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Assistive Technology in Action - Meet Nick

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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

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This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Graduation Requirements Flow Chart for Students - Google Docs

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6 Co-Teaching Models (includes pros and cons)

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6 Co-Teaching Models (includes pros and cons)

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Looking for resources for your next in-person or virtual event? Not sure where to start using LTC transition tools? No matter your place in the process, title or audience, we have tools for everyone supporting others to live their best life!

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Ohio Center for Autism and Low Incidence

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Defensible IEP's High School (Transition)

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Defensible IEP's High School (Transition)

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Crestview - Special Education Legal Update - High School (Transition). 12.4.24.pptx

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Transition Coalition © 2025. All Rights Reserved.

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Ohio Age-Appropriate Transition Assessment (AATA) Library

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Ohio Age-Appropriate Transition Assessment (AATA) Library

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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

# data[].attributes.attachment_link.description
This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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NTACT- National Technical Assistance Center on Transition- Join for Free

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NTACT- National Technical Assistance Center on Transition- Join for Free

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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Crestview - Special Education Legal Update ES/MS. 12.4.24.pptx

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Teaching Students with Disabilities

Special Education Funding, Data, and Accountability

English learners are part of a larger group of diverse learners that also includes student with disabilities and gifted students. Universal Design for Learning offers strategies and resources appropriate for those students identified as diverse learners.
Learn more about Diverse Learners.

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Special Education | Ohio Department of Education

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Office for Exceptional Children
(P) 614-466-2650
(Toll free) 877-644-6338
(F) 614-728-1097
25 S. Front Street, Mail Stop 409
Columbus, Ohio 43215
Exceptionalchildren@education.ohio.gov

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autism; spectrum; special needs; asperger's; asperger syndrome; carlysvoice.com; what is autism; signs of autism; high functioning autism; parenthood; family coping; late show with stephen colbert; stephen colbert; fine brothers; nonverbal; autism awareness; night of too many stars; jon stewart; speechless; autism awareness month; colbert; the reason i jump; uniquely human; uniquely human: a different way of seeing autism; books about disability; disability activist; disability rights

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biography & autobiography / personal memoirs

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family & relationships / autism spectrum disorders

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family & relationships / children with special needs

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family & relationships / parenting / general

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family & relationships/autism spectrum disorders

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family & relationships/children with special needs

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family & relationships/parenting - general

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parents of autistic children - ontario - toronto

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biography & autobiography / personal memoirs

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family & relationships / autism spectrum disorders

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family & relationships / children with special needs

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family & relationships / parenting / general

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family & relationships/autism spectrum disorders

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family & relationships/children with special needs

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family & relationships/parenting - general

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Amazon.com: Carly's Voice: Breaking Through Autism (9781439194157): Fleischmann, Arthur, Fleischmann, Carly: Books

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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Upgrade Today!

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Resources for Essential IEP, Essential ETR, Post-Secondary Trans

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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

# data[].attributes.attachment_link.description
This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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There is an extension to the data collection deadline for school districts currently required to participate in the Ohio Longitudinal Transition Study. All exit and follow-up survey data is now due on Oct. 31, 2020. Please click here for more information. Please contact Amy Szymanski with any questions or concerns.

GRANT RECIPIENTS ANNOUNCED!

The recipients of the Innovative Strategies for Developing College and Career Readiness of Students with Disabilities grant have been announced. Please click here for a list of recipients and contact information. Thanks to all who applied! Please contact Amy Szymanski with any questions or concerns.

Federal and State Requirements

In Ohio, students with disabilities ages 14 or younger, if appropriate, formally enter into the secondary transition planning process. A truly successful transition process is the result of comprehensive planning that is driven by the student's preferences, interests, needs, and strengths. This comprehensive planning moves students toward successful future outcomes in competitive, integrated employment, education, and independent living.

The Institute for Educational Leadership's policy brief "Preparing Transition-Age Youth with Disabilities for Work: What School Leaders Need to Know About the New Legal Landscape" is intended to inform school leaders about their responsibilities under recent case law to prepare youth with disabilities for work and careers. Information within this brief supports the efforts made by state, regional, and local agencies across Ohio to promote competitive integrated employment for all students, including those with the most significant disabilities. The brief can be found here.

State and Federal Rules and Regulations

Rules and regulations regarding secondary transition and workforce development for students with disabilities include, but are not limited to, the Individuals with Disabilities Education Act (IDEA), the Workforce Innovation and Opportunity Act (WIOA), and Ohio Employment First.

Universal Support Materials that provide basic guidance on the ETR, IEP and Secondary Transition can be found here

WIOA Section 511:
Subminimum Wage

Section 511 of Title IV of the WIOA implements requirements on the payment of subminimum wage to individuals with disabilities.

Innovative Strategies for Developing College and Career Readiness for Students with Disabilities

Grant funds have been awarded! Access a list of recipients by clicking the new link here.

