discuss!and!develop!solutions!
to!the!current!lack!of!collegeR!and!careerRreadiness!in!Ohios!high!schools!and!higher!education!
institutions.!!
The!Regional!Content!Facilitator!will:!
1. Receive!training!from!ODE!on!the!roll!out!of!the!revised!standards!and!new!model!
curricula.!This!training!will!occur!in!Columbus.!!RCFs!will!receive!a!stipend!of!$200.00!for!
attending!training!and!your!district!will!be!reimbursed!for!any!expenses!that!they!incur.!
2. Conduct!(5)!2!!hour!Revised!Standards!and!Model!Curricula!meetings!in!2011R2012!
using!ODERdeveloped!products!and!tools.!
3. Collaborate!with!and!provide!written!reports!to!the!assigned!ODE!contentRexpert!for!
each!meeting.!
4. Be!assigned!to!one!of!the!5!regions!of!Ohio!(Northeast,!Northwest,!Southeast,!
Southwest,!and!Central).!!
5. Locate!freeRofRcharge!facilities!and!arrange!to!host!regional!meetings!for!Ohio!educators!
and!administration.!(e.g.,!public!libraries,!schools,!etc.)!
6. Be!paid!$200!per!meeting!which!includes!travel!expenses.!
!
Qualifications!required:!
Masters!degree!in!education!(preferred!in!content!area)!
Master!Teacher!designation!
5!years!classroom!teaching!experience!(KR12!or!higher!education)!
Facilitation!experience!
Contact!information!for!3!References!
Flexible!schedule!!
!
!
!

15

From: Bernetta Snell

Sent: Sunday, October 07, 2012 11:17 PM
To: Paul David Barbuto; cynthia brawley; Heather Cochran; Adam Doud; erik essig; mickey
frank; andrea moore; newell, ryan; kevin princehorn; ron ross; leslie roteck; david m. schmidt;
bonnie silvaroli; Kimberly Smith; Inge Torok; Carol Geier; cynthia hopkins; Michelle Strattonbey;
Clare Salsberry; Rachel Gibson; andreia granchi; Danielle Garfield; Andrea Young; Cynthia Begert
Cc: Ruth Zitnik; chet lenartowicz
Subject: 2012 8th grade OAA Data for current 9th graders
Viewing'Results'by'Content'Standard'
For$your$convenience,$I$have$attached$last$Spring's$data$in$a$more$user9friendly$Excel$spreadsheet$as$well$
as$the$original$versions$of$the$Ohio$Department$of$Education's$data$analysis$guides,$$the$OAA#/OGT#
Guided#Tour#for#Grades#9#and#10$and$the$Reflection#Template#for#Grades#9#and#10#.##You$can$view$results'
by'content'standard$in$a$particular$subject$to$pinpoint$areas$in$which$Grade$9$and$Grade$10$students$have$
struggled$in$the$past;$you$can$then$use$this$screening$data$to$make$instructional$decisions$for$your$
students.$$Being$able$to$use$the$OAA$data$to$analyze$the$strengths$and$weaknesses$of$students$before$and$
after$Teacher9based$Team$training$is$a$major$component$of$the$Ohio$Improvement$Process,$by$
departments$as$well$as$by$grade9level.$$I$have$inserted$data$tabs$across$the$bottom$of$the$Excel$
spreadsheet$so$that$you$may$look$at$the$data$for$each$OAA$for$Reading,$Math,$$and$Science.$$Click$the$
sorting$filter$arrow$at$the$top$of$each$column$to$sort$by$name,$performance$level,$scale$score,$and/or$
content$standard$in$order$to$view$the$students$proficiency$level$by$that$category.$$The$color$red$(9)$
indicates$that$a$student$is$below$proficient$in$that$content$standard,$yellow$(=)$indicates$that$a$student$is$
near$or$at$proficient$in$that$content$standard,$and$green$(+)$indicates$that$a$student$is$above$proficient$in$
that$content$standard.$To$see$how$a$particular$student$in$your$class$performed,$find$the$students$name.$
You$will$see$this$students$overall$scale$score$as$well$as$his$or$her$overall$proficiency$level$and$proficiency$
status$by$content$standard.$I$have$also$inserted$an$additional$column$for$identifying$which$tier$of$
intervention$students$may$fit$into.$
Understanding'the'Ohio'Online'Assessment'Reports'to'determine'instructional'supports.$
$
The$OAA$and$OGT$data$extracted$from$the$Ohio$Online$Assessment$Reporting$System(OARS)$reveals$
which$students$need$to$improve$and$in$what$areas,$as$well$as$which$students$are$ready$for$more$
challenging$material.$$The$Excel$spreadsheets$reflect$the$same$structure.$
Remember,$the$OAA$and$OGT$data$presented$are$just$one$authentic$measure$of$student$performance.$As$
the$OAA$is$your$first$source$for$providing$instructional$support,$you$should$pay$close$attention$to$the$
strengths$and$weaknesses$in$each$content$standard.$$Use$this$information$and$other$valid$sources$of$
formative$and$summative$data,$including$class$performance,$as$a$starting$point$for$making$informed$
instructional$decisions.$$
$
The$questions$on$the$OAA#/OGT#Guided#Tour#for#Grades#9#and#10$and$the$Reflection#Template#for#
Grades#9#and#10#are$designed$to$help$you$learn$how$to$use$individual$student$assessment$data,$reflect$on$
that$data$and$analyze$how$the$students'$performance$can$inform$your$instructional$decisions.$
I$am$also$eager$to$gather$your$suggestions$regarding$the$least$interruptive$and$seamless$way$to$assess$
each$of$your$students$via$the$Scholastic$Reading$Inventory$and$the$Scholastic$Mathematics$Inventory.$$I$
know$that$we$have$been$waiting$for$a$while$and$now$that$things$are$ready,$we$will$have$to$move$quickly.$
Our$district$has$mandated$that$these$ODE9approved$and$accepted$assessments$will$be$our$"first9
response"$means$of$determining$deficiencies$and$strengths$in$overall$literacy$ability$levels$for$all$students$
in$grades$6$through$10$across$the$curriculum.$$In$addition,$Chet$has$graciously$authorized$the$purchase$of$
additional$Study$Island$/The$Island$licenses$for$OGT$Prep$and$Benchmarking$in$every$subject,$AP$Testing$
and$Practice,$and$College$Readiness$Practice$for$the$ACT,$SAT,$etc.$$We$WILL$see$tremendous$growth$with$
this$tool.$$Before$FA$teachers$can$begin$using$SI/TI,$I$would$like$to$walk$you$through$a$tour$of$the$new$and$
improved$parts$of$SI/TI.$$Ideas$for$how$best$to$organize$that$are$welcomed.$

