SST3 Updates, Resources, & Supports
March 2021 | Issue 6
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Welcome to the SST3 newsletter! Each month SST3 will share updates, educational topics that might be of interest to you, and upcoming professional development. We encourage you to review this information, share it with others and visit our website for additional information. We also would appreciate learning of topics that would support your work.
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Greetings,
Students and educators across the state have done a great job of complying with recommended health practices since the COVID-19 pandemic began in an effort to keep one another safe. After Governor DeWine announced that vaccinations would be available for personnel in Ohio schools starting the week of February 1, the Educational Service Center (ESC) of Northeast Ohio in collaboration with Giant Eagle served as a site where more than 23,000 Cuyahoga County educators received their first dose (Feb.10-24, 2021). The second doses will begin this week. Educators expressed accolades for how smoothly and efficiently the stations in the clinic flowed. Clinic volunteers received a wonderful surprise when they received boxes of Valentine Cards sent by kindergarten and first-grade students thanking them for keeping their teachers safe.
As many of you are aware, the ESC of Northeast Ohio serves as the fiscal agent for the State Support Team-Region 3 (SST; Cuyahoga County). We are very fortunate and appreciative to be a part of an organization that integrates the well-being of educators into its organizational goals.
What an exciting time this is as you return to your schools and classrooms either to an
in-person or hybrid model.
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Special Education Profile Actions
For districts with special education profile actions, you will need to submit work through the OH/ID portal. At this time the portal is not ready for use but should open by the end of February. When it is open, the tips below and images on the right will assist you.
Step 1: Log on to the OH|ID Portal.
Step 2: Go to the MONITORING system.
(see the first image on the right)
Step 3: From the Monitoring Dashboard - Click on Select Program Icon (see the second image on the right; the upper left side of the Dashboard under Ohio Department of Education)
Step 4: Select “Special Education Program Monitoring”. (Not Fiscal)
Step 5: Ensure the Program Period is listed as FY2021 on the Monitoring Search Page.
Step 6: Click the Search Button. Your District will appear below the Search/Reset boxes. Click on your District in the Organization box on the left side of the Search Results box.
Step 7: Go to the “Questions Tab” to see indicator requirements. The requirements follow the actions in the Special Education Profile.
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In the coming months, SST3 will conduct a series of book studies that will explore such topics as literacy, behavior management in early childhood, academic growth, phonemic awareness, and other areas of interest. Each book study is designed to engage participants to think deeper on a specific topic. The first 30 people to register from Region 3 (Cuyahoga County) will receive a free book for each book study! (If you are from outside of Region 3, you will be placed on a waitlist and you will need to provide your own book.) The maximum number of participants is 30. A minimum of 10 participants must be registered to hold each book study.
The book studies consist of synchronous and asynchronous learning models. Participants are expected to read the text, respond to questions, interact with other participants for the duration of the book study, and fully engage in all activities to receive contact hours. No partial credit will be given. Please refer to the table below for the list of upcoming book studies and click on the links provided to register for the book study of your choice. Information regarding additional studies will be available soon.
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Explicit Instruction
By Anita Archer
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Anita Archer maintains that in the quest to maximize student’s academic growth, one of the best tools available to educators is explicit instruction, a structured, systematic, and effective methodology for teaching academic skills.
Dates: April 1-June 24, 2021
Zoom Meetings: 3:30 - 4:30 p.m., April 29, May 27, and June 24.
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Beyond Behavior Management: The Six Life Skills Children Need
By Jenna Bilmes
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This resource provides everything you need to help children build and use six essential life skills: attachment, belonging, self-regulation, collaboration, contribution, and adaptability. Developed and tested in the classroom, this strength-based approach includes strategies, examples of supportive interactions, and special activities to help you manage challenging behaviors and strengthen social and emotional development in all children. Reflecting significant changes in early childhood education, this second edition of Beyond Behavior Management aligns each life skill with early learning standards and addresses cultural awareness and its impact on child development.
Dates: April 9- May 14, 2021
Zoom Meetings: 2:00 - 3:30 p.m., April 9, April 30, and May 14.
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Equipped for Reading Success
By David Kilpatrick
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The author of Equipped for Reading Success contends that this book is a practical guide to implementing a step-by-step program in phonemic awareness as part of a comprehensive literacy program. Full of amazing insight and resources that teachers can use immediately in the classroom.
Dates: March 22 - May 24, 2021
Zoom Meetings: 3:30 - 4:30 p.m., March 22, April 5, April 19, and May 10.