Ohio Transition Support Partnership

The Ohio Department of Education (ODE) and Opportunities for Ohioans with Disabilities (OOD) are partnering to improve post-secondary outcomes for students with disabilities, beginning at age 14

Secondary Transition Modules

These modules offer educators an opportunity to develop skills and knowledge related to comprehensive secondary transition planning for students with disabilities.

ASD Strategies in Action offers 10.5 hours of free, online, video-based training for parents and professionals to support adolescents and young adults on the autism spectrum as they transition from high school to adulthood. Create a free account and get started with the Many Faces of Autism and the Foundations of Evidence-Based Strategies - Transition Age courses today!

Ohio Longitudinal Transition Study

The Individuals with Disabilities Education Act (IDEA) requires that states report the post-school engagement of students with disabilities in post-secondary education and employment. IDEA also requires that all school districts collect outcome data for their students with individualized education programs (IEPs) at least once every six years. Ohio fulfills this obligation through the Ohio Longitudinal Transition study (OLTS).

Career Technical Education for Students with Disabilities

Under Construction

The Office for Exceptional Children and the Office of Career Technical Education collaboratively support the provision of career technical education and special education to improve postsecondary outcomes for students with disabilities

Pre-Employment Transition Services

Opportunities for Ohioans with Disabilities has begun a rolling implementation of Pre-Employment Transition Services. These exciting new services are available to students with disabilities on an IEP or who are eligible for purposes of a 504, regardless of if the students have an open vocational rehabilitation case.

Transition to Work Endorsement

Individuals coordinating transition may be interested in obtaining a Transition to Work (TTW) Endorsement. Currently, the TTW Endorsement can be added to an intervention specialist or career-technical license. Job Training Coordinators (JTC) are required to hold the TTW Endorsement.

What Works for Work
These free resources have been organized into 12 online sessions. Each session includes a PowerPoint that provides users with information about an evidence-based practice or a planning process. Additional resources are offered, along with notes and activities, as well tips on how to facilitate the presentation of these resources.

Agencies and Resources

State and National Resources for Secondary Transition and Workforce Development
National Technical Assistance Center on Transition (NTACT)

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Secondary Transition and Workforce Development for Students with Disabilities | Ohio Department of Education

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There is an extension to the data collection deadline for school districts currently required to participate in the Ohio Longitudinal Transition Study. All exit and follow-up survey data is now due on Oct. 31, 2020. Please click here for more information. Please contact Amy Szymanski with any questions or concerns.

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Working-age adults are working and thriving in their careers.

Employment First is a philosophy that presumes that all Ohioans, including people with significant disabilities, can and should have opportunities to work in the community. We value diversity and want to make our workforce and community stronger by including and valuing all people.

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House Bill 59 - 130th General Assembly

(A) As used in this section:

(1) "Community employment" means competitive employment that takes place in an integrated setting.

(2) "Competitive employment" means full-time or part-time work in the competitive labor market in which payment is at or above the minimum wage but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by persons who are not disabled.

(3) "Integrated setting" means a setting typically found in the community where individuals with developmental disabilities interact with individuals who do not have disabilities to the same extent that individuals in comparable positions who are not disabled interact with other individuals, including in employment settings in which employees interact with the community through technology.

(B) It is hereby declared to be the policy of this state that employment services for individuals with developmental disabilities be directed at community employment. Every individual with a developmental disability is presumed capable of community employment.

The departments of developmental disabilities, education, medicaid, job and family services, and mental health and addiction services; the opportunities for Ohioans with disabilities agency; and each other state agency that provides employment services to individuals with developmental disabilities shall implement the policy of this state and ensure that it is followed whenever employment services are provided to individuals with developmental disabilities.

The department of developmental disabilities shall coordinate the actions taken by state agencies to comply with the state's policy. Agencies shall collaborate within their divisions and with each other to ensure that state programs, policies, procedures, and funding support competitive and integrated employment of individuals with developmental disabilities. State agencies shall share information with the department, and the department shall track progress toward full implementation of the policy. The department, in coordination with any task force established by the governor, shall compile data and annually submit to the governor a report on implementation of the policy.

The department and state agencies may adopt rules to implement the state's policy.

(C) The state's policy articulated in this section is intended to promote the right of each individual with a developmental disability to informed choice; however, nothing in this section requires any employer to give preference in hiring to an individual because the individual has a disability.

Available Versions of this Section

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Section 5123.022 - Ohio Revised Code | Ohio Laws

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House Bill 59 - 130th General Assembly (A) As used in this section: (1) "Community employment" means competitive employment that takes place in an integrated setting.

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Blank Logo Monitoring Worksheet DS 2.xlsx - Google Sheets.pdf

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Form OP-6B Download Fillable PDF or Fill Online Transition Progress Report Ohio

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Download Fillable Form Op-6b In Pdf - The Latest Version Applicable For 2021. Fill Out The Transition Progress Report - Ohio Online And Print It Out For Free. Form Op-6b Is Often Used In Ohio Department Of Education, Ohio Legal Forms And United States Legal Forms.

