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Slides from 5-19-26 School-Based Preschool Licensing Rules Overview

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Slides from 5-19-26 School-Based Preschool Licensing Rules Overview

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Sign-In for Preschool Leader Network: 5-13-26

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Sign-In for Preschool Leader Network: 5-13-26

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates.

Professional Development in the Science of Reading

​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

The Department's professional development courses are currently under development and are anticipated to be available statewide in early 2024.

Professional Development for Teachers

Information on professional development course sequences and pathways for teachers in the following roles will be available in early 2024:

Teachers of grades kindergarten through five

English language arts teacher of grades six through twelve

Intervention specialists, English learner teachers, reading specialists and instructional coaches who serves any of grades pre-kindergarten through twelve

Teacher who teaches a subject area other than English language arts in grades six through twelve.

Professional Development for Administrators

Information on the professional development course for administrators will be available in early 2024.

Similar Trainings to Meet the Requirements

The Department has determined the following professional development and/or training courses are similar trainings to the Department's professional development courses in the science of reading and evidence-based strategies for effective literacy instruction. As such, any teacher or administrator who has previously completed one of the following courses or trainings is considered to have satisfied the requirement to complete a professional development course provided by the Department for purposes of Section 265.330(A)(2) of H.B. 33. Please note that certain courses or trainings have been determined to be similar training only for certain roles, content areas, or grade levels.

PreK-Grade 12

Pre-Kindergarten Only

The following trainings represent comprehensive trainings that include all components of emergent literacy and are similar trainings for the purpose of meeting the professional development requirement for prekindergarten intervention specialists, English learner teachers, reading specialists and instructional coaches for prekindergarten only.

Keys to Emergent Literacy (Keys to Literacy)

LETRS Early Childhood (Lexia Learning)

Grades 6-12 Content Area Teachers Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for teachers of subject areas other than English language arts in grades 6-12 only.

Keys to Adolescent Literacy (Keys to Literacy)

Key Comprehension Routine (Keys to Literacy)

Key Vocabulary Routine (Keys to Literacy)

Keys to Content Writing (Keys to Literacy)

Administrators Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for administrators only.

LETRS for Administrators (Lexia Learning)

Pathways to Literacy Leadership (AIM Institute for Learning and Research)

Stipends for Teachers

Under state law, stipends are available for the following:

$1,200 for each of the following:

A teacher of grades kindergarten through five;

An English language arts teacher of grades six through twelve;

An intervention specialist, English learner teacher, reading specialist, or instructional coach who serves any of grades pre-kindergarten through twelve.

$400 for each teacher who teaches a subject area other than English language arts in grades six through twelve.

Stipends are available only for the completion of professional development courses developed by the Department to meet the requirements under state law.
The Department aims to provide additional information on the distribution of available funds to districts and schools in early 2024. The process of determining reporting mechanisms and payment processes is under development. More details regarding timelines and funding are forthcoming and will be communicated broadly to districts and community schools when available.

Frequently Asked Questions

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Professional Development in the Science of Reading

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates. ​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

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Preschool Leader Network - Meeting Dates and Office Hour Zoom Links

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Preschool Leader Network - Meeting Dates and Office Hour Zoom Links

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Early Childhood Meeting Calendar 2025 - 2026

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Early Childhood Meeting Calendar 2025 - 2026

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Preschool Special Education for Providers

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Preschool Special Education for Providers

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From the 24-25 Regional meetings re: SUTQ changes

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Preschool Special Education for Families

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Preschool Special Education for Families

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Hot Topics - Meeting Links and Recordings

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Hot Topics - Meeting Links and Recordings

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View calendar 419.720.8999 | 2275 Collingwood Blvd., Suite C, Toledo, OH | info@sstr1.org Contact us

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More education news and updates Read the November issue of eBRIEF! View the latest Level Up with Literacy newsletter

November 30, 2023, 8:30 am: Details about Retention Strategies in the Math Classroom - Grades 7-12 (Day 2)

November 30, 2023, 8:30 am: Details about Supporting Students With Disabilities in Graduation and Beyond

December 6, 2023, 11:00 am: Details about MTSS for Young Children Book Study

December 7, 2023, 9:15 am: Details about PBIS District Training with the District Systems Fidelity Inventory (DSFI)

December 8, 2023, 9:00 am: Details about Adolescent Literacy Across the Content Areas: Creating a Culture of Literacy Instruction in All Classrooms

December 12, 2023, 9:00 am: Details about CTE Coffee Hour

December 12, 2023, 11:00 am: Details about Specially Designed Instruction Book Study

December 13, 2023, 1:30 pm: Details about Specially Designed Instruction Book Study

December 14, 2023, 9:00 am: Details about New Special Education Administrators Meeting

December 15, 2023, 12:15 pm: Details about Specially Designed Instruction Book Study

December 19, 2023, 9:00 am: Details about UDL and CTE: Instructional Tools for Your Teaching Toolbelt

December 19, 2023, 9:30 am: Details about Virtual Preschool Office Hours

December 22, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

December 25, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

December 26, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

December 27, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

December 28, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

December 29, 2023, 8:00 am: Details about Winter Break - SST Offices Closed

January 1, 2024, 8:00 am: Details about Winter Break - SST Offices Closed

January 2, 2024, 8:00 am: Details about Winter Break - SST Offices Closed

This website 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). 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.

