• 3.2.23 MTSS for Gap Closing Network-Continuous Data-Based Decision Making: Session 6
• 3.2.23 Lunch & Legal with Jessica Dawso, Esq
• 3.14.23 Inclusive Instructional Leadership Network
• 3.23.23 Opioid Mitigation Strategies with the PBIS Framework
• 3.24.23 One Needs Assessment Cohort 3
• 3.30.23 Early Learning Leadership Network
• 3.30.23 Early Learning Literacy Community of Practice
• 4.12.23 Opioid Mitigation Strategies with the PBIS Framework
• 4.14.23 Itinerant Network
• 4.18.23 Inclusive Instructional Leadership Network
• 4.20.23 CTE Special Education Leaders' Network
• 4.20.23 Regional Literacy Community of Practice K-12
• 4.27.2023 Early Learning Leadership Network
• 4.27.23 Career Tech Network Coffee Hour
• 5.3.23 Retention Strategies in the Math Classroom, Grades K-12
• 5.9.23 Scaffolding Algebraic Reasoning, Grades 6-12
• 6.6.23 Career Tech Network Coffee Hour

In 2019, Celina High School was awarded the Innovative Strategies For Developing College and Career Readiness for Students with Disabilities Grant. The grant had three main components:

1) A focus on self-determination and self-advocacy for students with disabilities through student-led IEPs,

2) Building assessment capable learners through goals setting, and

3) Career development through job-shadowing and internship opportunities supported by job coaches.

While Celina wanted to offer community placements for career development, they also wanted to create opportunities within the school district that prepared students for working in competitive, integrated employment (CIE). Spike’s place offers students with disabilities opportunities to work next to non-disabled peers as a part of their school day while receiving job-embedded coaching and support.

Spike’s Place began as a grant-funded initiative but has become 100% sustainable. Profit from Spike’s Place not only goes towards the cost of running the coffee shop but also towards supporting students with disabilities.

Check out the video links that show highlights and feature students that work at Spike’s place.

Spike’s Place at CHS, March 2021

Spike’s Place 2022

The coffee shop also gives back! Due to the coffee shop's success, the High School is proud to be able to offer:

• A free cup of coffee, hot chocolate, or smoothie to all substitute teachers

• PBIS rewards for students and staff

• Scholarships for SWD to be presented at the Academic Awards Ceremony this spring

For more information about the program, please reach out to Phil Metz or Renee Kramer.

Pictured here is this year’s Christmas Card.

Riverside Elementary, like many schools throughout Ohio, has taken steps to improve their literacy instruction over the past several years. After instituting a series of strategic and programmatic changes based on research, Riverside saw increases in student reading achievement. This case study tells the story of Riverside's path to successful reading instruction for all students.

For details, please click here.

District Alternate Assessment Participation

The Every Student Succeeds Act (ESSA) requires annually each district or community school to submit a justification when it anticipates testing more than 1 percent of students using the Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD).

For 2022-2023, a template to assist with the district justification process is available below. Note that this template is only a tool to help prepare your district justification. All district justifications must be submitted via the Ohio K12 Help Portal using your district's unique link. The link will be emailed to superintendents on February 21, 2023 and due no later than March 31, 2023.

• AASCD-Justification-Form-2023-Template.pdf- read this to see the questions that are part of the justification form emailed to superintendents on February 21, 2023.

ALL DISTRICTS NEED TO COMPLETE AND SUBMIT THE FORM EVEN IF THEY DON'T ANTICIPATE BEING OVER 1%. The district rep must answer "no" to the first question, read the assurances, then sign and submit.

If a district DOES anticipate going over 1%, they will answer "yes" to the first question, complete the rest of the questions (including data), read the assurances, sign and submit.

Let OPEPP help. For FREE! Here are a few areas that can provide Paraprofessionals with the tools that help your students close the gap in literacy and math instruction, complete requirements towards graduation, or assist with behavioral needs. The modules present and explain the big ideas related to: Helping with Instruction, Communication and Collaboration, Helping Students Read, and Helping Students Do Math. These modules can be completed independently or facilitated for group PD.

You might want to take the following steps as you plan for PD opportunities using the materials in one or more of the modules:

1. Conduct a brief needs assessment to see what instructional skills parapros themselves believe will help them in their jobs.
2. Conduct a brief needs assessment to see what the teachers who supervise parapros believe would help parapros become more comfortable with the instructional helper role.
3. Convene a planning team that reviews one or more modules to determine which units (or which activities within units) might be best for addressing the needs of parapros in your district or region.
4. Develop a process for getting feedback from parapros who participate in PD derived from the materials in these units. A simple exit slip asking for “warm” and “cool” feedback might be sufficient.
5. Review some of the slideshows that the OPEPP team has already developed for districts in Ohio. (See the section of the OPEPP site called “Training Packages.”)

To help ensure the effectiveness of the effort, start small! Don’t plan a full day of training using these materials alone. Instead, select one or two relevant activities to use in a one-to-two-hour session.

Students living in a home with a parent using opioids are more likely to experience a parental overdose, chronic stress, added household responsibilities and unmet mental health needs.

These students are at a higher risk for physical, academic, and social- emotional problems. In 2020, Ohio had 5,017 unintentional drug overdose deaths, a 3% increase over 2017 and a 25% increase over 2019.

Join this 1 hour (1) overview to learn how to connect opioid abuse prevention and mitigation strategies to your existing PBIS framework. Participants will also learn strategies to address the mental health needs of students negatively impacted by opioid use. See flyer for details.

The Ohio Teacher of the Year program is more than an award; it is a way to elevate the teaching profession by identifying exceptional teachers as leaders and celebrating their inspiring dedication to students and public education.

Eligible candidates for the Ohio Teacher of the Year must:

• Hold a valid Ohio Professional Teaching license or a Career-Technical Teaching License
• Be currently completing their 10th year or more of teaching
• Be employed full-time in a state-approved public school, community school or career-technical center
• Work directly with students at least 50% of the time
• Have not received previous Ohio Teacher of the Year recognition
• Plan to continue actively teaching

Click here for more details and to vote!

Secondary Transition

Universal Design for Learning

View all of our Professional Learning opportunities at the SST6 Google Site. Registration closes 24 hours before training or two weeks before a book study to send materials and links to participants.