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''There is a plan and purpose, value to every life, no matter what its location, age, gender or disability." Sharron Angle

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That Parent Call all Educators Have to Make

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Breaking Bold- The 12 Habits of Educators Masterful in the Art of Relationships

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Breaking Bold- The 12 Habits of Educators Masterful in the Art of Relationships

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Product Details

ISBN-13:

9781328027054

Publisher:

Houghton Mifflin Harcourt

Publication date:

07/01/2020

Pages:

368

Sales rank:

248,521

Product dimensions:

5.90(w) x 8.90(h) x 0.90(d)

Age Range:

3 Months to 18 Years

About the Author

Weston Kieschnick is an award-winning educator, best-selling author, TEDx speaker, coach, husband, and father. He is the author of, Bold School, Breaking Bold, co-author of The Learning Transformation: A Guide to Blended Learning for Administrators and the creator and host of Teaching Keating; one of the most downloaded podcasts for educators and parents on iTunes. Weston has worked in collaboration with innovative tech and publishing companies (Google, Houghton Mifflin Harcourt, Apple) to redefine teaching and learning in the digital age. As such, he's advised educators from every state in the US and more than 30 countries around the world. Districts where Mr. Kieschnick has designed content, implemented initiatives, and trained educational leaders have been recognized by the Learning Counsel as being among the top ten in the nation for their work in blended learning. You can find Weston's work published in EdWeek, EdTech Magazine, The Spark, and featured on TED, the 10-Minute Teacher, Teaching Tales, Kids Deserve It, and LeadUp Teach. Molly Kieschnick is a veteran educator, having taught middle school students in both urban Los Angeles and suburban Denver. She also cohosts the Teaching Keating podcast-a program where parenting, pedagogy, and pop culture collide. Molly has spoken at multiple women's events and volunteers in classrooms to support strong student understanding in literacy and mathematics.

