SST 3 Early Childhood Supervisory Network

May 4, 2023

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

To Register:

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

Or Virtual via Zoom https://escneo.zoom.us/j/87903518420

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Welcome to the May 4, 2023 Supervisory Network: Lawn Chairs and Lemonade!

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Your facilitators:

Jillian.Alli@escneo.org, Kathy.Jillson@escneo.org, Candace.Muetzel@escneo.org, Anne.Zito@escneo.org & Rhonda.Reid@Achievementctrs.org

SST 3 administrative assistant:

Shonte.Smith@escneo.org

216-264-1645 ext. 3845

Padlet: EC 2022-2023 Padlet

Attendance Your Way

https://tinyurl.com/ECSupernetA5423

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https://docs.google.com/forms/d/e/1FAIpQLScUcPqTxLFc9fy7d6XUicEM4iTSPYCKcOX7-CIbts-uYeLTOg/viewform?usp=sharing

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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!

Website

Twitter

Instagram

Facebook

Hashtag

http://sst-3.org

@SSTRegion3

@sstregion3

https://sst3.tiny.us/FB

#SST3

Today’s Purpose

• Check in with colleagues and provide an opportunity to network across the region.
• Consider updates from & collect questions for ELSR
• Early Literacy: Content-rich instruction in preschool
• Kim Crow, SUTQ Specialist
• Extra Hour:
• Continue Discussion with Kim Crow.
• Address PSE and other district specific needs

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Voices/Topics from Field

August - Open Mic

October - Jennifer Barnes

December - MTSS/Rules

March - Heading to Kindergarten: Bedford

May - Early Literacy

Agenda:

Welcome

Mental Health Moment

PBIS/Mental Health & PD

Updates from ELSR/SST:

• PBIS
• ELDS
• Heading to Kindergarten
• Family and Community Engagement
• Interagency Agreement
• Preschool Spec. Education

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Early Literacy:

• Idea Incubator Activity

Mini Break (10:00ish)

• SUTQ Updates

SUTQ/Licensing: Kim Crow

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Optional Hour 11a+: Continue SUTQ/Licensing Q & A with Kim or PSE concerns with SST staff

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Evaluation

Evaluation: https://tinyurl.com/SST3PDEVAL

Optional Hour

• 11:00a-12:00p:
• SUTQ Discussion/Q&A with Kim Crow
• Further discussion regarding PSE and Support for EC Admins, Supervisors and Leads

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Check in Activity: Mental Health Moment

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Challenging Our Thoughts

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Professional Development

What’s Next?

• Just in Time Asynchronous May 1-May 31

“Routine Based Support for Challenging Behavior. “

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Fall 23-24 Schedule Preview:

• EC Supervisory Network, Wednesdays: (Time Poll)
• Aug 30 (ELDS and Literacy)
• Oct 4 (IAA Partners)
• Dec 6 (PSE)
• March 6 (SUTQ/Licensing) and
• May 1 (Outdoor Ed/District Showcase)
• Mentimeter Poll: AM or PM…Winner!

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Mentimeter Poll

https://www.menti.com/al27219rjvrm

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Menti.com: 8352 9923

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Poll Results

ELA

The ELA implementation academy will continue the current cohort but no new districts will be accepted for 23-24.

ELSR will have new training dates posted for May and June and then resume in the fall.

PBIS

• Tier 1 Overview vs Tier 1 New Teams
• Tier 2 Teams - Will be 2 Full days
• Tier 3 Teams - Possible opportunities for Book Study in implementation of Prevent-Teach-Reinforce for the Young Child

New Professional Development

Preschool Specific ETR/IEP/LRE professional development as an addition to our PK-12 series is tentatively scheduled for (½ days) Mondays, Nov 6 and January 22.

Heading to Kindergarten, Family Engagement:

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Kindergarten Transition Summit. June 1, 2023

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ELDS Professional Development

Standards PD is NOT required however, there is a prerequisite 2 hour online asynchronous ELDS Overview available through OCCRRA soon.

PreK Standards in the Context of DAP: M-8/28; F-9/1am @Warrensville Hts., M-9/18 am, F-9/29 am

Selecting Curriculum and Assessment: M-9/18 pm

Please contact Candace.Muetzel@escneo.org for district specific August requests particularly if you have space for other district attendees.