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Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy
By Ghouldy Muhammand
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Muhammand “presents a teaching and learning model that brings the history of illustrious African American literary societies to bear on the way we teach today. The four-layered framework - identity, skills development, intellect, and criticality - is essential for all young students, especially students of color, who traditionally have been marginalized by learning standards, government policies, and school practices”.
Dates: April 29 - May 27, 2021
Zoom Meetings: 3:00 -4:00 p.m. April 29, May 13, and May 27.
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Normal Sucks
By Jonathan Mooney
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According to Jonathan Mooney, normal masquerades as a universal human truth. But the reality is, it has a history of invention, not discovery. The word normal didn't enter the English language until the 1860s. Normal arose in a cultural context of industrialization and standardization when there was a social imperative to make everything — and everyone — the same. It’s got to go. Difference is essential. Difference is the universal human truth. We are all permutations of the species. Every human being has value. And every human being has the right to be different. Stop faking normal. Resist normal. Celebrate the power of different.
Dates: April 22 - May 20, 2021
Zoom Meetings: 3:00 - 4:00 p.m., April 22, May 6, and May 20.
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2021 Excellence in Education Nominations |
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The State Support Team Region 3 (SST3), in partnership with the Educational Service Center of Northeast Ohio, is seeking to recognize and celebrate the accomplishments and achievements of students with disabilities, peers who have built meaningful relationships with them, and outstanding educators who instruct and/or support their learning. Click on the category title below to complete a nomination form. Nominations are currently being accepted for the following categories:
1. Outstanding Peer Achievement Award – recognizes, celebrates, and honors student peers who have established meaningful relationships and are exemplary role models for others.
2. Outstanding Student Achievement Award – recognizes, celebrates, and honors students with disabilities and acknowledges their outstanding achievements, both academic and non-academic. (Nominees must be students – ages 3-21 and enrolled in a school program).
3. Outstanding Educator Achievement Award – recognizes, celebrates, and honors educators (including administrators, general education teachers, intervention specialists, and related service staff) who have provided exemplary instruction and creative programming that promotes educational results for students with disabilities.
The deadline for submission of nominations is MARCH 19, 2021. Please submit the completed form and narrative to your district’s Pupil Services/Special Education Director.
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SST Monthly Highlight
Virtual Learning Series for Parents and
Early Intervention Providers
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You are invited to participate in a virtual three-part learning series, My Child, My Connection, designed for parents and Early Intervention providers. Information and strategies will be provided in each session by Dr. Lyn Ayer, Ph.D. Dr. Ayer has worked for more than 45 years as the director of two state deaf-blind projects, a teacher, principal of a school for the blind, and is currently a consultant for OCDBE, focusing her work on children with visual impairments, deafblindness, and/or multiple disabilities. The 3-part virtual learning series will focus on the sensory system, and the impact of touch, vestibular and proprioceptive senses, smell, and taste on a child who has challenges with hearing and vision. A description of each session is provided below. All sessions will be offered twice on two consecutive days: 1:30- 2:30 pm (ET) on “day 1” and 7:30-8:30 pm (ET) on “day 2.”
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Part 1
I feel you! Do you feel me?
Dates/Times:
March 23, 2021, 1:30-2:30 pm (ET) or
March 24, 2021, 7:30-8:30 pm (ET)
Description of Part 1: I feel you! Do you feel me? provides an overview of the impact the senses of touch, vestibular and proprioception have on a child with hearing-vision sensory challenges. This session includes the function of touch and “inner touch,” what to do for a child who resists touch, and touch strategies to use with a child.
Learning Outcomes:
1. Recollect what they may have noticed about touch and “inner touch”
2. Learn about and reflect on how the sense of touch can enhance bonding
3. Recognize and plan on things they might do to enhance touch experiences
Registration link:
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Part 2
I smell you! Do I know you?
Dates/Times:
April 27, 2021, 1:30-2:30 pm (ET) or
April 28, 2021, 7:30-8:30 pm (ET)
Description of Part 2: I smell you! Do I know you? focuses on smell, how the sense of smell works, and why smell is important. Participants will be provided with ideas of what to do if a baby has challenges with smell.
Learning Outcomes:
1. Learn how the sense of smell functions and its connections to brain centers
2. Reflect and learn why smell is important to bonding
3. Think about things they might do to enhance smell experiences
Registration links:
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Part 3
You sustain me! I know that taste
Dates/Times:
May 18, 2021, 7:30-8:30 pm (ET) or
May 19, 2021, 1:30-2:30 pm (ET)
Description of Part 3: You sustain me! I know that taste shares information about types of taste, how taste works with smell, how babies respond to taste, and what to do when a baby has taste challenges.