Read an Excerpt

CHAPTER 4..HABIT 1: PERCEPTION Lemon, you look terrible, and I once watched you eat oysters while you had a cold. Jack Donaghy, season 5, episode 19 Who hasn't made mistakes? I once French-kissed a dog at a party to try to impress what turned out to be a very tall twelve-year-old. Liz Lemon, season 5, episode 10 A book hasn't caused me this much trouble since Where's Waldo went to that barber pole factory. Tracy Jordan, season 4, episode 2 If you don't recognize these quotes or character names from 30 Rock, forgive me, but I must ask: What on earth were you doing from 2006 to 2013? This brilliant sitcom was the brainchild of Tina Fey. Inspired by her years as the head writer of Saturday Night Live, 30 Rock centers around the trials and tribulations of the hapless Liz Lemon (played by the multitalented Tina Fey herself). Liz is the head writer and showrunner of TGS, a sketch comedy series on NBC, which takes place in the studios of 30 Rockefeller Plaza in New York City. In the first episode, we learn that Liz has a new boss, Jack Donaghy (Alec Baldwin, in the role he was born to play), head of both NBC television programming and, yes, microwaves. (NBC was then part of the General Electric family; television and microwaves being an absurd combination.) Where Liz is the type who could walk around all day with mustard on her shirt and neither notice nor care, Jack is the type who wears tuxedos after 6 p.m. because-as he explains when Liz asks one evening why he's in a tuxedo at work-"What am I, a farmer?" In Lemon, as he calls her, Jack sees a mess in need of a mentor. And in himself, Jack sees a wiser, shrewder, richer, more powerful, better-looking, more debonair man than most; in other words, the perfect mentor to anyone lucky enough to be offered such a gift. The series follows Jack and Liz's mentor-mentee relationship as Liz navigates the daily headaches caused by TGS's two self-absorbed, vain, eccentric, needy, and jealous costars, Tracy Jordan (played by the inimitable Tracy Morgan) and Jenna Maroney (played by the fantastic Jane Krakowski). Jack's mentor philosophy extends well beyond one's professional life. To Jack, a person must master all areas of life if one is to earn respect in his or her professional life. So Jack takes it upon himself to improve Liz's pathetic love life. In season 1, this includes urging her to finally break up with her ludicrous, onagain-off-again boyfriend, Dennis Duffy, who for some reason still sells beepers in 2006. By season 3, Liz has long since parted ways with "the beeper king of New York" and moved on to new prospects, some more promising than others. In an episode titled "The Bubble," Liz is dating her unusually good-looking new neighbor, Drew (played by guest star Jon Hamm, who-if I may say-was a masterful Don Draper in Mad Men but might just be at his best when showing off his comedic chops). As Liz spends more time with him, she notices differences in the way the world perceives and treats him, "Disney prince" handsome that he is. One day, when Liz and Drew are meeting on their lunch breaks, they see a traffic cop leaving a parking ticket on his window. When Drew pleads with the cop not to give him the ticket, the unapologetic cop persists-until he looks up, stares into those baby blues, rips up the ticket, and offers to feed the parking meter himself. They then are stopped in the street by fashion designer Calvin Klein, who asks Drew to be his next underwear model. When Liz returns to work, she's carrying a doggy bag from Plunder, the moment's trendiest (and most preposterously named) restaurant. She approaches Jack and her blond, shortskirt-wearing assistant, Cerie, who are reviewing notes for that week's TGS episode. "You went to Plunder?!" Jack asks Liz. "How did you get in there?" "I don't know," Liz says. "It was packed! But they just gave Drew a table. It is ridiculous how people treat him. The chef sent over food. Ladies sent drinks. Mayor Bloomberg asked him to dance." "Well," Jack says, pointing to himself and the notoriously hot Cerie, frequent lust object of TGS's nerdy male writers. "Beautiful people are treated differently from . . . moderately pleasant-looking people," he says looking back at Liz, with a hint of disdain in his voice. "They live in a bubble." Scoffing at what she believes is his misplaced identification with Drew-level attractiveness, Liz gives Jack her trademark overthe-top eye roll. He then pulls a photo-carefully protected in a plastic sleeve-from his wallet of himself at 25 and hands it to Liz. "What the what!" Liz says with a stunned smile. "You have a Superman chest! Oh my God, the lady will have two tickets to the gun show." Jack nods, with a knowing and wistful look in his eye. "And your eyes were so much bluer; what happened to your eyes?" Jack yanks the photo from her hands. "My point is, the bubble doesn't last forever. So get in there with Drew, and enjoy those perks while you can." Throughout the episode, we see Liz riding Drew's bubble coattails . . . and also beginning to discover their drawbacks. Drew and Liz meet one afternoon to play tennis. Of course, they immediately get a court, thanks to people who voluntarily give up theirs for him and then ogle him from the sidelines. up theirs for him and then ogle him from the sidelines. "I should probably warn you," Drew says to Liz as they take off their jackets and get their rackets ready to play, "I was pro in college. Yeah, I started teaching kids at the Y, and then all their mothers wanted to take private lessons from me. I promise I'll take it easy." But then Drew airballs his first attempt at a serve. And then his next attempt. When he finally hits the ball, it lands in an adjacent court. "Been a long time since college, huh?" Liz asks. "What do you mean?" he says with a confused smile. In another scene, Drew cooks dinner for Liz at her apartment. As Liz takes her first bite, she tries not to gag. "Now, what is this?" she asks Drew. "Dr. Drew's salmon bourguignon." "What is this orangey taste?" she asks. "Gatorade," he says, with matter-of-fact confidence. Later, she takes a reluctant bite of the mysterious dessert he made and begins choking. "Are you choking? Are you choking?" Drew asks, beginning to lose his cool as Liz gasps for air and covers her throat with her hands. "I'm a doctor, I'm a doctor, stay calm." He grabs Liz by the shoulders and starts jolting her about. "I just need to shake it loose." Panicked, and realizing that this doctor doesn't know how to doctor, Liz self-administers a Heimlich maneuver by throwing herself over the back of a chair. This is the danger of being in the bubble, Jack explains to Liz the next day at work. "When you're in the bubble, no one ever tells you the truth. When I was in the bubble, I thought I spoke perfect French." Jack then mutters French-sounding gibberish. In chapter 1, we referenced powerful brain research that says our self-perception is highly influenced by how others perceive us and how we perceive others to be perceiving us. All these layers of perception and metaperception serve to dictate our behaviors and choices, which then elicit additional perceptions from others that again influence our own. The world perceives Drew as so handsome that no one wants to point out any of his shortcomings. So much so that he was able to make it all the way through medical school and residency to the point of becoming a doctor who doesn't know the Heimlich maneuver. Drew then perceives himself as having all these talents and skills he actually lacks. And, as we see later in the episode when Liz tries to show him what life is like outside the bubble (e.g., having to wait for tables at restaurants and pay for meals), he has come to perceive himself as entitled to the litany of perks life throws at him and is decidedly disinterested in giving them up (and who can blame him). Perception-our own, that of others, and those we have of the world and the people in it-is powerful. Perception matters. Here's the thing about being a teacher. We are never going to get the benefit of any kind of Drew bubble. (If you have Jon Hamm's good looks, congratulations! But you're still going to have to earn your students' trust the same as the rest of us . . . moderately pleasant-looking people.) Nor should we; it's not our students' jobs to protect us. We are not going to remain in the dark about our students' perceptions of us-because we are breaking bold. Through the BBSAT, we are going to ask them exactly what they think of us. From the first moment our students lay eyes on us, they begin making judgments about the kind of people we are. The truth is that some or maybe even most of these judgments will be unfair. Nevertheless, we have to take them seriously. Because Perception-our own, that of others, and those we have of the world and the people in it-is powerful. Perception matters. Here's the thing about being a teacher. We are never going to get the benefit of any kind of Drew bubble. (If you have Jon