Greetings:*
Viewing*Results*by*Content*Standard*
For$your$convenience,$I$have$attached$last$Spring's$data$in$a$more$user9
friendly$Excel$spreadsheet$as$well$as$the$original$versions$of$the$Ohio$
Department$of$Education's$data$analysis$guides,$$the$OAA#/OGT#Guided#
Tour#for#Grades#9#and#10$and$the$Reflection#Template#for#Grades#9#and#
10#.##You$can$view$results'by'content'standard$in$a$particular$subject$to$
pinpoint$areas$in$which$Grade$9$and$Grade$10$students$have$struggled$in$
the$past;$you$can$then$use$this$screening$data$to$make$instructional$
decisions$for$your$students.$$Being$able$to$use$the$OAA$data$to$analyze$the$
strengths$and$weaknesses$of$students$before$and$after$Teacher9based$
Team$training$is$a$major$component$of$the$Ohio$Improvement$Process,$by$
departments$as$well$as$by$grade9level.$$I$have$inserted$data$tabs$across$the$
bottom$of$the$Excel$spreadsheet$so$that$you$may$look$at$the$data$for$
each$OAA$for$Reading,$Math,$$and$Science.$$Click$the$sorting$filter$arrow$at$
the$top$of$each$column$to$sort$by$name,$performance$level,$scale$score,$
and/or$content$standard$in$order$to$view$the$students$proficiency$level$by$
that$category.$$The$color$red$(9)$indicates$that$a$student$is$below$proficient$
in$that$content$standard,$yellow$(=)$indicates$that$a$student$is$near$or$
at$proficient$in$that$content$standard,$and$green$(+)$indicates$that$a$student$
is$above$proficient$in$that$content$standard.$To$see$how$a$particular$
student$in$your$class$performed,$find$the$students$name.$You$will$see$this$
students$overall$scale$score$as$well$as$his$or$her$overall$proficiency$level$
and$proficiency$status$by$content$standard.$I$have$also$inserted$an$
additional$column$for$identifying$which$tier$of$intervention$students$may$fit$
into.$
Understanding*the*Ohio*Online*Assessment*Reports*to*determine*
instructional*supports.$
$
The$OAA$and$OGT$data$extracted$from$the$Ohio$Online$Assessment$
Reporting$System(OARS)$reveals$which$students$need$to$improve$and$in$
what$areas,$as$well$as$which$students$are$ready$for$more$challenging$
material.$$The$Excel$spreadsheets$reflect$the$same$structure.$
Remember,$the$OAA$and$OGT$data$presented$are$just$one$authentic$
measure$of$student$performance.$As$the$OAA$is$your$first$source$for$
providing$instructional$support,$you$should$pay$close$attention$to$the$

These communications illustrate my commitment to share the importance

of using formative and summative data in order shape teachers instruction.

