Technical Assistance in Ohio: Year 6
Overview of Planned Work
Building on planning and design work conducted during Year 5, technical assistance (TA) in Year 6 will support early implementation of competency-based education (CBE) in five pilot sites: Education Service Center of Cuyahoga County, Geauga County, Chagrin Falls Exempted Village, Fairfield County Education Service Center, and Cincinnati Public Schools. In Year 6, the focus will be on describing models and lessons learned from the CBE Pilots by reporting student outcomes and articulating policy recommendations for scale-up and expansion. The CBE Pilot was enacted through legislation as a way to restructure how and when Ohio students master key content. The goal of this work is to improve attendance, reduce drop-out rates, and graduate students who are ready for college and careers.
GLCC continues to serve as a thought partner to ODE and state support teams to strengthen implementation of the Ohio Improvement Process (OIP) as a framework for implementing Language Essentials for Teachers of Reading and Spelling (LETRS) and other EB-ELLs. GLCC is represented on the state literacy leadership team and will support birth to Grade 12 literacy planning as a content expert and thought partner. GLCC will help the team develop logic models for implementation of the comprehensive literacy plan as well as strategies for scale-up and sustainability of current literacy improvement efforts. GLCC will support identification of EB-ELL instruction and interventions for middle school and high school students. GLCC is working with the Center for Applied Linguistics (CAL) to provide EB-ELL professional learning and coaching for state support team members and district staff from targeted districts to support improved outcomes for ELs.
GLCC will collaborate with the GTL Center to provide content expertise to ODE, an advisory group, and working groups to develop SEL standards (K-12) and revise current school climate guidelines. The National Center on Safe Supportive Learning Environments (NCSSLE) also will serve as a thought partner to this work. ODE is currently working with the Collaborative for Academic, Social, and Emotional Learning (CASEL) and plans to continue that partnership. GLCC, GTL Center, and AIR have an established relationship with CASEL in supporting SEAs and can develop a strategic approach to helping Ohio with CASEL focusing more broadly and AIR providing more intensive supports. GLCC and the GTL Center also will support the development of evidence-based tools and other resources that support SEL and school climate strategies. GLCC and GTL also will support the design of an implementation plan that includes training for regional and district coaches.