SST3 Updates, Resources, & Supports
October 2022 | Issue 21
Hello and Welcome!
Welcome to the SST3 newsletter! Each month SST3 will share updates, educational topics that might be of interest to you, and upcoming professional development. We encourage you to review this information, share it with others and visit our website for additional information. We also would appreciate learning of topics that would support your work.


Director's Message

For our November SST Newsletter, Dr. Lindsay Slater (SST 3 Assistant Director) shared the following Podcast and book information with me last week. It sparked much discussion between the two of us over the past several days and we knew we just had to share this with all of you. Therefore, I passed on the composing of the introduction to Lindsay for this month. Happy reading and listening!

Michele (Shelly) Gaski
Director
State Support Team Region 3

I know many of you are familiar with or have read Dr. Brene' Brown's Dare to Lead and like me, you might also be a fan of her Dare to Lead Podcast. While Brene' took a break this summer from production, her podcast is back. I recently listened to two episodes where she interviews authors, Dr. Erika James, and Dr. Lynn Perry Wooten about their new book, The Prepared Leader: Emerge From Any Crisis More Resilient Than Before. Dr. James is the dean of the Wharton School at the University of Pennsylvania and Dr. Perry Wooten is the president of Simmons University and the first African American to lead the institution. 
 
While the initial fears that surfaced in the early days of the pandemic are behind us, there are long-lasting impacts on how we work and lead. Drs. James and Perry Wooten share that being prepared is the additional "p" to the triple bottom line framework (people, planet, and profit). While this triple bottom line framework is designed to measure a business's performance, as I was listening to the podcasts, I was struck by the parallels between what they were saying and our work in school improvement. In the podcast, they discuss that they encourage strategic leadership, which includes developing plans that assist organizations in moving work forward to achieve organizational goals. However, what is not always discussed is the need to expect that disruptions will inevitably occur that take leaders and teams away from their plans for improvement. Drs. James and Perry Wooten provide a practical discussion about how leaders can become "prepared leaders" to ride the waves of change and improvement that is anything but a linear path. I appreciated the honest dialogue about this difficult work and took away a number of lessons that I thought might also be of value to you as educational leaders. 
 
After listening to the podcast episodes, I plan to read the book, The Prepared Leader: Emerge From Any Crisis More Resilient Than Before. If this idea of the prepared leader also sparks your interest, I would like to invite you to join me in reading this book. This month, I have a special incentive. I have purchased 5 additional copies of this book and would like to share them with the first 5 people who email me with at least one of your takeaways from the podcast episodes. The Dare to Lead podcast is featured on Spotify but here are the links to the Prepared Leader episodes: https://brenebrown.com/podcast/the-prepared-leader-part-1-of-2/ and https://brenebrown.com/podcast/the-prepared-leader-part-2-of-2/ 
 
Happy Listening and Learning!

Lindsay Slater, Ed.D., CCC-SLP
Assistant Director
State Support Team Region 3
Social and Emotional Needs:
A Focus of Back-to-School Hearing
The House Education and Labor Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing, “Back to School: Meeting Students’ Academic, Social, and Emotional Needs.” Many questions were directed to Dr. Aaliyah Samuel, President, and CEO of the Collaborative for Academic, Social, and Emotional Learning, seeking to elevate the value of social-emotional learning (SEL). To view the hearing, go here.

Registration is open for your chance to attend OCALICONLINE 2022, November 15-18, 2022
Nearly 300 sessions will be offered online and participants can join from anywhere, anytime Space is
limited due to the overwhelming number of participants so register today.

This one-day, virtual conference is designed to share powerful examples about how district, building, and teacher-based teams are working together to impact all learners AND showcase Ohio’s schools implementing PBIS with high fidelity. For the past two years, thousands of Ohio superintendents, principals, teachers, counselors, and others have participated in this FREE professional learning event. This year’s conference will feature three live keynote speakers and 20 on-demand, pre-recorded learning sessions from Ohio districts, schools, and organizations. Each on-demand session will be 30 minutes and each presentation team will have a designated time slot on December 6 to host a live Zoom Q&A session regarding their presentation.
To register please visit:
CASEL Webinar

10-Part Series: November 18, 2022

Educators around the globe are seeing an increase in demand and attention to social and emotional learning (SEL) to create successful and equitable outcomes for young people. This monthly series of thought leadership webinars addresses ten key aspects of high-quality systemic SEL. On November 18th the topic is: Demystifying Systemic Social and Emotional Learning: Family Partnerships. Partnerships between family and school require opportunities to build relationships and collaborate to support students’ development.
2022 OSEP Discipline-Behavior Guidance
Office of Special Education Programs (OSEP) has launched a webpage on the OSEP Ideas that Work website to share implementation-related resources supporting OSEP’s recently released Guidance to Help Schools Support Students with Disabilities and Avoid Disparities In the Use of Discipline.
NEWS YOU CAN USE
Spring 2023
Alternate Assement for Students with the Most Significant Cognitive Disabilities (AASCD)