16

From:&Hill,%Shantelle&<Shantelle.Hill@ode.state.oh.us>&
Date:&Thu,&Sep&22,&2011&at&11:22&AM&
Subject:&HS/HE&Facilitator&
To:&"snellbe@alliancecityschools.org"&<snellbe@alliancecityschools.org>&
&
Bernetta,&
&&
Congratulations!&&You&have&been&selected&by&the&Ohio&Department&of&Educational&to&be&the&High&
School/Higher&Education&Alignment&facilitator&in&the&Southeast%region.&
&
The&training&session&will&be&on&Thursday,%October%6,%2011%at%the%Ohio%Resource%Center,%1929%
Kenny%Road%Columbus,%OH%43210%from%12:00%p.m.%to%4:00%p.m.&More&specific&information&
including&an&agenda&will&follow.&&
&&
*Please&note&that&if&you&are&currently&under&contract&with&a&school&district&or&ESC,&you&will&receive&
mileage&reimbursement&and&substitute&reimbursement&for&your&district&in&place&of&stipend&for&meetings&
occurring&during&contract&work&hours.&&
Facilitator%Responsibilities:&
Five&teams&of&facilitators&will&launch&this&effort&by&holding&two&informational&meetings&in&each&Race&to&
the&Top&region&for&interested&participants.&&These&will&take&place&in&two&different&locations&in&each&
region&on&October&17th&and&18th.&&Attendees&will&include&Race&to&the&Top&countyU,&districtU&or&schoolU
level&administrators,&curriculum&directors&and&teachers;&faculty&and&department&chairs&from&higher&
education&institutions;&and&other&interested&parties&and&organizations.&Two&to&four&facilitators&from&
both&high&school&and&higher&education&will&be&selected&for&each&region.&&
&&
Facilitators&will&be&responsible&for&the&following:&
(1)&Attend&a&training&session&at&the&Ohio&Resource&Center&on&October&6th,&2011&from&12U4pm.&
(2)&Conduct&2&informational&meetings&on&October&17th&and&18th&(each&about&2.5&hours&in&length):&
Paint&a&picture&of&the&current&state&of&remediation&and&entrance&into&postsecondary&in&order&
to&demonstrate&the&need&for&curricular&alignment.&
Bring&awareness&to&the&OBR&College&and&Career&Readiness&Expectations&as&well&as&the&
Common&Core&State&Standards&for&math&and&ELA.&
Cast&a&vision&for&the&project&and&explaining&how&interested&participants&can&get&involved.&
(3)&Complete&a&brief&report&after&the&meeting.&
(4)&Make&yourself&available&as&a&consultant&to&all&consortia&thereafter.&
&
&
&&
&&
Shantelle&Hill&
Ohio&Department&of&Education&
Curriculum&and&Assessment&
English&Language&Arts/&
Professional&Development&&&Stakeholder&Outreach&Consultant&
25&S.&Front&Street&Mail&Stop&509&
Columbus,&OH&43215&
614U752U5070&
&&
"Don't&tell&me&the&sky&is&the&limit&when&there&are&footsteps&on&the&moon."&UUAnon.&&
&&
PLEASE&NOTE:&This&message&and&any&response&to&it&may&constitute&a&public&record,&and&therefore&
may&be&available&upon&request&in&accordance&with&Ohio&public&records&law.&(ORC&149.43)&
&

As High School-Higher Education Facilitator, I shared

the importance of moving students from collegeeligible to college-ready. I was later appointed to
the HS-HE Grant Review Committee by former State
Superintendent, Stan Heffner.

17

Thanks'Bern!'I'will'print'out'tomorrow'and'review!'Thanks'for'all'you'do!!!'You're'the'BEST!!'
Lynda'
'
Sent'from'my'iPhone'
'
On'Nov'29,'2012,'at'8:19'PM,'"Bernetta'Snell"'<snell_b@ccsdistrict.org>'wrote:'
'
Ive'attached'the'Instructional'Framework'Map.''It'is'a'visual'organizer'showing'the'approved'high'school'
instructional'resources'and'assessments'to'be'used'for'monitoring'students'progress'and'growth.'
'
Ive'attached'the'Quality'Core'Educators'Toolbox'of'Instructional'Strategies.'
'
'
Bern'
'
<QC'Ed'Toolbox'Instructional'Strategies.pdf>'
<McKinley'High'School'Plan.pdf>'
'
'
From:'Bernetta'Snell'
Sent:'Thursday,'November'29,'2012'8:19'PM'
To:'Jennifer'Cleavenger;'Heather'Cochran;'Jessica'Escott;'Todd'Filtz;'Danielle'Garfield;'Melissa'Hadnett;'
Deborah'Henniger;'Brian'Laakso;'Sonya'Lewis;'Rory'Mamone;'Jennifer'Massimo;'Rita'McMillen;'Yen'
Nguyen;'Lori'Nickels;'Keith'Noftz;'Andrew'Pacconi;'Diane'Paloney;'John'Parsons;'Ricardo'Rios;'Samantha'
Rose;'Bernetta'Snell;'Michelle'Strattonbey;'Kenneth'Weatherbee;'david'anderson;'Paul'David'Barbuto;'
cheryl'bissmeyer;'cynthia'brawley;'David'Brooks;'curt'bucklew;'elias'coulas;'Jonathan'Croston;'jean'
cyders;'michael'daniels;'terri'ehret;'erik'essig;'Laura'Ford;'mickey'frank;'scott'galayda;'Carol'Geier;'nancy'
george;'Rachel'Gibson;'andreia'granchi;'marisa'gump;'manuel'halkias;'Jeremy'Hambach;'cynthia'hopkins;'
susan'hull;'mark'hyser;'diana'iacino;'cindy'janisko;'kessler,'tiffany;'scott'lowry;'Greg'Malone;'lisa'markley;'
james'mcdonald;'miles_b;'andrea'moore;'kathryn'nazinitsky;'newell,'ryan;'robert'newman;'stephanie'
nist;'Allison'Oberlin;'carrol'ostrum;'james'pappas;'laura'parke;'stephanie'perretta;'christine'polewan;'
kevin'princehorn;'Patricia'Rafailedes;'Ingrid'Risden;'Christina'Romell;'maragaret'ross;'leslie'roteck;'ann'
sassano;'david'm.'schmidt;'Theresa'Silla;'bonnie'silvaroli;'timothy'smith;'yamile'spence;'Shawna'Stroup;'
david'swope;'lynda'temsic;'Inge'Torok;'yolanda'torrence;'Jeffrey'Twiddy;'carla'vickroy;'chad'weaver;'
patricia'wohlfarth;'ted'woolums;'Drake'Yost;'Megan'Woods'
Cc:'chet'lenartowicz;'Ruth'Zitnik;'marilyn'vanalmen;'Jason'Dixon;'sean'stranger'
Subject:'McK'Instructional'Framework'Map'
'
Ive'attached'the'Instructional'Framework'Map.''It'is'a'visual'organizer'showing'the'approved'high'school'
instructional'resources'and'assessments'to'be'used'for'monitoring'students'progress'and'growth.'
'
Ive'attached'the'Quality'Core'Educators'Toolbox'of'Instructional'Strategies.'
'
'
'
Bern'
'
'