Hamm's good looks, congratulations! But you're still going to have to earn your students' trust the same as the rest of us . . . moderately pleasant-looking people.) Nor should we; it's not our students' jobs to protect us. We are not going to remain in the dark about our students' perceptions of us-because we are breaking bold. Through the BBSAT, we are going to ask them exactly what they think of us. From the first moment our students lay eyes on us, they begin making judgments about the kind of people we are. The truth is that some or maybe even most of these judgments will be unfair. Nevertheless, we have to take them seriously. Because our students' perceptions of us have a direct impact on how likely they are to learn from us, and we have to do everything in our power to create the optimal conditions for learning. That is what this part of the book is about. If we can convince our students to trust us and accept our invitation to a productive, healthy, and appropriate student-teacher relationship, we are boldly on our way toward optimal learning conditions. This starts with accepting that, without the protection of a bubble, our choices, behaviors, and words matter. They should be carefully designed to resonate with students so that they perceive us as people who genuinely care for them and who are committed to earning their trust and helping them excel. In an ironic turn, part of this requires holding our students in a kind of bubble, but one that will serve only their best interests. Let's call it the breaking bold bubble. In the breaking bold bubble, we are not coddling our students, nor are we shying away from facing with them their opportunities for growth and improvement. No Dr. Drews here. The breaking bold bubble is a place free from bias and full of unconditional belief in our students. No matter who our students are-what they look like, where they come from, how they dress, how they identify, what they believe in, how they speak, even how they've performed in school to date-we refuse to believe they are anything but brimming with potential. In the breaking bold bubble, we refuse to accept any notion of them other than their being capable of achieving whatever they put their hearts and minds to achieving. And we refuse to let our biases-unconscious and otherwise-cloud our perceptions of them. Instead, every student walks into our classrooms to a teacher who has taken the time to unearth and shed her unconscious biases and rid herself of all superficial and stereotypical opinions, and who consciously chooses to see students for their full, beautiful humanity. Every student walks into our classrooms with our full faith and the affirmation of our conviction that each is equally capable of success-in our classrooms and in his or her life. That is the space-the bubble-we will hold them in so long as we know them. DAY ONE: Our Students' Perception of Us We start with perception because everything starts with perception. In fact, we are evolutionarily wired to judge a new acquaintance in about seven seconds. Mark Schaller, a prominent psychologist from the University of British Columbia, studies the hows and whys of our rapid-fire first impressions. With almost no conscious effort or awareness, we size people up in mere seconds when we first meet them (Schaller, 2008). The roots of this automatic behavior date back to when we were nomadic cave dwellers and would stumble upon fellow humans out in the wild. Our most immediate concern was ascertaining whether this stranger seemed trustworthy or threatening. This speedy perception of a person is an adaptive behavior, designed to keep us alive-literally. Although humans are better than not at receiving accurate first impressions, inferential errors are inevitable. Schaller (2008) postulates that our first-impression mechanism might have evolved to err on the side of false positives when it comes to identifying someone as potentially dangerous to our safety. This is because the costs of misjudging a dangerous person as safe are higher than the costs of misjudging a safe person as dangerous. This false-positive mechanism still has its invaluable moments in our modern lives, yet context always matters. If we fail to evaluate a person within a larger context, we might do more harm than good and in more ways than one. If we habitually deem a whole group of people a threat when they are not, we are stuck in a pattern of prejudicial beliefs that harm us, the group in question, and the culture at large. Or we might deem someone-such as a teacher-a threat who not only is not a threat but could also be an enormous benefit. Then there is the matter of experience. If our near-instantaneous perceptio process is, ultimately, about determining who is trustworthy and safe, then how trust works is also at play. As we'll see when we unpack trust in chapter 7, those who take calculated risks and are willing to trust more people become better trusters. They hone their instinct for whom to trust and whom not to trust more than do people who generally feel suspicious of more people. Higher trusters, then, go on to have more relationships and a larger, healthier network of connections than those who are more reluctant to trust. If we are immune to the wisdom of experience, our reflex to err on the side of deeming people a threat will not evolve past its pitfall of precluding sufficient healthy relationships to allow for a happy life. All this research means a few key things for us as educators: 1. Our students are going to size us up on day one and within the first few seconds of meeting us. 2. In blanket terms, our students-who have less trusting experience by virtue of their age-are hard-wired to err on the side of deeming us untrustworthy. 3. The context of our classrooms and the larger community in which we teach, which has a very real and direct impact on our students' openness to trust, will tip the scales of earning their perception either in our favor or against it. 4. Where nature, experience, and/or context cause our students not to perceive us positively, it's up to us-not them-to change their hearts and minds. I have experienced firsthand the power of context to influence how I'm perceived. My second full-time teaching job was at a public school in East Los Angeles. The district was in a largely Hispanic neighborhood, plagued by poverty and entrenched economic issues. The circumstances of so many of these students' lives were incredibly challenging and often sad. My next teaching job was at an international baccalaureate (IB) school in a middleto upper-class Denver suburb. For the most part, the families at this school were of means, and the students were raised with access to numerous privileges and opportunities. In both cases, I was teaching middle school students. And in both cases, I brought my same self into the classroom every day; the Molly Kieschnick who taught in East L.A. was the same Molly Kieschnick who taught in Denver. aught in Denver. Yet the perceptions of me in these schools were light-years apart, just as the circumstances surrounding them were. In Denver, the students saw me as credible and knowledgeable. In East L.A., they did not; they saw me as different from them and therefore incapable of understanding their experiences or relating. The irony is, I had more in common with my students in L.A. than they could have imagined. I would even say I had more in common with them than I did with my Denver students. My mother is primarily of German descent; from her, I get my fair skin. My dad is Puerto Rican. From him I get my dark hair and eyes and olive undertones. But, given the way the DNA came together, it's easy to miss my Hispanic roots by looking at me. Yet that ancestry and heritage are very much a proud part of who I am. I also did not grow up in a house of privilege. My parents worked hard for every penny they earned, and my siblings and I took out loans and all worked multiple jobs to put ourselves through college. Despite my background and upbringing, I had to work much harder to earn the trust of my students in East L.A. The larger context was powerful, and it took daily effort to bridge the perceived divide between me and my students and to convince them I was not some outsider who neither understood nor cared for them. It took choices made again and again to reassure them that we were all on the same team and that they were safe in our classroom. Because, when the day is done, this is what perceiving and perception are about-they are about protecting, with all our might, our sense of safety, even when there might not be a real threat. Because our most important aim is to make our students feel safe when they are in our care, we have to accept that they will sometimes make inaccurate snap judgments of us, and we cannot hold it against them; it is, after all, a function of their biological hard-wiring. And then we have to accept that we are duty bound to chip away at their incorrect perceptions and replace them