Technical Assistance in Ohio: Year 6

Overview of Planned Work

Implementing Social-Emotional Learning Standards

In Year 6, the Great Lakes Comprehensive Center (GLCC) and the Center on Great Teachers and Leaders (GTL Center) worked closely with the Ohio Department of Education’s (ODE’s) Center for Curriculum and Assessment and the Social-Emotional Learning (SEL) Advisory Board to develop new Grades 4–12 SEL standards and revised Grades K–3 SEL standards.

Early Warning Intervention And Monitoring System

The Ohio Department of Education (ODE) currently leads an On-Time Graduation Project (OTGP) with four pilot districts. This project aims to increase the graduation rate with a standard diploma for students with disabilities engaging them in postschool education and competitive integrated employment. OTGP’s intentional focus is on measuring the outcomes for students with disabilities in Grades 6, 9, and 11; however, all students in those grades are required to be included in the National Technical Assistance Center on Transition (NTACT) Risk Calculator and assigned interventions based on identified need. Pilot school districts have chosen to include students in Grades 9–12 in the NTACT Risk Calculator. In this context, ODE has requested the Great Lakes Comprehensive Center’s (GLCC’s) technical assistance and support in developing an Ohio-specific Early Warning Intervention and Monitoring System (EWIMS) implementation guide. GLCC and the College and Career Readiness and Success Center (CCRS) have worked with ODE staff in Year 6 to develop a logic model for this project, targeting the four pilot districts.

Guidance For The Identification Of English Learners With Suspected Disabilities

This new project is patterned after the Great Lakes Comprehensive Center’s (GLCC’s) project supporting Michigan’s development of guidance for English learners (ELs) with suspected disabilities. GLCC will work with the Ohio Department of Education (ODE) and a writing team to develop Guidelines for the Identification of English Learners with Suspected Disabilities. It is anticipated that the document will evolve through two drafts with a final draft being reviewed with school personnel and other stakeholders from around the state. These guidelines will help build the knowledge of EL teachers, special education teachers, principals, school psychologists, the regional system of support, and higher education representatives. GLCC will support the design of several training modules for district and school staff and regional system of support staff to build capacity for implementing the guidance. The use of this guidelines document, coupled with training and support, will result in the following outcomes: increased knowledge and skills for educators to identify EL students with suspected disabilities; enhanced awareness and ability to identify normal EL language development versus a language or other disability for district, school, and regional system of support staff; and increased ability to appropriately identify and support students with disabilities in schools and districts.

Improving K–12 Language and Literacy Development

In Year 6, the Great Lakes Comprehensive Center (GLCC) and the Ohio Department of Education (ODE) worked intensively with the state literacy team, consisting of stakeholders across Grades K–12. This team generated a set of priorities for literacy and language development in Ohio, including developing early learning and middle and high school frameworks, and aligning state, regional, and local literacy efforts.