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SST 3 Early Childhood Supervisory Network

August 31, 2022

9:00 - 11:00 am (with 11a-12p optional hour)

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In Person: 6393 Oak Tree Blvd., Independence, OH

Virtual: zoom link

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Thanks for joining us today!

Your facilitators:

Kathy.Jillson@escneo.org, Candace.Muetzel@escneo.org & Jillian.Alli@escneo.org

SST 3 administrative assistant:

Shonte.Smith@escneo.org

216-264-1645 ext. 3845

Padlet: EC 2022-2023 Padlet

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EC Program Directory

Please check the directories for your program email any changes/updates to:

Shonte.Smith@escneo.org

Transition Early Intervention to Pre-K Directory

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Network Norms

  • Be an active participant (chat box, polls and discussion).
  • If virtual
    • turn on your video (if bandwidth permits)
    • mute microphones; be prepared to unmute if called on to share.
    • ask questions and make comments in the chat box.
  • If in person: ask clarifying questions, utilize post-its
  • Display patience and presume positive intent!!

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Join us!

Our website

Follow us on Twitter

Tweet using this hashtag

Padlet:

PowerPoint:

http://sst-3.org

@SSTRegion3

#SST3

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EC 2022-2023 Padlet

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https://tinyurl.com/sst3aug31pp

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Today’s Purpose

  • Check in with YOU and provide an opportunity to network across the region.
  • Consider updates from & collect questions for ELSR
  • Networking:
    • In the chat box please list your name, position and topic for networking.

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Agenda:

  • Welcome
    • Checking In
  • Updates from ELSR:
    • Preschool Special Education
    • Professional Development
    • IAA
    • ECE
    • PBIS
    • ELDS
    • SUTQ
    • KRA/ELA
    • Family and Community Engagement
    • Literacy

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  • Break (10:00ish)
  • Voices from the Field
  • Networking
  • Evaluation: https://tinyurl.com/SST3PDEVAL
  • Optional Hour
    • 11:00a-12:00p:
    • Review of District Preschool Administrators Roles, Rules and Supports
    • Q and A

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Networking Options

In the chat or on a sticky note, indicate a topic you’d like to discuss with colleagues. Below are some options you may consider:

  1. Special Education Indicators
  2. Classroom Configurations
  3. LRE Determination
  4. SUTQ

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Check in Activity

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  • Choose 1 (or more)
    • Would you rather have (1) telekinesis (the ability to move things with your mind) or (2) telepathy (the ability to read minds)?
    • Would you rather lounge (1) by the pool or (2) on the beach?
  • List/Say the number and your response in the chat.
  • Face to face discuss in groups of two or three.

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Data

Early Childhood Dashboard Preview

  • Developed by GroundWork
  • Outlines Ohio’s performance on 20 early childhood metrics

Early Learning Assessment Implementation Academy

  • ELA Data Evaluation Process
  • ELA Implementation Fidelity
  • BLT and TBT Goals for students and staff

Special Education Indicators 6 (data FY 2020-21) and 7 (data FY 2019-20) were released May, 2022 in (Fact Sheets) Special Education Profile; Indicator 12 (data FY 2021) released December 2021.

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Special Education Indicators 6

  • Indicator 6 is calculated for each district based upon where all of their preschool students on IEPs attend preschool and receive the majority of their special education services (LRE).
  • 6 Performance Indicators (not compliance).

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Indicator 6: Data Notes

Data Notes:

  • Indicator 6a measures the percentage of preschool children with disabilities attending a regular early childhood program and receiving the majority of the special education and related services in the regular early childhood program.
  • Indicator 6b measures the percentage of preschool children with disabilities attending a separate special education class, separate school, or residential facility.
  • A separate special education class is defined as a preschool special education program consisting of 51% or more students with disabilities. (Preschool Special Education Class)
  • Indicator 6c measures the percentage of preschool children with disabilities who are enrolled in a preschool program and receiving special education and related services in the home. (New Measure)
  • Due to federal changes, Indicator 6c is new beginning with the 2020-21 school year.
  • Beginning with the 2020-21 school year, children who are age five and in kindergarten count with Indicator 5 instead of Indicator 6.
  • Data are collected in the Education Management Information System (EMIS) Child Count.
  • All preschool students are counted in their district of residence regardless of where their services are provided.
  • For more information on how targets were set for this indicator, see the Special Education Indicator Target Setting webpage.

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Indicator 6: Data Notes

  • 6a measures the percentage of preschool children with IEPs who attend a regular early childhood program and receive the majority of their special education/related services in regular early childhood program.
  • 6b measures percentage of preschool children with IEPs attending a separate special ed class, separate school, or residential facility.
  • Children attending regular early childhood programs & receiving their services in some other location are only counted in all children category.
  • New: 6c measures the percentage of preschool children with IEPs who receiving special education and related services in the home.
  • New: Children who are age five and in kindergarten count with Indicator 5 instead of Indicator 6.

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Special Education Indicator 6

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Indicator 6a

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Indicator 6a Relative to Old Target: 52.3

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New Targets for Indicator 6

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Action

If your district has not met the target(s) for this indicator, the Department recommends that you review your data for this indicator and encourages you to utilize available resources for continuous improvement.