with an accurate one-which is that we care deeply for them, not just as students but also as fellow humans. DAY ONE: Our Perception of Our Students Through our daily commitment to building and maintaining healthy, productive relationships with all our students, we are conveying our care for them again and again. This book is a road map to doing just that. But before we can dive into the habits that will nurture relationships, we have to check our biases at the door. Otherwise, if marred by bias, our attempts to build relationships will be taken as disingenuous. From day one, and all the days that follow, we must commit to eliminating any biases we have-and we all have them-that cause us to perceive any of our students unfairly. First, we must accept an uncomfortable truth: just as we are hard-wired to make snap judgments, we are hard-wired to have prejudices. The evolutionary theory behind this is similar to the one behind our reflex for instantaneous first impressions. "By nature, people are group-living animals-a strategy that enhances individual survival and leads to what we might call a 'tribal psychology,'" says Steven Neuberg, Arizona State University professor of social psychology (Arizona State University, 2005). Neuberg coauthored a study about humans' tribal instincts, which predispose us to prejudice. This is an adaptive technique to grasp the threat level when encountering another tribe of wandering fellow humans. Our knee-jerk prejudices prevented us from trusting the untrustworthy too quickly and before it was too late. The bad news: this evolutionary technique has largely outlived its original purpose. Unfortunately, we have mountains of evidence that, today, such prejudices and tribal instincts cause way more problems than they solve. Furthermore, the menu of possible prejudices is lengthy-race, ethnicity, religion, gender, sexuality, socioeconomic status, appearance, and so on. Biases that target certain groups of students in the classroom have been shown to have very real impacts on the learning that can then take place in it. When students are repeatedly on the receiving end of behaviors that show racial or ethnic bias, they are more likely to disengage from learning (Milner, 2018). Slights or microaggressions that reveal a teacher's discrimination, racism, or bias against a certain group are linked to stress, frustration, depression, anxiety, and a range of physical health problems for those in the targeted group. This is, of course, only amplified when these same students experience the same microaggressions in the rest of their lives and worlds. When students are pushed into such emotional and physiological states of anxiety and stress, their self-efficacy-their belief in their capacity to succeed-is diminished (Bandura, 1995). Left unchecked, biased beliefs that certain groups are less capable of learning or achieving than others are going to find their way into a person's behaviors, nonverbal cues, and spoken words. And as we'll see in the chapter about belief in students, these beliefs can influence our students' belief in themselves. It's that metaperception at play: when someone expresses belief in our potential and we take it on as our own, it is to our benefit; when someone expresses a lack of belief in our potential and we take it on as our own, it is very much to our detriment. In the Educational Longitudinal Study of 2002, teacher expectations were found to be more predictive of a student's success in college than that student's own motivation and effort (National Center for Education Statistics, 2014)! In 2010, MetLife conducted a sprawling survey of more than 1,000 representative K-12 teachers to gain insights into their various beliefs about education and students. Nearly all teachers agreed that there is a strong correlation between expectations placed on students and their ability to learn (MetLife, 2010). Yet, in the same survey, only 36 percent of respondents reported that they believe that "all of their students" can achieve academic success (MetLife, 2010). We know that our beliefs in our students, and the biases behind any negative or unfair beliefs, have real consequences for our students' performance. At the same time, too often, even the most well-meaning among us-and you are well meaning, as you are reading this book, ready to boldly assess yourself in the most vulnerable of ways specifically for your students-hold negative and biased beliefs about some of our students. But there is good news: our evolutionary design is not an excuse, it is not destiny, and we can overcome it. We can consciously work to identify our unconscious biases and rewire them with equitable, unbiased perceptions of all students. When we do this, we are joining forces to evolve our hard-wiring for today's world. And we are also joining forces to reduce inequities and disproportionalities and their very dire effects on certain student groups, one classroom at a time. PRIMING FOR POSITIVE PERCEPTIONS: LET'S FOCUS ON WHAT WE CAN CONTROL If we can't control the automatic judgments people make of us or that we make of others in the first seconds of meeting, then let's focus on what we can control. Influencing Our Students' Perceptions of Us The work of nudging your students to hold a positive perception of you is a process with no finite end point. Perceptions happen fast, and then they happen slowly. Meaning, if a student holds a less-than-ideal perception of you based on those crucial first moments of meeting, you can work to change that perception over time. You can take steps to chip away at their beliefs about you and rebuild them with new and positive beliefs, one by one. Over time, you will transition from efforts to change your students' perception of you to efforts to build and nurture healthy, productive student-teacher relationships. This takes time, patience, and deliberate effort through the use of tools that are shown to work. The factors that can serve to support positive perception and relationship building in every interaction follow in these pages. For our purposes now, we will consider what you can do to positively influence student perception in-and even in advance of-those first crucial moments of meeting. Communicate Your Beliefs before School Starts Prior to the start of a new school year, communicate with your students through your teacher website, email, welcome letters, or other tools available to you. Although it might be fun to share specific plans you have for the year, what matters is beginning to communicate your unconditional belief in your students and that yours is a classroom of camaraderie, compassion, creative learning experiences, and equity, where mistakes are welcome and risks are encouraged. For all that hard-wired human nature, they might not yet believe you-and that's OK. What matters is that, because you've shared your general belief system in advance of the school year, students will be showing up on day one with a "pre-perception" you've already begun to influence positively. In doing so, the scales of perceiving you as safe and not a threat will be at least somewhat more likely to tip in your favor. Dress to Impress A study out of Southern Illinois University found that 55 percent of our students' first impression of us is based on our appearance (Cox, n.d.). The School Superintendents Association interviewed students about their perceptions of various ways teachers dress. Students felt that although teachers in blue jeans look friendlier, they are less credible. Suits or clothing that is too professional can send the message that a teacher is overly serious or rigid. Other research suggests that it's wise to dress more professionally in the first days of school; only when trust has been established can you begin to dress somewhat more casually, bearing in mind that you are role-modeling what professional casual dress should look like (Rocca, 2007). Harry Wong, a former teacher turned expert on classroom management and author of The First Days of School, offers a good rule of thumb: "Always dress better than your students. If you don't care how you look, how can they care about you?" (Sternberg, n.d.). Make Eye Contact with Every Student, and Use Their Names as Often as Possible In chapter 8 on connection, we'll discuss the principle of immediacy-the idea that the more connected we feel to a person, the more we like her and the more open we are to learning from her. We'll walk through several tools to close the "immediacy gap," or the sense of distance-physical or mental/emotional-between two people, which will be useful throughout the entire school year. On day one, though, two tools are vital to apply. First, make certain you look every student in the eye to avoid appearing as though you are talking only to certain students. Make every student feel part of the conversation, and make every student feel seen. Second, make a point to use students' names to begin establishing a sense of familiarity and appropriate rapport.

