eBRIEF: April 2022

ebrief the newsletter for busy educators

April 2022

  • Big picture

LETTER FROM LYNN 

photo of lynn mckahan

I was doing research the other day and came upon some words to describe the spring season. Words such as active, blooming, changing, lively, energized, and unpredictable were all in this list of how humans view or are impacted by spring. These words not only describe the season, but they describe our youngest learners as well. Who doesn’t feel a sense of energy and hope when they walk into a classroom full of 3, 4 and 5 year old learners? This issue of EBrief is dedicated to providing instruction to that very important age range, as we work to develop successful, lifelong learners. Welcome Spring!

Lynn

Lynn McKahan, M.A., Director
State Support Team 1


2022 Horn Walter Burley Awards

Recognize the accomplishments of Ohio educators and students with disabilities by nominating them for the the

R.A. Horn Outstanding Achievement Award and Franklin B. Walter Outstanding Educator Award.

Submissions are due by no later than April 8. Download the nomination forms >>

 


 

Big picture

Early Learning in Ohio

Meeting the needs of the whole child starts with parents and caregivers, and strong partnerships between parents, caregivers, and schools can help to ensure young learners get off to a great start.

Each Child Means Our Future
Early Learning and Literacy are among the state’s 10 priorities in Each Child Our Future, Ohio’s strategic plan for education. Ohio strives to ensure that each student is challenged, prepared and empowered for their future by way of an excellent pre-kindergarten through grade 12 education.

Each Child Means Each Child
Students with disabilities are almost three times less likely to enter kindergarten demonstrating readiness. Each Child Means Each Child aims to improve outcomes for students by developing a Statewide Model for an Integrated Multi-Tiered System of Support, with the goal of providing high-quality core instruction and early interventions.

 


two young boys play with modeling clay in classroom


Kindergarten Readiness Assessment


The Kindergarten Readiness Assessment Revised (KRA-R) is used to identify a child’s strengths and needs upon entering kindergarten, and assesses social foundations, mathematics, language and literacy, physical well-being and motor development. The results of the assessment are not to be used to prohibit a child from attending kindergarten, nor retain a child in kindergarten.

Change for fall 2022: The administration window for the Kindergarten Reading Assessment Revised is not earlier than the first day of July of the school year and not later than the twentieth day of instruction of that school year. See more updates >>

Teacher Training – Training for teachers on administering the Kindergarten Readiness Assessment Revised (KRA-R) will resume in June and will be available through OH | ID.  The Department offers more information on the FAQ page of its website and KRA Newsletter.

Resources for teachers & families:


Transitions: Preparing Children for Change

Children make transitions every day, multiple times a day. They transition from home to preschool, from classroom to classroom, activity to activity, and from preschool to kindergarten. These changes can take a little bit to get used to. While there are many strategies to implement in order to help our youngest learners to transition from one thing to another, a few of the more common types of transitions and resources to help adults help children be successful are outlined below.

Transitioning from Home to Preschool

  • Read books with the children about coming to preschool
  • Establish daily routines so children know what to expect
  • Use pretend play to imagine what preschool is like
  • Communicate with families and caregivers about what to
    expect in preschool

Transitioning from Classroom to Classroom

  • Start small with students short visits to the new classroom
  • Focus on self-help skills
  • Staff across classrooms should communicate with each other
  • Provide time for staff to meet, examine, and discuss student data to inform smooth transitions
  • Keep consistent routines

Transitioning from Preschool to Kindergarten

  • Understand that transition should be an ongoing process throughout the year
  • Keep open communication between teachers, administrators, students, and families of both the preschool and the kindergarten
  • Hold visits to the kindergarten classroom and/or invite the kindergarten teacher to visit the preschool classroom
  • Host a family information session
  • Allow preschoolers to have lunch in the kindergarten cafeteria
  • Read books to students about going to kindergarten
  • Facilitate collaboration between preschool and kindergarten staff
  • Create “Kindergarten Buddies” to show preschool students around the kindergarten
  • Send a note home to student and family over the summer, welcoming them to
    kindergarten

close up of a child holding a sign reading welcome to kindergarten

 

More resources:
Partnering with Families to Improve Education Transitions for Students
Four Important Things to Know about the Transition to School
Helping Your Child Make Successful Transitions: Home to School
Kindergarten Readiness & Transition
RealTalk Webinars for Families with Young Children

 

 

 


 

group of teachers hears from presenter

PROFESSIONAL LEARNING OPPORTUNITIES

 


engage to empower, building a strong community for career readiness

Build pathways and create strong partnerships to support your students’ in career exploration and preparation in this two-day training. Presented in partnership with the Educational Service Center of Lake Erie West, you will hear from two amazing and motivating speakers that will help you reinvigorate your career planning program for students.

Wednesday, June 1

photo of Kevin Fleming(Re)Defining the Goal: The True Path to Career Readiness in the 21st Century 
Dr. Kevin Fleming will guide you to explore new paradigms and gain tangible action steps for career and technical education to help all students gain a competitive advantage in the 21st century.

Thursday, June 2

photo of Hans MeederAdvisory Boards that Matter
Hans K. Meeder will help you transform your advisory business advisory committee from compliance to a robust, collaborative system that provides learning and training opportunities for students.


MORE TRAINING FROM STATE SUPPORT TEAM 1

CTE Coffee Hour | April 5
ID Early for Autism Spectrum Disorder | April 5, 12, 19 and 26
Introduction to Functional Listening and Vision Assessments | April 6
Open Office Hours: One Needs Assessment & One Plan | April 6
Panel Discussion: Educational Identification of Autism | April 20
The Ohio Early Childhood Conference | April 27 – 30
Literacy Leaders Network | April 28
Spring Book Study: Unlearning | May 2


JUST ANNOUNCED: SUMMER INSTITUTE
Integrated Comprehensive Systems for Equity  |  June 21 – 23
Bring your School Leadership Team or District Leadership Team to:

  • Strengthen your understanding and implementation of the framework and process of Integrated Comprehensive Systems for Equity
  • Participate in team time to engage in a deep equity analysis of your school setting
  • Complete an Equity Action Plan to advance equity systems change for all
State Support Team 1 Logo

ABOUT OUR NEWSLETTERS

eBRIEF! is the primary source for the latest news and information from State Support Team 1. The monthly digital publication is designed to provide you with relevant education resources, timely news and announcements, and upcoming professional learning opportunities.

Level Up with Literacy is a bi-monthly digital publication that provides information and resources to help you ensure all learners have access to high-quality language and literacy instruction and appropriate interventions from birth through grade 12.

Subscribe to our newsletters

 

State Support Team Region 1
Lynn McKahan, M.Ed., Director
2275 Collingwood Blvd. | Suite C | Toledo, OH 43620
info@sstr1.org | 419.720.8999 | www.sstr1.org

Twitter bird logo

This website was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award H027A210111 CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.