The McKinley Instructional Framework

This illustrates the McKinley framework for formative
and summative curriculum and assessment. I designed
this framework to guide teachers instructional decisions
as a precursor to S.L.O. development.

18

From:&Bernetta&Snell&
Sent:&Friday,&September&07,&2012&3:56&PM&
To:&Jason&Dixon;&Amy&Miller;&Troy&Russell;&Ruth&Zitnik;&david&anderson;&chet&lenartowicz;&
james&mcdonald;&james&pappas;&timothy&smith;&sean&stranger;&Shawna&Stroup;&david&swope;&
lynda&temsic;&marilyn&vanalmen&
Cc:&bhsnell@gmail.com&
Subject:&Phase&2&Alignment&toolkit,&ODE&Lesson&plans&organizers,&and&resources&
&
Hello.&
&
I&have&attached&the&ODE&ELA&Phase&2&Toolkit&and&sample&curriculum&and&unit&maps&for&9th&
grade.&&I&created&these&for&ODE&using&the&Common&Core&standards&and&the&Model&
Curriculum.&&O.D.E.&has&given&me&permission&to&share&the&gradeYlevel&that&is&used&in&the&
YouTube&video.&
&
Although,&my&samples&are&ELA&Literacy&you&may&appreciate&seeing&the&completed&items&that&
ODE&uses&in&the&PD&videos.&&The&attachments&and&weblinks&represent&most&of&the&resources&
from&last&Friday's&packet.&
You&may&want&to&forward&this&information&to&your&department&members&so&they&have&time&
to&explore,&revisit,&or&review.&
There&are&staff&members&are&further&along&than&expected.&&For&example,&Bev&Miles&is&
contributing&to&the&Model&Curriculum&for&Visual&Art,&Manuel&Halkias&and&Karen&Zutali&
worked&with&Joanne&Krajcek&and&I&during&the&development&of&the&Model&Curriculum.&David&
Anderson&and&I&are&part&of&the&High&School&Y&Higher&Education&portion&of&Curriculum&
Alignment&and&Revision&representing&students&through&grade&16.&
This&focused&work&could&be&the&beginning&of&an&awesome&professional&project&for&evaluation&
evidence!&&I&will&stay&after&school&to&work&with&any&TeacherYbased&Teams&(TbT)&that&are&
interested.&
&
The&ODE&link&that&has&every&subject&grouped&in&one&spot&is&
http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDedicatedPage.aspx?page=973&
&
ELA&and&Math&teachers&may&also&remember&the&Quality&Core&Lesson&Plan&framework&that&is&
included&in&the&Quality&Core&materials.&
&
There&are&numerous&YouTube&and&TeacherTube&PD&videos&that&walk&you&through&each&
specific&subject&area.&&For&example,&this&is&the&ELA&Literacy&video&that&follows&my&sample&
maps&that&are&attached.&http://www.youtube.com/watch?v=vFrNoohluLo&
&
The&Curriculum&Revision&Toolkit&resources&link&for&mathematics&is&
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRel
ationID=1704&ContentID=125355&Content=125679&
&
Social&Studies:&
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicI
D=1704&TopicRelationID=1706&
&

Science:'
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicI
D=1706&TopicRelationID=1705'
'
World'Languages:'
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicI
D=1705&TopicRelationID=1701'
'
Career'Technical'Education:'
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicI
D=1701&TopicRelationID=1697'
'
Physical'Education:'
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicI
D=1697&TopicRelationID=1793'
'
Fine'
Arts:''http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&
TopicID=1793&TopicRelationID=1700'
'
'
If'you'have'any'questions'at'all,'please'do'not'hesitate'to'email'or'call'me.''My'home'email'
address'is'included'at'the'end'of'this'email'and'my'number'is'330W224W3487.'
'
'
'
Bernetta'Snell'
Instructional'Coach'
O.D.E.'W'S.E.'Regional'CCSS'Content'Facilitator'
McKinley'Senior'High'School'
Canton'City'Schools'
Canton,'Ohio'
snell_b@ccsdistrict.org'
bhsnell@gmail.com'
(330)'438W2712'
'
'

This communication further illustrates my focus on the

importance of empowering teachers with the accurate
resources that are required in order to design appropriate instruction.

19

On Mar 7, 2012, at 3:24 PM, "Mullins, David" <mullins.129@osu.edu> wrote:

Dear Bernetta Snell,

The O.D.E. recommended me to be a part of the Ohio

Review Team to collaborate with the Ohio State University, the Ohio Stem Learning Network, and the
Southern Regional Education Board to align all
Career-Technical Programs to the Common Core
State Standards and the Revised Academic Content
Standards.