Table of Contents

Acknowledgments ix

About the Authors xiii

About the International Center for Leadership in Education xv

Part 1 Introduction 1

Chapter 1 Boldly Breaking toward Relationships 5

Chapter 2 The Twelve Relationship Habits of a Master Educator 30

Chapter 3 The Bold Standard of Assessment 49

Part 2 Habits to Build Relationships through Bold Beliefs and Behaviors 69

Chapter 4 Habit 1: Perception 71

Chapter 5 Habit 2: Vulnerability 94

Chapter 6 Habit 3: Compassion 114

Chapter 7 Habit 4: Trust 142

Chapter 8 Habit 5: Connection 163

Chapter 9 Habit 6: Belief in Students 180

Chapter 10 Habit 7: Clarity 202

Part 3 Habits to Build Relationships through Bold Instruction and Learning 221

Chapter 11 Habit 8: Practices 223

Chapter 12 Habit 9: Creativity 246

Chapter 13 Habit 10: Innovation 269

Chapter 14 Habit 11: Goals 291

Chapter 15 Habit 12: Motivation 317

Afterword 335

References 337

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Breaking Bold: Dare to Defy the Tyranny of Trends and Live the Relationship Habits of a Master Educator|Paperback

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Are the kids OK? There may be no more essential question for educators today. In a moment when mental health issues are bearing down on our students, the role of educators must expand to meet not only the academic needs but also the social and emotional needs of our students.