Learning Outcomes:
1. Learn about the sense of taste and how it works closely with the sense of smell
2. Understand the term “mouthfeel” and how this might affect a young child
3. Recognize ideas about how to expand the taste experiences of a child.
Registration links:
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House Bill 436, Providing Additional Supports for Children with Dyslexia
Last month, we shared the entire Dyslexia Act, signed into law and going into effect on April 12, 2021. This month, we are sharing the final analysis of the act, which includes a brief summary and assessment. The following is a summary of the new law:
+ Requires the Ohio Dyslexia Committee to develop a dyslexia guidebook for screening, intervention, and remediation for children with dyslexia or displaying dyslexic characteristics and tendencies.
+ Requires the Ohio Dyslexia Committee to prescribe the number of clock hours of dyslexia-related professional development required for teachers.
+ Permits the Ohio Dyslexia Committee to make recommendations regarding ratios of students to teachers who have received certification in identifying and addressing dyslexia, which school personnel should receive the certification, and whether professional development requirements should include completing a practicum.
+ Requires the Department, in collaboration with the Ohio Dyslexia Committee, to identify screening and intervention measures that evaluate the literacy skills of students using a multi-sensory structured literacy program.
+ Requires school districts and other public schools to administer annual dyslexia screenings, beginning in the 2022-2023 school year.
+ Phases in over three years dyslexia-related professional development requirements for public school teachers.
+ Requires school districts and other public schools, beginning in the 2022-2023 school year, to establish a multi-sensory structured literacy certification process for teachers.
The state literacy team will continue to support this work and provide updates when they are available.
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Tips for Keeping Children Safe: A Developmental Guide for Preschoolers
During the first five years, children constantly acquire new skills and knowledge. Caregivers who know what children can do and how they can get hurt can protect them from injury. All children develop differently.
Staff individualize their approach because "children have different rates of development as well as individual interests, temperaments, languages, cultural backgrounds and learning styles." Ongoing child assessment helps staff determine each child’s developmental level.
This Developmental Guide provides safety tips for early childhood staff working with young children in classroom environments. This particular section of the guide addresses the developmental needs of preschool children and includes a description of development and safety tips organized by daily routines.
Supplemental Support for Preschool Learners with Disabilities
To support our preschool learners with disabilities, Ohio’s children receiving services through their IEP can can get assistance with virtual learning through https://www.learningohio.com/ .
Families can apply for assistance and get matched with a learning provider.
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SWPBIS Tiered Fidelity Inventory (TFI) Guide + Appendices
The TFI gives teams a single, efficient, valid, reliable survey to guide implementation and sustained use of SWPBIS. Using the TFI, teams measure the extent to which school personnel apply the core features of SWPBIS at all three tiers – either individually or collectively. Schools may take the TFI as:
- An initial assessment to determine if they are using, or need, SWPBIS.
- A guide for implementation of Tier I, Tier II, and/or Tier III practices.
- An index of sustained SWPBIS implementation.
- A metric for identifying schools for recognition within their state implementation efforts.
Prevention Series/Strategies and Considerations: Aligning School Programs within a Multi-Tiered Framework - March 16, 2021
Do you have a solid PBIS multi-tiered framework in place in your school or district? Are you implementing multiple initiatives such as social-emotional learning, trauma-informed practices, or mental health supports? This presentation provides strategies for aligning all school programs within a PBIS framework to support systematic, school-wide implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives. Participants will have the opportunity to hear from school personnel who were successful in this endeavor. Click here for further information regarding registration for this series.
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Ohio’s Alternate Assessment for Students with the Most Significant Cognitive Disabilities
Ohio’s Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD) is an online assessment designed to maximize access for students with the most significant cognitive disabilities and ensure that all students are included in Ohio’s statewide assessment and accountability programs. AASCD is aligned to Ohio’s Learning Standards–Extended (OLS-E) and designed to allow students with significant cognitive disabilities to demonstrate their knowledge and skills in an appropriately rigorous assessment. The students who will be taking the AASCD make up a very small population of the test takers each year—about 1%.