  • When reviewing data:
    • Check for accuracy, look at trends, look at percentages, NR, etc.
    • Is there an underlying story, Covid impact?
  • Resources:
  • Preschool Inclusion: Ohio’s Guidance
  • Preschool Inclusion Toolkit
  • SST Consultants

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Special Education Indicator 7

  • Indicator 7 is the percentage of preschool children aged 3 through 5 with IEPs who demonstrate improved (a) positive social-emotional skills; (b) acquisition and use of knowledge and skills; and (c) use of appropriate behaviors to meet their needs.
  • Performance Indicator (not compliance).

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What Does Indicator 7 Measure?

There are two summary statements for each of these three outcomes.

1) The percentage of preschoolers who entered a program below age expectations in an outcome and substantially increased their rate of growth by the time they turned 6 years of age or exited. (Growth)

2) The percentage of preschoolers who were functioning within age expectations in an outcome by the time they turned 6 years of age or exited. (Age Level)

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Progress categories for indicator 7 include:

a) Percentage of preschool children who did not improve functioning;

b) Percentage of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers;

c) Percentage of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it; (growth)

d) Percentage of preschool children who improved functioning to reach a level comparable to same-age peers; (growth and at age level)

e) Percentage of preschool children who maintained functioning at a level comparable to same-age peers.

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Special Education Indicator 7

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New Indicator 7 Targets

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Action

If your district has not met the target(s) for this indicator, the Department recommends that you review your data for this indicator and encourages you to utilize available resources for continuous improvement.

  • When reviewing data:
    • Check for accuracy, look at trends, look at percentages, NR, etc.
    • Is there an underlying story?
    • Note most recent data is from 19-20.
  • Resources:
  • Preschool Inclusion: Ohio’s Guidance
  • Preschool Inclusion Toolkit
  • SST Consultants

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SST Region 3: 2021-22 Early Childhood Special Education Profile Data Overview

  • 9/31 districts met indicator 6a
  • Approximately ½ of our districts met the targets for Indicators 7a, b, and c.
  • 17 districts met the compliance indicator 12; the others received NR (no data submitted): this is a concern; please check that this is correct if you received an NR.

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Ohio’s Preschool Continuum of Service includes under current rule 3301-51-11 (not amended):

  • *General early childhood setting with less than 50% students with disabilities (Co-taught, Pub School Gen Ed)**
  • Public School Preschool Integrated classroom: only 50% students with disabilities; Only 50% SWD**
  • Public School Preschool Special Education: More than 50% SWD
  • Special School
  • Home **
  • Service Provider Location

*General is Ohio, Regular is Federal language **Itinerant services may be provided

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Continuum under amended rule 3301-51-11

  • A public school preschool general education class** or a non-public school preschool program** in which no more than eight children with disabilities are enrolled,
  • A regular early childhood education** setting in which less than fifty per cent or fewer of the students are children with disabilities.
  • A public school preschool integrated class** in which fifty per cent or fewer of the students are children with disabilities,
  • A public school preschool special education class in which more than fifty per cent of the students are children with disabilities,
  • A special school,
  • A home** or service provider location.

*General is Ohio, Regular is Federal language **Itinerant services may be provided

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Equity in Early Childhood

  • NAEYC position statement: All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.
  • Recommendations for Administrators

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Equity

  • Recommendations for those facilitating educational preparedness and professional development: 1. Prepare current and prospective early childhood educators to provide equitable learning opportunities for all children.
  • New LRE Resource from the ECTA Center

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Professional Development

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Interagency Agreement 2022-23

Bright Beginnings is the lead agency for the Interagency Agreement (IAA) of Cuyahoga County. Since our last meeting in April, Katie Parker has been working with a workgroup member to revamp and organize the IAA. They will send it out to the whole workgroup for review and then meet to refine.

To join the workgroup contact: Kathy.Jillson@escneo.org or KParker@BrightBeginningsKids.org

ELSR and DODD are working on the next level PD: This will be more enhanced training for IAA teams to define what a good quality transition looks like.

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Early Childhood Education Grant

  • 2022 ECE Grant Manual
  • No decision to open up additional slots
  • Children need to be 4 by October 1 (unless use waiver) Exception is children on IEPs; become eligible on 4th birthday.
  • 3 year old waiver: If have open slots, can apply Oct 3-17. New: a child does not have to be 3 by October 1 enroll when turns 3.
  • Alternative documents (with full name/DOB) can be used while family is getting official birth cert.
  • EAS Reporting Programs Megan.Shuler@education.ohio.gov
  • EMIS Reporting Programs Katie.Pappas@education.ohio.gov

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EMIS

  • There are several proposed EMIS changes for state fiscal year 2023 pertaining to preschool special education.

