Happy New Year to each of you!
With the thermometer reading 11 degrees outside, we invite you to pour yourself a cup of cocoa, review the newly released guidance documents from the Department, and join us for a professional learning course while you are keeping warm and toasty indoors. You can find our upcoming professional development sessions listed below and on our calendar. We hope you can participate in the training opportunities that meet the needs of your students, families, districts, and schools.
Please take a few moments to review and provide feedback on Ohio’s draft Dyslexia Guidebook. ODE is seeking public feedback regarding this document. You may submit your comments via the Department’s website.
Lastly, we congratulate the Region 1 schools recognized as PBIS Award recipients for 2020-21. Your hard work during a most challenging season of learning is to be commended. Well done!
Thank you and stay warm!
Lynn McKahan, M.A., Director
State Support Team 1
Please note: Our offices are closed Monday, January 17 in honor of Martin Luther King, Jr. Day
SUPPORTING STUDENTS WITH DISABILITIES IN OHIO
Each Child Means Each Child is Ohio’s plan for improving learning experiences and outcomes for students with disabilities. Its title also serves as a reminder that each child deserves the same high expectations and rigorous educational opportunities, regardless of any special needs designation.
Historically, Ohio has struggled with providing equitable learning experiences for all students, but its important to remember that although more than 270,000 students are eligible for special education services, the vast majority of students with disabilities have the same cognitive potential as their nondisabled peers.
This means that most of the accommodations we discuss in this issue of eBRIEF are intended only for students with the most significant cognitive disabilities. It is important to remember that these standards and assessments offer an opportunity for these students to demonstrate their knowledge and skills in an appropriately rigorous assessment.
This month, we will provide an overview of the following:
- Extended Learning Standards
- Alternate Assessment for Students with Significant Cognitive Difficulties
- New Alternate Assessment Participation Decision-Making Tool
- Ohio’s New Long-Term Graduation Requirements
As always, if you have any questions about serving students with disabilities, please contact us. We are happy to provide support as you help all of your students achieve their educational goals.
OHIO’S LEARNING STANDARDS
Ohio’s Learning Standards (OLS) identify the knowledge and skills all students need to have to ensure they are on track to graduate from high school with the skills they need to enjoy success in further education and training, the workplace, and life. There are standards for each grade level from pre-kindergarten through grade 12.
EXTENDED LEARNING STANDARDS
Ohio’s Learning Standards – Extended (OLS-E) help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the “extended standards” are designed to maintain the rigor and high expectations of Ohio’s Learning Standards.
These extensions can provide entry points into the OLS. Students who do not take Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) will take the general assessments aligned to the general Ohio Learning Standards.
Students who do not qualify for the AASCD as per the new Decision-Making Tool should be taught using a curriculum based primarily on the OLS, as these are the standards the general assessments are based upon.
OHIO LEARNING STANDARDS – EXTENDED WITH LEARNING PROGRESSIONS (Revised September 2018)
In addition to the general and extended standards, the Ohio Department of Education and Ohio Center for Autism and Low Incidence (OCALI) have broken skills down further into Learning Progressions. These are typically used with students with the most significant cognitive disabilities. Learning progressions help education professionals maintain age/grade-level alignment for each learner while still addressing both strengths and needs.
GOAL: To see each and every learner as part of the learning continuum at their academic grade-level
Remember: no matter where the entry point, all learners can demonstrate skills leading to grade-level outcomes, and learning progressions help students demonstrate and educators document progress for learners with the most significant cognitive disabilities.
February 22 – April 15
Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) is only for students with the most significant cognitive delays. It is important to carefully evaluate the needs of each learner to ensure they have access to appropriate rigorous core instruction and the related assessments in order to gain the knowledge and skills needed for future success.
OHIO’S ALTERNATE ASSESSMENT FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES (AASCD)
The AASCD is aligned to the Ohio Learning Standards–Extended (OLS-E) and designed to allow students with significant cognitive disabilities demonstrate their knowledge and skills in an appropriately rigorous assessment. The AASCD is administered by grade level.
|Grades 3, 4, 6, 7||Grades 5 & 8||High School|
NEW ALTERNATE ASSESSMENT PARTICIPATION DECISION-MAKING TOOL
To guide and support Individualized Education Program (IEP) teams in determining whether a student is most appropriately assessed with an alternate assessment (AASCD), 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 clarifies and sets specific criteria that students must meet in order to take the Alternate Assessment.
- This tool is required, and IEP teams must use the tool each time the team is considering participation in the alternate assessment.
- If the IEP team determines the AASCD is appropriate for a student, that student uses the AASCD in all subject areas available for that student’s enrolled grade.
ALTERNATE ASSESSMENT AND OHIO’S NEW LONG-TERM GRADUATION REQUIREMENTS
The state’s new long-term high school graduation requirements are upon us and students graduating with the class of 2023 and beyond will have more flexibility than ever to create a plan that prepares them for graduation and beyond. These new requirements provide nearly all students with the flexibility they need to earn credit, demonstrate competency, and show readiness.
