Olentangy showcases teacher‑led 'Seeds of Change' projects, launches districtwide student experience survey and student‑agency work

Olentangy Local School District administrators and teachers used the March 13 board meeting to showcase multiple initiatives aimed at increasing student engagement, student ownership of learning and curricular connections across grade levels.

Presenters described Seeds of Change, a teacher‑led professional learning course now in its fourth year. Ms. Furie and co‑lead Vince Stetilio said the program grew to more than 40 participants this year. Teachers in Seeds of Change bring a “seed” idea, do research, test classroom strategies and present preliminary results at a year‑end showcase. Teacher Sharon Bosley, a traveling art teacher based at Indian Springs, described a combined literacy‑and‑visual‑arts curriculum she developed for kindergarten and first grade, using read‑alouds and cross‑curricular projects such as “Flat Cat” and The Color Monster to build comprehension and a love of reading.

Administrators also showcased student‑led work at Liberty High School. Assistant Principal Anthony Paletta described a student‑driven TEDx event tied to the school’s PBIS (Positive Behavioral Interventions and Supports) theme — “Respectful, Engaged, Inclusive” — where students will give talks and demonstrate ownership of school culture. Student speakers Auguste Martinez and William Wayne said the project aimed to build school connection and give students meaningful roles in school life; Martinez called the work “creating a positive culture inside of Olentangy Liberty.” The TEDx event was announced as taking place the coming Tuesday from 6 p.m. to 8:30 p.m.

District academic leaders described a broader effort to “elevate the student experience.” Presenters said the district revised its student exit survey and launched a new student experience survey for grades 5 and 9–12 (the middle‑school administration is scheduled for early May). The survey measures the district’s Portrait of a Learner attributes and the district’s effectiveness in alleviating barriers to learning; officials said the tool will give the administration student‑level feedback about engagement, opportunities and school climate.

Examples of classroom and pathway work included Ikigai exercises in middle school (helping students reflect on interests, skills and impact), expanded career pathways at the high‑school level, a 57% increase in enrollment in the district’s Teacher Academy, and increased middle‑school exposure to the Delaware Area Career Center (DACC) and local partners. District staff described a Martha Holden Jennings Foundation grant that placed the district in a cohort studying student agency; that grant funded professional development, student focus groups facilitated by a vendor called the Human Restoration Project, and a district delegation to a national “student power” summit in Granville.

Officials said student focus groups produce transcripts and themes that administrators review to shape classroom practice; staff also cited the word students most frequently used to describe school this year as “competitive,” a finding the presenters said requires attention as the district balances rigor with belonging.

Board members and staff emphasized that the various projects are intended to connect students’ interests to course options and career pathways and to make opportunities more visible and student‑driven. The presentations included staff from curriculum and instructional technology who said they are building supports to scale teacher innovations.

Ending: Administrators said the new survey data and ongoing grants and partnerships will guide the district’s next steps in curriculum design and student engagement work, and they encouraged the board and community to watch for follow‑up reports when survey results and grant deliverables are compiled.