I am writing on behalf of The Ohio State University. Your name was recommended to us by the
Office of Curriculum and Assessment at the Ohio Department of Education, based on the quality
of your previous work with the Department. Because of this, I invite you to take part in a
curriculum development project that we are coordinating with the Ohio Department of Educations
Office of Career-Technical Education.
The project is called Automated Materials Joining Technologies (AMJT), which is a joint effort
between the Ohio Department of Education and the Southern Regional Education Board (SREB).
This project is part of SREBs Preparation for Tomorrow initiative to develop rigorous
career/technical courses in high-skill, high-wage career fields that will lead students to entry-level
jobs, advanced training, industry certification, and postsecondary degrees.
At this point in the project, we need experts such as yourself to help review the projects that have
been developed so far to ensure that they have the appropriate academic standards embedded in
them. This work will take place over the next few weeks through March and April. All activity will
be conducted online, which will include a 1-hour webinar and project reviews through Microsoft
SharePoint.
Please let me know by March 14 if you would be available to provide your expertise to this very
important project. Feel free to call me or send me an email if you would like more information.

Respectfully,
David Mullins
Project Coordinator
Center on Education and Training for Employment (CETE)
The Ohio State University
1900 Kenny Road
Columbus, OH 43210
Phone: (614) 292-5475
Email: mullins.129@osu.edu

20

From: Rebecca Watts

Sent: Monday, December 10, 2012 2:51 PM
To: 'Coleman@mentorschools.org'; 'halasek.1@osu.edu'; 'halasek1@gmail.com';
'Grobertson9759@columbusk12.oh.us'; 'snell_b@ccsdistrict.org'; 'bhsnell@gmail.com';
'lisa.swords@omeresa.net'; 'lisaswords@ymail.com'; Gerald Mueller (gmueller@cscc.edu)
Cc: Hill, Shantelle (Shantelle.Hill@education.ohio.gov) (Shantelle.Hill@education.ohio.gov);
Roget, Brian (Brian.Roget@education.ohio.gov)
Subject: SREB Transitional Course Project Meeting, January 10-12, 2013
Dear Ohio 12th Grade Transitional Course Design Team Members,
I am attaching the Ohio team roster for your information. As you will see from the attached file, your team
leaders are Bernetta Snell (English Language Arts) and Greta Robertson (Mathematics).
I am also forwarding you the message below regarding a convening in January in Atlanta, Georgia. Please
let me know if you have any questions or concerns.

Ohio Team for Development of 12th Grade Transitional Course

SREB Partnership with PARCC States
First

Last

Title

School

Tracy

Coleman

English
Teacher

Kay

Halasek

Greta

Address

CSZ

Email

Phone

Role

Mentor High 6477 Center St

School

Mentor,
OH 44060

Coleman@mentorschools.org

440-974-5334
(W)

HS Team
Member,
English

Associate
Professor

The Ohio
State
University

357 Denney
Hall
164 W 17th
Ave.

Columbus halasek.1@osu.edu
halasek1@gmail.com
, OH
43210-13
70

614 292-2468

Postsecondar
y Team
Member,
English

Robertson,
Ph.D.

Mathematics
Curriculum
Coordinator

Columbus
City
Schools

Northgate
Center
6655 Sharon
Woods
Boulevard

Columbus,
OH 43229

Grobertson9759@columbusk12.oh
.us

614-937-8620
(M)

Team CoLeader (HS,

Mathematics)

Bernetta

Snell

Instructional
Canton City 2323 17th St
Coach/Literacy Schools
NW
Specialist

Canton,
OH 44708

snell_b@ccsdistrict.org
bhsnell@gmail.com

330-438-2712
ext. 177 (wk)

330-224-3487 (c)

Team CoLeader (HS,

English)

Lisa

Swords

Mathematics
Teacher
Adjunct
Professor

Monroe
47508 TH 187
Central
High School
Belmont
College

Clarington,
OH 43915

lisa.swords@omeresa.net
lisaswords@ymail.com

304-639-0189
(M)
740-458-0107
(H)
740-472-0414
(W)

HS Team
Member,
Mathematics

Gerald

Mueller

Professor

Columbus
State
Community
College

gmueller@cscc.edu

614-287-5312

Postsecondar
y Team
Member,
Mathematics

Many thanks for serving on Ohios team for this important initiative to increase college readiness!
Rebecca Watts
Rebecca L. Watts, ABD
Associate Vice Chancellor of P-16 Initiatives
Ohio Board of Regents
30 East Broad Street, 36th floor
Columbus, OH 43215-3414
614-466-0884
<image002.jpg>
PLEASE NOTE: This message and any response to it may constitute a public record, and therefore
may be available upon request in accordance with Ohio public records law. (ORC 149.43)

550 East Spring Columbus,

Street
OH 43215
Office DH-437

As mentioned in Criteria 2, I was selected to serve as

the Transitional Course Design Team Leader for Ohio.
This has since evolved into course for juniors and seniors.
21