The 2023 AASCD testing window is Feb. 27-Apr. 21, 2023. The spring 2023 AASCD Test Administration Manual (AASCD TAM) and spring 2023 AASCD Supplemental Instructions for Paper Testing (AASCD SIFPT) manual are available in the Resources section on the AASCD test portal.  
The spring 2023 AASCD on-time order window is open in TIDE Nov. 22-Dec. 7. District test coordinators place orders under the “Paper Orders AASCD Spring 2023” administration task in TIDE. All orders are subject to Department approval. 


Professional Learning Series Opportunity

Confronting the Crisis of Engagement: How Leaders Gain Motivation and Commitment for Every Student and Staff Member

October 19, 2022, January 13, 2023, & May 11, 2023, 9–10:30 a.m. (all sessions)
Join Dr. Reeves for this three-part series on the latest research on engagement for students and staff. Learn more as he contrasts the “engagement illusion”—when things look good, but students are disengaged—to authentic engagement, which includes risk-taking, innovation, and real learning. He will also address the keys to motivation, including competence, personal meaning, progress, and a deep sense of meaning—all essential for students and classroom educators. Please visit the OLAC website for more registration details.
Advancing Equity in Early Childhood Education
Position Statement from the National Center for Education of Young Children (NAEYC)

All young 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. Click here to read NAEY's position statement.
PBIS Tier II Training: November 15

Positive Behavioral Interventions & Supports (PBIS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes in school communities while preventing problem behavior. Join this training to hear about PBIS Tier II, targeted interventions designed for students who need additional support. This is ideal for buildings that are currently implementing TIer I practices with at least a 70% implementation score on the Tiered Fidelity Inventory (TFI). For more information, and to register, click here.

PBIS Coaching Network: November 10

Join these monthly coaching sessions is to help schools implement and sustain Positive Behavior Interventions and Supports (PBIS) to establish positive school climates for students and staff. The network is designed to provide a forum for district and school PBIS internal facilitators and PBIS coaches to collectively discuss and share best practices while receiving technical assistance and support from SST3 and ESCNEO consultants. Register for our November 10 session here.
Third Grade Reading Guarantee
Webpage Updates

The Third Grade Reading Guarantee webpages have been updated for the 2022-2023 school year with the latest information about the reading diagnostic, RIMPs, alternative reading assessments and more.
Please direct questions to ThirdGradeGuarantee@education.ohio.gov.
A Multi-Tiered Approach to
Family Engagement

This article in the September 2022 issue of ASCD’s Educational Leadership magazine is written by Hadley Bachman and Barbara Boone from the Ohio Statewide Family Engagement Center . It discusses how schools can use a multi-tiered systemic approach to family engagement to ensure that all families have the opportunity to engage with schools through a differentiated approach.

Family Engagement Core Competencies

Based on over 3 years of research in the field, the National Association for Family, School and Community Engagement (NAFSCE) has released the Family Engagement Core Competencies. These competencies bring together the knowledge, skills, and dispositions that family-facing professionals develop and embrace to engage families equitably. The goal of the Core Competencies is to enhance, unify, and amplify the standards documents and guidance that address family and community engagement in various fields and developmental periods to advance and support more effective and universal practice.

As we all know by now, this year's graduating class will be the first one that has the opportunity to receive an Ohio high school diploma through various customizable pathways that offer each student the diploma, but more importantly, prepares them for the next chapter in each of their lives.

One very exciting component of the new graduation requirements is the ability for students to demonstrate their competence through work-based learning. Schools have multiple ways to assist their students in partnering with industry or community professionals in real workplace settings, or even simulated environments.

Work-based learning requires that a work-based learning agreement be developed between the student and the community/industry partner. Obviously, business advisory councils and other local community partners play a vital role in providing robust work experiences for students.

The Ohio Department of Education (ODE) recently released a DRAFT Employer Guide to Work-Based Learning, which can assist employers in developing new and/or stronger partnerships. Your feedback can assist ODE in developing the best resource possible for our business and community partners.
Professional Development
State Support Team 3 is offering several opportunities for professional development. Click here to view our calendar of events. Please visit this site often as ever-changing circumstances may warrant cancellation or postponement of scheduled events.
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Our Moral Imperative:
To ensure equitable access and achievement for all students, State Support Team 3 partners with districts and community schools to support inclusive leadership and collaborative teams in the implementation of an effective Multi-Tiered System of Support.


Belief Statement: 
We believe that ALL children/students have the right to belong, learn, and thrive in a
proactive, integrated, and rigorous learning environments.