Students with the most significant cognitive disabilities have additional opportunities to show what they know, but don’t forget – they also need to participate in an appropriately rigorous assessment of their knowledge and abilities.
It is important to note:
- Proficient Alternate Assessment scores in English and Math can count for demonstrating “competency” for graduation pathway purposes.
- All students who do not first pass the assessments, must receive remediation, then retake the test(s) before they can pursue other competency options for graduation.
Remember: Districts must maintain records to identify any students who have not met the requirements for earning a high school diploma. The Ohio Department of Education offers a fillable Graduation Plan worksheet template that you may choose to use to assist with this process.
UPDATES FROM THE DEPARTMENT
OHIO DYSLEXIA GUIDEBOOK: PUBLIC INPUT QUESTIONNAIRE
The Department invites public input on the draft Ohio Dyslexia Guidebook. Please note that this is a draft and not the final version. The purpose of the Guidebook is to provide information regarding best practices and methods for universal screening, intervention and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies using a multi-sensory structured literacy program. The questionnaire is open until January 19.
IMPORTANT: EMERGENCY LEGISLATION CHANGES THE THIRD GRADE READING GUARANTEE PROGRAM FOR 2021-22
Governor DeWine signed Senate Bill 229 of the 134th General Assembly on December 14, 2021, changing the promotion criteria for the Third Grade Reading Guarantee for this school year. The emergency clause affecting retention criteria, parental consultation in promotion decisions, and parental notification of remediation plans takes place immediately.
NEW SURROGATE PARENT VIDEO TRAINING
The Department has updated its training for those who serve, or wish to serve as a surrogate parent for a child with disabilities. The new online training is comprised of seven modules designed to help you understand key terms, child and parental rights, and your role and responsibilities.
NOMINATE TEACHERS FOR TORCH HONORS
Nominate your peers for Teachers of Ohio Representing Character and Heart (TORCH) recognition through January 31. Five teachers from across the state will be honored for demonstrating strong personal character and concern for their students, colleagues, and communities.
These training modules from will help you to identify the purpose and structure of the Ohio Academic Content Standards-Extended (OACS-E) and introduce you to appropriate methods, tools, and strategies to help you meet the educational needs of students with significant cognitive disabilities.
Information and guidance regarding the Alternate Assessment Decision-Making Tool and Tiered Monitoring, along with resources for determining most significant cognitive disability and accommodations were shared with educators at the first-ever Ohio Assessment Conference in September. The recordings and presentations are available online.
Collaborate with other Career Technical Education administrators to improve the achievement of students with disabilities.
Learn how to write data-driven, results-oriented, and compliant transition plans to improve post-secondary outcomes for students.
Receive support in addressing compliance/documentation and performance/implementation as they relate to special education.
Stay-up-to-date on the latest post-secondary transition and graduation-related information, learn about new state and federal initiatives, and network with others who support students during this pivotal point in their lives.
Ensure there is a team of people in your district ready to help each student with a disability receive rigorous, evidence-based instruction.
MORE TRAINING FROM STATE SUPPORT TEAM 1
PBIS Virtual Office Hours | January 11
Bring your questions, help brainstorm ideas and solutions, and network with other schools to support your PBIS implementation efforts.
Preschool Leader Network | January 13
Learn to use the 5-Step Process to ensure that teachers are better able to use data to strengthen instructional decision-making.
Federal Programs ED STEPS Trainings | January 18
ODE’s Office of Federal Programs will present relevant topics current to Enhancements to the One Needs Assessment and New One Plan.
NEW! Family Engagement Community of Practice | January 19
Explore evidence-based practices around family and community engagement, learn new skills, and plan for next steps in your school.
Graduation Power Hour | January 20
Gain strategies to enhance student, family, staff and community engagement to improve graduation rates and post-secondary outcomes.
PBIS Tier III Training | January 20
Learn how to create functional behavior assessments and behavior intervention plans to help meet the needs of students with more challenging behaviors.
Literacy Leaders Network | January 20
Create a structured literacy model and learn to use evidence-based strategies and practices to promote positive outcomes for all learners.
The Leadership Series for Bringing Back Better | January 21
Guest presenter, Cathy Lassiter will help you discover instructional and cultural practices that foster learning at high levels for all students.
NEW! Emergent Literacy Series | January 21
Increase your knowledge and practice of emergent literacy strategies, oral language, and phonological and print awareness for children, birth through age five.
NEW SESSIONS ADDED! PBIS Virtual Network | February 10
Advance your PBIS efforts by learning from your peers! Join us for informal after-school presentations by Region 1 districts and schools.
NEW! Equity by Design – Winter Book Study | February 17
Remove barriers to creating inclusive classrooms and take steps to provide a culturally responsive learning environment for all students.
NEW! Unlearning – Spring Book Study | May 2
Discuss the unlearning cycle, use the UDL framework to transform practices, and begin to think differently about what, how, and why we teach.
NEW! Integrated Comprehensive Systems for Equity Institute
June 21 – 23
Dr. Elise Frattura and Dr. Colleen Capper will help you eliminate inequities for all students by building frameworks and processes aligned with your vision, mission, and plan that sets equity as the core of your district’s work.
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.
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.