From:&jolinda(seiple(<seiple_j@ccsdistrict.org>(
Date:&Tuesday,(September(25,(2012(4:33(PM(
To:&Bernetta(HarrellGSnell(<snell_b@ccsdistrict.org>,karen(zutali(
<zutali_k@ccsdistrict.org>,(diana(kiriakou(
<kiriakou_d@ccsdistrict.org>,(Jennifer(Mountford(
<mountford_j@ccsdistrict.org>,(Kelly(Widders(
<widders_k@ccsdistrict.org>,(Jennifer(Morgan(
<morgan_j1@ccsdistrict.org>,(brigid(manning(
<manning_b@ccsdistrict.org>,(david(anderson(
<anderson_d@ccsdistrict.org>(
Cc:&"luca,(theresa"(<luca_t@ccsdistrict.org>(
Subject:&Meet(October(1(
(

Greetings!(
I(would(like(to(meet(with(all(of(you(on(Monday,(October(1st,(from(8:00(
a.m.G(noon(at(the(administration(building(in(the(2nd(floor(conference(
room.((The(reason(for(the(meeting(is(that(on(the(October(8th((Staff(
Development(Day,(we(have(three(hours(to(use(for(our(grade(level(
meetings(for(CCSS/ACT(CCR(alignment.((I(am(asking(each(of(you(to(help(
facilitate(a(grade(level(and(I(want(to(meet(to(discuss(the(work.(
((
Please(put(this(absence(in(AESOP.((You(will(receive(a(yellow(from(the(
curriculum(office.(
((
Thank(you!(
((
Jolinda Seiple(
Language Arts Curriculum Specialist(
Canton City Schools(
330-580-3022(
seiple_j@ccsdistrict.org(
(!

Canton&City&Schools&Grade&10&Curriculum&Map&
!
CCTimefra
me)
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

QualityCore)Instructional)Unit))

ACT)CCR)Standards)

Common)Core)
Standards)

Holt)Resources)

!
!

Formative)
Assessment)
!

Summative)
Assessment)
!

The ELA Teachers voted to use a customized version

As evidenced in the Alignment Toolkit video on page

9.

(below) of the Phase 2 Alignment Toolkit that I created for

ODE.

22

From: lynda temsic

Sent: Friday, October 12, 2012 12:19 PM
To: Sonya Lewis; Rory Mamone; Jennifer Massimo; Yen Nguyen; Diane Paloney; Kenneth
Weatherbee; Jonathan Croston; michael daniels; mickey frank; nancy george; Rachel Gibson;
susan hull; cindy janisko; lisa markley; Allison Oberlin; kevin princehorn; Ingrid Risden; ann
sassano; lynda temsic; patricia wohlfarth; ted woolums
Subject: SRI-SMI Accommodations

This information was sent to me via Bern Snell who received it from Jolinda Seiple.......Please read!
Thanks, everyone.
Lynda Temsic
Sent from Bern Snell's iPhone 4!
Begin forwarded message:
From: jolinda seiple <seiple_j@ccsdistrict.org>
Date: October 11, 2012, 1:30:22 PM EDT
To: Kelly Widders <widders_k@ccsdistrict.org>, diana kiriakou <kiriakou_d@ccsdistrict.org>, karen
zutali <zutali_k@ccsdistrict.org>, Jennifer Mountford <mountford_j@ccsdistrict.org>, Jennifer Morgan
<morgan_j1@ccsdistrict.org>, Bernetta Snell <snell_b@ccsdistrict.org>, Carri Meek
<meek_c@ccsdistrict.org>, Carrie Lambert <lambert_c@ccsdistrict.org>, Christina Schiltz
<schiltz_c@ccsdistrict.org>, Cynthia LaVoie <lavoie_c@ccsdistrict.org>, Emily Sargeant
<sargeant_e@ccsdistrict.org>, Janelle Simcic <simcic_j@ccsdistrict.org>, janice fiorello
<fiorello_j@ccsdistrict.org>, Kristine Alecusan <alecusan_k@ccsdistrict.org>, laurie vogt
<vogt_l@ccsdistrict.org>, Lavon McLeod <mcleod_l@ccsdistrict.org>, Lisa Maiorana
<maiorana_l@ccsdistrict.org>, lisa turkalj <turkalj_l@ccsdistrict.org>, Lynne Kulich
<kulich_l@ccsdistrict.org>, Nicole Cebula <cebula_n@ccsdistrict.org>, Ronda Tomovcik
<tomovcik_r@ccsdistrict.org>, yolanda curtis <curtis_y@ccsdistrict.org>
Cc: val pack <pack_v@ccsdistrict.org>, Brian Wycuff <wycuff_b@ccsdistrict.org>
Subject: SRI-SMI Accommodations
Greetings!*
Below*is*information*from*Scholastic*to*help*clarify*administering*the*SRI:SMI*for*students*needing*
accommodations.*If*a*student*requires*an*accommodation,*it*can*be*used*for*these*assessments*so*that*
the*teacher*will*have*the*most*accurate*score*to*base*instructional*decisions.*
Thank*you!*
Jolinda*
*
*
Scholastic*Math*Inventory*(SMI)*
*
This*assessment*incorporates*a*number*of*elements*specifically*designed*to*support*special*needs*
students.*Details*below.*
Research*basis:*One*purposes*of*SMI*is*to*help*educators*make*tiered*placements*in*math*
interventions.*Based*on*the*Quantile*Framework*for*Mathematics,*SMI*provides*
recommendation*based*on*validated*normative*data.*
Instructional*approach:*

Designed*specifically*to*support*students*with*accurate*information*about*their*math*
performance.*SMI*provides*automatically*generated*reports*with*tier*placement*
recommendations.*