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Writing Transition Goals and Objectives 

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Writing Transition Goals and Objectives 

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"We spend so much time listening to the things people are saying that we rarely pay attention to the things they don't," says poet and teacher Clint Smith. A short, powerful piece from the heart, about finding the courage to speak up against ignorance and injustice.

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Tim's Place Albuquerque's Service With A Smile | You've Got

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This page includes information and resources related to accommodations on state assessments.

Ohio's State Tests

Ohio's Accessibility Manual is a comprehensive policy document providing information about the accessibility features of Ohio's State Tests for grades 3-8 and high school in English language arts, mathematics, science and social studies. The manual helps to define the specific accessibility features available for all students, students with disabilities, students who are English learners and students who are English learners with disabilities. Ohio's Accessibility System features are made up of accommodations for students with disabilities and English learners as well as other features including administrative considerations, universal tools and designated supports.

Ohio Accessibility Manual

Appendix A - Accessibility Features for Students Taking Ohio's State Tests on Paper

Appendix B - Decision-Making Tool for Reading Access Accommodation

Appendix C - Protocol for Scribing and Transcribing Student Responses

Appendix D - Assistive Technology Guidelines

Appendix E - Emergency Accommodation Form

Appendix F - Guidelines and Glossary for Sign Language Interpreters

Appendix G - Speech-to-Text (Dictation) Guidelines

Appendix H - Non-Disclosure Agreement for for Accommodations on Ohio's State Tests

Planning Tools
English Language Proficiency Assessments (OELPS, OELPA, Alt OELPA)

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Ohio's Accessibility Manual is a comprehensive policy document providing information about the accessibility features of Ohio's State Tests for grades 3-8 and high school in English language arts, mathematics, science and social studies. The manual helps to define the specific accessibility features available for all students, students with disabilities, students who are English learners and students who are English learners with disabilities.

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Questions for Discussion between Co-Teachers

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Questions for Discussion between Co-Teachers

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Questions for Discussion between Co-Teachers Continued

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Questions for Discussion between Co-Teachers Continued

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Questions for Discussions between Co-Teachers

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Extreme Ownership: How U.S. Navy SEALs Lead and Win

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Amazon.com: Extreme Ownership: How U.S. Navy SEALs Lead and Win: 9781250067050: Willink, Jocko, Babin, Leif: Books

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With help from some surprising footage, Derek Sivers explains how movements really get started. (Hint: it takes two.)

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Education Professionals

Today's young people are capable of higher performance, and your job is to unleash their true potential. In Answering Why, discover the national best practices to empower your students and trainees to make the most of their educational and career journey.

Everyone in the world of education can benefit from these tools, including administrators, teachers, guidance counselors, and support staff in elementary schools, middle schools, high schools, career and technical centers, postsecondary training facilities, technical and community colleges, and universities.

Employers

The skills gap is real, and it's affecting almost every industry in America. Answering Why provides the proven strategies you've been looking for to recruit, retain, and maximize the best young talent out there today.

Filled with real-world examples and interviews, this book offers invaluable insights on how business and industry groups can make the most of their relationships with Generations Y and Z, driving recruitment and retention success stories.

Parents

With more than 100 million people in today's younger generations, you're not alone in your parenting struggles. It's a universal desire to help our kids become self-reliant and independent in this ever-changing world that has become considerably more competitive.

Today more than ever, parents need fresh insights and tools. Lean in as author and single dad Mark shares the motivational strategies that made the difference for his sons.

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Today's young people are capable of higher performance, and your job is to unleash their true potential. In Answering Why, discover the national best practices to empower your students and trainees to make the most of their educational and career journey.

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Taxonomy Connection- Student Development- Employment and Occupational Skills- Career Awareness Opportunities Provided 

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Taxonomy Connection- Student Development- Employment and Occupational Skills- Career Awareness Opportunities Provided 

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Stories to help you figure out what you want to do with your life, and tools to help you plan how to get there. When you’re unsure what’s next, we’re here to help you figure out your path forward. This is career exploration driven by you and your interests.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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13 Strategies for Hyperactive & Impulsive Behaviors

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Specially Designed Instruction (SDI- Section 7 of the IEP)

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Specially Designed Instruction (SDI- Section 7 of the IEP)

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Protocol for SPED Program Change Considerations

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Protocol for SPED Program Change Considerations

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Secondary Transition Roadmap for Families with children with Disabilities, ages 3-21

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Ohio Department of Education: Families of Students with Disabilities

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Ohio Department of Education: Families of Students with Disabilities

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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Welcome to Disability Trailblazers, a transformative learning lab designed to empower middle and high school students and teachers. Despite being the largest minority group in the world, people wit...