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  • New EMIS code for pre-k: Check with your EMIS coordinator

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PBIS - Recognition

  • Bronze Awards-

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    • Brooklyn Preschool
    • Euclid Early Learning Village
    • Olmsted Falls Early Childhood Center
    • Pleasantview First Steps Preschool
    • Strongsville Early Learning Center
  • Silver Awards-
    • Orange Inclusive Preschool
  • Gold Awards-
    • William Foster Elementary (Garfield Hts)

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Congratulations!

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PBIS- PD Opportunities Tier 1

    • Strengthening Pre-K-12 Teams
      • September 20th Full Day
      • OCCRRA (ST10119518)
    • Overview: Early Childhood Teams
      • September 30th Morning only
      • OCCRRA (ST10120260)
  • New Teams: Early Childhood Teams
    • November 4, December 2, February 17, March 17
  • New Teams: Pre-k-12
    • January 11, February 1, and March 3, 2023

PBIS Professional Development

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PBIS- PD Opportunities

  • Tier II -
    • Early Childhood Teams
      • September 23 (afternoon only), December 16 (morning only), and February 3 (full day)
  • Classroom Management and PBIS
    • Setting the Stage for Early Childhood Positive Behavior Interventions and Supports 2-Part Series
      • January 13, March 3

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PBIS Coaching Network

  • PBIS Coaching Network: All Teams
    • Opportunities to hear from others implementing PBIS in the region
    • Targeted information based on the Tiered Fidelity Inventory (all tiers of implementation)
    • 9:00-10:30, Hybrid

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PBIS Coaching Network

  • September:
    • Behavioral Expectations and Teaching
  • October:
    • Team Structures
  • November:
    • Data Systems
  • December:
    • Student/Family/ Community Involvement
  • January:
    • Acknowledgment Systems
  • February:
    • Professional Development
  • March:
    • Fidelity Data
  • April:
    • Discipline Policies
  • May:
    • Annual Evaluation

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MTSS Activity and Resource

  • MTSS position statement for EC
  • 5 Misconceptions
    • Children Must Go Through an MTSS Process Before Being Referred for Special Education
    • The Top Tier of an MTSS Framework Is Special Education
    • An MTSS Framework Focuses Only on Academic Skills
    • An MTSS Framework Promotes Teaching Practices That Are Inappropriate for Young Children
    • Dual Language Learners Automatically Require Higher Levels of Support

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MTSS Activity and Resource

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  • In 5 break out rooms:
    • As a group discuss your assigned misconceptions and to the Jamboard
      • 1 Question
      • 2 things the you wonder about
      • 3 things that squared with your thinking

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ELDS- What’s New?

Standards: Strands--------Standard Statements . Indicators

Indicators are listed in the order in which the skill or knowledge typically develops, beginning with the earliest indicator on top (infant, in most cases) through the end of preschool at the bottom

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ELDS

NEW ELDS adopted June 14, 2022

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Step Up to Quality/Licensing

From 6/15/2022 through 6/30/2023

  • ODE and ODJFS will accept alignment to either the new or former Early Learning and Development Standards
    • To include both curriculum and assessment to
      • provide a transition time for programs and
      • allow time to develop supporting resources and trainings for implementing the new standards.

ALL licensing and SUTQ functions must be completed in Ohio Child Licensing and Quality System (OCLQS).

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Step Up to Quality

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KRA/ELA

Trainings for both the KRA and ELA are virtual.

KRA

    • KRA fall administration is from July 1 through the first 20 school days. Window for score input open through Nov 1.
    • NEW STANDARDS June 14, 2022

ELA

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Family and Community Engagement

Register Now! For the Third Annual

Ohio Family Engagement Leadership Summit on 9.16.22

Family Engagement that breaks through!

The Ohio Family Engagement Leadership Summit is a free day of professional learning and connecting virtually with those dedicated to advancing effective family-school-community partnerships across Ohio and beyond.

Hosted by the Ohio Statewide Family Engagement Center at The Ohio State University, this Summit brings research to action by providing schools, families, and community partners with the tools they need to work together to launch all children to success.

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Family and Community Engagement

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Partnering With Families to Support Early Literacy

Virtual self paced PD opportunity

OA hours

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Family and Community Engagement

Research-based Strategies for Special and General Educators:

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Partnering with Families Through Special Education

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Imagination Library News Release

The Ohio Governor’s Imagination Library mails kids one book each month until their 5th birthday. All kids in Ohio between birth and age 5 are eligible to be enrolled in the program at no cost to their family.

Through a partnership with Dolly Parton’s Imagination Library, and various local affiliates, this program is available at no cost to families.

Caregivers can enroll their kids at OhioImaginationLibrary.org.

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Flyers can be printed from the news post on Early Learning and School Readiness website.

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Early Literacy

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Our Curriculum, Instruction and Assessment Team, lead by Stephanie Van Dyke will provide support to the Early Childhood Supervisory Network this year. They will be with us in May for a presentation.

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Voices from Field

August - Open Mic

October - Outdoor Education-Tentative

December -

February -

May - Early Literacy

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Thank you, Take care of you!

Please complete the feedback form:

https://tinyurl.com/SST3PDEVAL

PD Title: EC Supervisory Network

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Next meeting: October 19, 2022

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New Supervisors:

Info you might want to know