SMI%supports%targeting%of%students%in%the%assessment%to%ensure%that%their%placement%are%close%
to%their%ability.%
SMI%supports%differentiated%instruction.%
Universal%design%features:%
Software%instructions:%minimal%screen%text%reading%required%and%audio%instructions%for%each%
section.%
Motor%skills%on%keyboard:%Students%only%need%to%use%a%mouse%and%do%not%need%keyboarding%
skills.%
Save%Feature:%Teachers%can%instruct%students%to%save%assessment%at%any%time%if%they%are%distracted%or%
inattentive%or%if%their%IEP%requires%extended%time.%

%
%
Scholastic*Reading*Inventory*(SRI)%
%
This%assessment%incorporates%a%number%of%elements%specifically%designed%to%support%special%needs%
students.%Details%below.%
Research%basis:%SRI%helps%educators%make%tiered%placements%in%math%interventions.%Based%on%the%Lexile%
Framework%for%Reading,%SRI%provides%recommendation%based%on%validated%normative%data.%
Instructional%approach:%

Designed%specifically%to%support%students%with%accurate%information%about%their%reading%ability%
and%their%growth%in%reading.%SRI%provides%automatically%generated%reports%with%tier%
placement%recommendations.%

SRI%supports%targeting%of%students%in%the%assessment%to%ensure%that%their%placement%are%close%
to%their%ability.%

SRI%supports%differentiated%instruction%in%the%ELA%classroom%and%helps%all%teachers%participate%
in%literacy%development.%
Universal%design%features:%

Software%instructions:%minimal%screen%text%reading%required%and%audio%instructions%for%each%
section.%

Motor%skills%on%keyboard:%Students%only%need%to%use%a%mouse%and%do%not%need%keyboarding%
skills.%
Save%Feature:%Teachers%can%instruct%students%to%save%assessment%at%any%time%if%they%are%distracted%or%
inattentive%or%if%their%IEP%requires%extended%time.%
%
%
Jolinda Seiple%
Language Arts Curriculum Specialist%
Canton City Schools%
330-580-3022%
seiple_j@ccsdistrict.org%
%
OUR VISION%
Every student of the Canton City Schools will achieve at high levels and graduate from high
school prepared to enter the work force or college.%
%
OUR MISSION%
Raising student achievement through the work%
%

The following communications informs teachers of the

importance of SRI and SMI data in the development
of I.E.P. goals for students with special needs as well
as regular education students.
23

From: Bernetta Snell

Sent: Friday, October 12, 2012 3:28 PM
To: cynthia hopkins; Carol Geier; kevin princehorn; Inge Torok; Jennifer Cleavenger;
Ricardo Rios; David Brooks; scott galayda; michael daniels; cindy janisko; Jeffrey
Twiddy; Jennifer Massimo; Nancy Mendenhall
Cc: timothy smith; david m thompson; Ruth Zitnik; chet lenartowicz
Subject: SRI-SMI Directions for students.

Thank you for your flexibility and cooperation regarding the organization of
the SMI/SRI testing. At the present time, it looks as if there is a decent
plan in place to assess MOST of the 9th graders with both, SRI and SMI ,
next Thursday and Friday. Mr. Newell has graciously agreed to share his
laptops with Mrs. Geier and Mr. Princehorn. Ms. Hopkins will assess the
students using her netbooks in her room. Mrs. Torok and I will have to be
a little more strategic and Mrs. Mendenhall is going to help us work them
through.
The student directions for logging in are attached.
Wouldn't it would be great to complete 10th graders not too long after? Please send me
your suggestions and/or solutions.
Have a wonderful weekend,
Bern Snell

Bernetta Snell
Instructional Coach
O.D.E. - S.E. Regional CCSS Content Facilitator
McKinley Senior High School
Canton City Schools
Canton, Ohio
snell_b@ccsdistrict.org
bhsnell@gmail.com
(330) 438-2712!

From: Bernetta Snell

Sent: Wednesday, October 17, 2012 4:31 PM
To: Paul David Barbuto; cynthia brawley; Heather Cochran; Adam Doud; erik essig;
mickey frank; andrea moore; newell, ryan; kevin princehorn; ron ross; leslie roteck;
david m. schmidt; bonnie silvaroli; Kimberly Smith; Inge Torok; Carol Geier; cynthia
hopkins; Michelle Strattonbey; Clare Salsberry; Rachel Gibson; andreia granchi; Danielle
Garfield; Andrea Young; Cynthia Begert
Cc: Ruth Zitnik; chet lenartowicz
Subject:

Just a few notes regarding the SMI/SRI testing.

Just in case, I have attached the student directions again.
When all of the freshmen have been screened for their
individual lexile and quantile levels, I will share the reports with all education
professionals in the building.
THIS DATA WILL FURTHER INFORM INTERVENTION, ENRICHMENT, and
STUDENT PROGRESS decisions at the appropriate grade-level for all student-focused
discussions.
Each student will have reading list generated at the end of their SRI assessment to use
as their SSR index.
If you have students who have been enrolled in the last 10-14 days, please let me know
as soon as possible, so that they may be added. The information needed to add new
students to the Scholastic Achievement Manager (SAM) requires their first and last
name, student I.D. number, birthdate, and all available subgroup data.