To guide and support IEP teams in determining whether a student is most appropriately assessed with an alternate assessment, the Ohio Department of Education, in consultation with parents, teachers, administrators, and other stakeholders, has developed a new Alternate Assessment Participation Decision-Making Tool. The new tool does not replace the existing alternate assessment decision-making framework. The tool does, however, clarify and set specific criteria that students must meet for each criterion in the framework. This tool is required. Moving forward, IEP teams must use the tool each time the team is considering participation in the alternate assessment (Ohio Department of Education). Additionally, the National Center on Educational Outcome (NCEO) provides tools and resources regarding decision-making for AASCD. They have developed the 1% Toolkit that includes 8 Peer-Reviewed briefs on varying subjects connected to AASCD. They also created a brief reviewing the Literature on Literacy Assessment and Instruction Practices for English Learners with Significant Cognitive Disabilities
AASCD Test Administrators must be trained regarding the administration of the assessment. Face to face training is no longer required, however, all new test administrators must complete the 3 online modules available on the testing portal for AASCD which can be found at https://oh.portal.cambiumast.com/
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On-demand Video Resources |
OLAC and PBIS Presentations
Did you know the Ohio Leadership Advisory Council has 20+ recorded OLAC and PBIS presentations from its 2020 Showcase available on-demand? Lots of great info and strategies shared by Ohio districts and the two keynote speakers, Dr. Douglas Reeves and Dr. Kent McIntosh. Check them out by clicking here,
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InspirED Video Gallery
Each week, the InspirED Virtual Learning Series Zoom cast brings you strategies, resources, and practical advice to help navigate this unique time in learning. But maybe 4:00 p.m. on Thursday doesn’t always work for you. Don’t worry. The InspirED Video Gallery features all the previous sessions on-demand, and it’s updated weekly so you can access the series when it’s convenient for you! View past sessions and register for upcoming sessions by clicking here.
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OOD Services
It's hard to imagine that Summer is really not that far off! Despite the challenges presented by the pandemic, life and high quality collaborative transition services continue. That includes, for eligible students, the availability for Summer Work Experiences if appropriate, as well as Pre-Employment Transition Services (Pre-ETS). Both of these opportunities are offered through Opportunities for Ohioans with Disabilities (OOD). Don't delay in working with your students, families, and OOD to get the planning in motion. The link to the OOD site is below. Further information about SEA and Pre-ETS can be found towards the bottom of the website page.
This month, we have also included links below to some additional Transition Planning resources specifically focusing on Self-Determination.
Summer Work & Pre-Employment Transition Services:
Self-Determination Resources:
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Summer is Just Around the Corner: Time for the Summer and Beyond Fair
This year marks our 23rd Annual Summer and Beyond Fair for Children and Youth with Disabilities. Districts, families and students always have looked forward to this event every year regardless of the weather! Our challenge both last year and this year has been the COVID pandemic. At this time we will not be meeting face-to-face this spring within an enclosed area.
Our community partners and camps responded to a survey which indicated more than 80% of the vendors will know what their organizations will be doing by March 2021. While a bit later than in past years, we will still be providing a 2021 Summer and Beyond Directory in order to help promote all the wonderful resources and programs you have to offer.
We will also have a companion webpage on our SST3 website in an easy format for public school districts/community schools and families to reference as we update their information in real time. For more information please contact [email protected]
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Career Tech Resources
Happy March Career-Tech Education Teams! Spring is on the horizon, and this month we would like to provide you with some resources that you may have missed as you keep the career-tech train on the rails.
There has been a renewed interest in the area of career-technical education for the middle grades. The Kentucky Department of Education has released some interesting resources and webinars on the topic. Click here to view these helpful resources. Additionally, The Southern Regional Education Board (SREB) has excellent resources, regarding the school improvement process for the middle grades as well as an upcoming training you might find of interest.
In case you missed it, ODE has released the draft Graduation Plan Template. It can be used, or modified for your own district's needs.
Finally, the Spring CTE/SPED Leaders Network meeting has been rescheduled for Thursday, April 22nd from 10:00-11:30. Please join us by registering at this link.
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State Support Team 3 is offering several opportunities for professional development. Click here to view our calendar of events. Please visit this site often as ever-changing circumstances may warrant cancellation or postponement of scheduled events.
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Reset and Restart Planning Guide
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Information regarding Ohio's Reset and Restart plan is available to assist parents, families, caregivers and educators as they navigate the world of remote learning during this unprecedented time. Review for timely updates.
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Our Moral Imperative:
To ensure equitable access and achievement for all students, State Support Team 3 partners with districts and community schools to support inclusive leadership and collaborative teams in the implementation of an effective Multi-Tiered System of Support.
Belief Statement:
We believe that ALL children/students have the right to belong, learn, and thrive in a
proactive, integrated, and rigorous learning environments.
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