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Early Childhood Inclusion Professional Credential

A credential, similar to the Trauma Informed Care Certificate currently offered through OCCRRA, will

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• Be developed to increase accessibility in early care and education settings for children with disabilities.
• Be provided free of charge
• Consist of multiple levels
• Be available within next couple months

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Teresa Brown (SST4) is providing State Support Team representation on this work.

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Preschool Special Education

March 2023 OSEP reminder to states that multi-tiered system of supports (MTSS) / response to intervention (RTI) process cannot be used to delay/deny an initial evaluation.

• OSEP Memorandum 11-07—School aged (January 21, 2011)
• OSEP Memorandum 16-07—Preschool (April 29, 2016)
• IDEA does not require/encourage preschool programs to use MTSS prior to referral for evaluation.
• IDEA child find requirements permit referrals from any source, including private and public preschools (e.g., Head Start) and community-based child care programs …”

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Special Education Forms

OEC is establishing an internal team to review and revise all of the special education forms.

No date for revision completion has been given.

The PSE team will have a representative on the workgroup.

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Developmental Delay in School Aged

• OEC is creating guidance document
• Definition of Developmental Delay is the same as in OAC 3301-51-01 (B)(10)(c)
• In draft, the identification of a school aged student under DD category is same as preschool (1.5 SD below mean in 2 developmental areas or 2.0 SD in one) AND
• 3 part eligibility criteria:
• Meet definition? Adverse effect? Need special education and related services?
• Developmental areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development

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PSE IDEA Monitoring Process Draft

• PSE team currently seeking feedback from public school districts regarding the draft PSE monitoring processes and questions.
• Targeting both preschool and school-age special education staff that work with preschool-age students with disabilities.
• District stakeholders given the opportunity to review the draft documents and provide feedback via an electronic feedback form, and/or attend one of two virtual sessions hosted by the PSE team.

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Draft PSE Monitoring Questions: Polls

Answer each question (2) in the poll with Yes, No or I’m not sure then read the criteria carefully and think about where you might find the evidence to support your answer (it’s ok to confer with a neighbor.)

Report out (chat or voice).

Poll 1

Does the district have policies, practices, and/or processes that comply with state and federal rules for determining workload/caseload? (IS, RS, Itin)

Criteria: Policies, practices and/or processes that must describe:

• How workload is determined (methodology, calculator/tool, and or spreadsheet) for individual preschool special education staff
• How caseload is determined (as above)
• How assurances are made that the service provider has enough time to provide SDI or Direct RS to all assigned children and adjust workload/caseload if necessary.

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Mentimeter Poll

https://www.menti.com/al27219rjvrm

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Menti.com: 8352 9923

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Poll Results

Poll 2

Do all district preschool IS and RS personnel workload/caseload always meet the district’s requirements for their positions?

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Criteria:

1. District policies, practices, and/or processes for workload/caseload are implemented with district preschool staff, to reflect each staff always meet their district determined workload/caseload requirements for their positions and
2. If provider cannot perform all workload duties and meet the direct service/SDI needs for the district’s assigned children, then the district must reduce the caseload or workload.
3. The district will analyze their tool results to determine that all personnel necessary to carry out the purposes of IDEA ParB are employed.

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Mentimeter Poll

https://www.menti.com/al27219rjvrm

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Menti.com: 8352 9923

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Poll Results

Preschool Special Education

• ELSR PSE Updates on ODE website: PSE FAQ
• PK complaints from parents is up 3-fold this year.
• Themes include:
• continuum of placement options/ minimal options/ forcing itinerant services
• delivery of services
• predetermination of services

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New Professional Development

Preschool Specific ETR/IEP/LRE PD as an addition to our PK-12 series tentatively scheduled for (½ days) Mondays, Nov 6 and January 22.

Emergent Literacy Series PD: Cohort #1 is tentatively scheduled for 3 full days on Fridays - Oct. 6, Nov. 3, and Dec. 8.