If there are students who do not remember their district password, please
let Mrs. Mendenhall know as soon as possible. The SRI/SMI assessments
are housed in a district-based server, so internet access is not required.
If you have ANY questions or concerns, please do not hesitate to contact
me.
Thank you so much for your productive cooperation, collaboration, and
patience.
Bernetta Snell
!

24

C RITERIA 4

Discipline

Joanne Krajeck, O.D.E.- R.t.t.T Transformation Specialist for

N.E. Ohio

Description of Criteria: Maintains good

control; develops self-discipline, character, and respect for others; is friendly,
fair and firm.

Former Canton South AP ELA teacher & SCESC PMT

Although I have two Masters degrees, I believe that it is

critical to seek knowledge and develop an understanding
of hot topics. An educational leader seeks truth from experience, not opinion. I love researching to build my
depth of understanding. My optimism and eagerness to
learn positions me ahead of the curves. I do not speculate
on what could be, I educate myself to logically prepare for
what will be.

26

C RITERIA 5

Lynda Temsic- Special Education Department Head

Cooperating and
General Attitude
Toward School and
School System

Description of Criteria: Cooperates willingly with fellow teachers and the administration. Follows school policies and procedures: willing, assumes extra duties;
maintains good public relations.

Canton McKinley High School

Assisting Mrs. Grimsley and

Mrs. George with SRI and
SMI testing.

28

C RITERIA 6

Senate Honor for Contributions to Education

Character

Description of Criteria: Observes proper

standards of conduct inside and outside of
school; demonstrates integrity and
dependability; speaks and acts in a manner
that is professional.

I was nominated by the Alliance Community and the Chamber of Commerce

Northern Ohio

31



As the parent of an autistic child, I believe that the
greatest reward lies in what is enacted for the best interest
of the child, not the adult.


Adults with special needs are one of the fastest growing populations in the world. Although my daughter is
eighteen years old, she will never function like her
normally-developing peers. All parents second greatest
fear is that their child will not be able to manage the world
independently without harm.


Research shows that 52% of children have a deficiency in some capacity. Individualizing teaching and
learning can reduce those deficiencies--taking away some
of that fear. My husband and I are devoted to improving
the quality of life for our daughter and every person with
special needs.
The following document illustrates my long-standing commitment to insuring that. I continue to be involved with
The ARC of Stark County , The Workshops, Inc., The Challenger Sports Leagues, and the Special Olympics.
Every child deserves the best education for the best quality of life. They should be challenged just as life will challenge them--as individuals.

Access Center Advisory Board Members

Our Advisory Board comprises eight accomplished individuals with a variety of expertise in
working with students with disabilities. They provide the Access Center with valuable feedback
concerning our activities, updates on what is going on in the field, and insightful suggestions for
future endeavors as we strive to establish the framework for Response to Intervention.
Joan Baratz-Snowden is the Director of the
Educational Issues Department at the
American Federation of Teachers (AFT).
She is also a member of the communication
and outreach department of the American
Education Research Association. She has
extensive experience and publications in
issues related to educational school reform,
standards and accountability, teacher quality
and professional standards.
Fred Brown is the Associate Executive
Director for Professional Services at the
National Association of Elementary School
Principals (NAESP). He also serves on the
Advisory Board for e-Lead, a leadership
development partnership connecting school
systems throughout the country.
Don Deshler is Professor and Project
Director for the University of Kansas,
Center for Research and Learning. His work
focuses on enhancing the use of researchbased instructional practices to facilitate
student outcomes. Specifically, his work
centers on Instructional Interventions for atrisk Learners and Learning Strategies.
Sandra Gillins is an educator with 25 years
of experience in teaching, assessment,
curriculum adaptation, and LEA policy
issues. She has worked with the Akron
Public Schools in Ohio and has served as an
Elementary and Middle School Technical
Assistance Center (EMSTAC) Linking
Agent. Currently, she serves as an
educational consultant to local school
districts in Ohio. Ms. Gillins holds a vision
that includes success, opportunity, and
equity for all students.
Bill Henderson is the Principal of an
inclusive school in Boston, Massachusetts

and has received many awards for his

leadership at the school. He and his staff use
innovative methods to support learning and
high achievement for children with physical,
sensory, cognitive, and emotional
disabilities.
Bernetta Harrell-Snell, the parent of a
child with cognitive disabilities, has over 10
years of teaching experience and is currently
a teacher for the Alliance City School
District in Ohio. She served as an EMSTAC
Linking Agent to implement scientifically
based practices related to academic
programs to facilitate access to the
curriculum for children with disabilities.
Robert Runkel is the State Director of
Special Education for Montana and the
former President of the National Association
of State Directors of Special Education
(NASDSE). He is highly noted for his work
in local school reform issues, including
implementing practices aligned with current
research and best practices.
Latrice Seals is the Research Director of
Reading Rockets, an OSEP-funded project
at WETA. Prior to joining Reading Rockets,
Latrice was with the University of Texas
Center for Academic and Reading Skills in
Houston, which is headed by Dr. Barbara R.
Foorman. Latrice was the lead researcher on
a secondary study, The Vocabulary
Enrichment Program, within the NIHfunded grant entitled Early Interventions for
Children with Reading Problems. She was
also responsible for conducting pre-service
and in-service teacher training, as well as
providing in-classroom support and
mentoring to teachers at research sites in
Houston, Texas, and Washington, D.C.

This following document is from the American Institutes

for Research website for the former start up, The Access
Center. The Access Center existed from 2002 through
2007.
32