Child Outcome Summary

Reminder: All new staff (including supervisors) must be trained by SST or ODE

Refreshers are available, contact Kathy

2023-24 dates: Fridays, Sept 8, 2023 and February 23, 2024

Supervisor is responsible for accuracy and quality of data reported on summary form and ensuring that the data are accurately reported to EMIS

Per ELSR: PSE Questions

• For questions regarding the Preschool Special Education Rule, Indicators 6, 7, and 12, transportation, or any other PSE topic, first visit the Preschool Special Education webpage.
• If the guidance does not answer the question, reach out to Jennifer.Barnes@education.ohio.gov, our regions preschool Special Education Program Specialist or email the PSE mailbox: preschoolspecialeducation@ohio.education.gov .

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STEM Innovation for Inclusion

Free App: My STEM Adventure. (App Store or Google Play)

• opportunity for young children and their families/caregivers to explore the world of STEM both indoors and outdoors
• create a storybook that details their investigation.

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Adults can learn

• about STEM concepts,
• what children are learning, and
• receive tips on how to guide children as they embark on the adventure together.

Emergent Literacy

A process that begins at birth and continues to the end of preschool that includes precursors to the onset of reading, such as concepts, skills, and knowledge that precedes the achievement of conventional literacy.

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We are NOT teaching young children to read.

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We are building foundational skills that will ease the transition to formal reading instruction.

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(Elia, M., & Turner, C., 2021)

“As children’s language develops, their emerging literacy skills are enhanced… activities that stimulate language help to stimulate literacy development.” (Lucy Hart Paulson, 2001)

Greatest vocabulary gains with a combination of BOTH teacher managed (explicit) instruction AND child managed (play) instruction.

Explicit meaning-focused activities predicted vocabulary growth.

(Connor, Morrison, & Slominski, 2006)

Networking: Idea Incubator Activity

20 minutes

Purpose: To provide participants with an opportunity to reflect on what they read and consider ways to apply the concept(s) to their practice.

Article: Neuman, S. B. (2014, October 4). Content-Rich Instruction in Preschool. ASCD, 72(2), 36-40. https://www.ascd.org/el/articles/content-rich-instruction-in-preschool

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1. Read the section “What Content-Rich Looks Like.” 3 minutes
2. Using the sticky notes, write examples of what content-rich instruction could look like and sound like during classroom observations or walkthroughs. *One idea per sticky note. 4 minutes

For virtual participants - self-select a breakout room and use this jamboard to record your ideas.

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4. In a small group, arrange your sticky notes into different groups based on similarities/themes. 3 mins.

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5. Discuss the following questions:

• Which ideas repeat?
• What patterns do you notice?
• What resonates with you and why?
• How does your curriculum support or contradict the ideas in the article?
• What are ways that content-rich classrooms can help support engagement for all children? 5 minutes – Be prepared to share out.

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Early Literacy Series - Fall 2023

Trained Facilitator: Anne Zito, Ed.D., CCC/SLP

Target Audience: Early care and education professionals including infant teachers, toddler teachers, preschool teachers, paraprofessionals, supervisors, childcare workers, kindergarten teachers and others looking to build emergent literacy skills in children from birth to age 5.

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Break

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SUTQ Updates

Increase in licensing non-compliances

• Serious risk non-compliances related to inappropriate discipline and failure to follow transportation policies
• Programs marked out for serious risk non-compliances may receive a rating reduction or removal
• Any program wishing to contest a licensing non-compliance has seven business days from receipt of the compliance report to do so.
• Licensing non-compliances cannot be contested during a SUTQ request for review.

Preschoolers are never to be left alone

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SUTQ, cont.

PD certificates

• Minimum of 20 hours of professional development are due by June 30 to meet the PD certificate requirement for SUTQ
• Additional hours are required for staff in programs that received extra points for professional development

Extra Points

• In order to get points, the program must at least attempt to meet the standards for a 3 star at minimum
• continuous improvement plan, child assessments, formal assessments, teacher observations

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SUTQ

Curriculum must align to all 56 Standard Statements. Date has been postponed. Waiting for vendor response.

You can create your own curriculum or supplement.

SUTQ: Kim Crow, ELSR Specialist

Overview

Facilitated Q & A

Open Mike, 11:00 hour

Next Meeting

August 30, 2023!

Evaluation: https://tinyurl.com/SST3PDEVAL

This document/product/software 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 and/or Award H173A210119 - 21A CFDA 84.173A, 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.