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View calendar 419.720.8999 | 2275 Collingwood Blvd., Suite C, Toledo, OH | info@sstr1.org Contact us {"ticker_effect":"fade","autoplay":"true","speed":3000,"font_style":"bold"} More education news and updates Read the November issue of eBRIEF!

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Autism Certification Center

ASD Strategies in Action

ASD Strategies in Action offers an innovative approach to online training in evidence-based strategies. Courses provide instruction through videos filmed with educators, service providers, experts, families, and people with ASD in the natural settings of school, home, work, and the community. An introductory course presents the common characteristics of autism and simple strategies. The courses that follow take participants to the next level of understanding with the opportunity to focus on strategies for Toddler and Preschool Age, School Age, or Transition Age individuals.

Autism Internet Modules

Autism Internet Modules (AIM) provide high-quality information and professional development for anyone who supports, instructs, works with, or lives with someone with autism. Developed with partners from across the country, participants can select from over 50 modules to complete at their own time and pace.

Assistive Technology Internet Modules

Assistive Technology Internet Modules (ATIM) is an online learning environment containing 50 AT topics from assessment and funding to content areas such as access to mobile devices, communication, seating and positioning, AT for students with complex needs and more. Developed with partnering universities and nationally renowned experts in the field, ATIM brings you the highest quality content available. Free access as well as professional development certificates and graduate credit are available.

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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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ASD Strategies in Action offers an innovative approach to online training in evidence-based strategies. Courses provide instruction through videos filmed with educators, service providers, experts, families, and people with ASD in the natural settings of school, home, work, and the community. An introductory course presents the common characteristics of autism and simple strategies.

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Ohio's Plan to Raise Literacy Achievement

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Ohio's Plan to Raise Literacy Achievement

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Ohio's Ready School Guide for Language and Literacy

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Ohio's Ready School Guide for Language and Literacy

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Birth to K Entry - Implementing Ohio's Plan to Raise Literacy Achievement

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Birth to K Entry - Implementing Ohio's Plan to Raise Literacy Achievement

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Ohio Classroom Observation Tool (OCOT) rev. May 2025

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Ohio Classroom Observation Tool (OCOT) rev. May 2025

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Building Blocks for Teaching Young Children in Inclusive Settings

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Building Blocks for Teaching Young Children in Inclusive Settings

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Sign-In for Preschool Leader Network: 9-24-25

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Sign-In for Preschool Leader Network: 9-24-25

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Post-Session Survey. “Network conversation” is defined as spoken or written dialogue between peers and/or SST consultants.

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Slide from 9-23-25 DCY Provider Call

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Slide from 9-23-25 DCY Provider Call

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UPDATED: Child Outcome Summary Resources (Indicator 7)

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UPDATED: Child Outcome Summary Resources (Indicator 7)

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Story Stretchers and STEAM Starters - PD at COSI

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Story Stretchers and STEAM Starters - PD at COSI

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Guidance on Diapering and Toileting Hygiene in Ohio Schools

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Guidance on Diapering and Toileting Hygiene in Ohio Schools

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Early Childhood Transition - PD and Resources

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Early Childhood Transition - PD and Resources

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This is the link Angie Chapple (OCALI) shared with us in our meeting.

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Thank you, Antwerp!

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Sign-In for Preschool Leader Network: 12-9-25

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Sign-In for Preschool Leader Network: 12-9-25

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Post-Session Survey. “Network conversation” is defined as spoken or written dialogue between peers and/or SST consultants.

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Workload/Caseload Guidance - November 2025

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Workload/Caseload Guidance - November 2025

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Sign-In for Preschool Leader Network: 2-25-26

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Sign-In for Preschool Leader Network: 2-25-26

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February Preschool Network_ Language is Everything! 

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Post-Session Survey. "Network conversation" is defined as spoken or written dialogue between peers and/or SST consultants.

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Read-Aloud Practices are designed to develop and strengthen young children's awareness of and knowledge about print. They utilize evidence-based reading techniques that have been found to be especially helpful in early childhood education classrooms.

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Read-Aloud Practices are designed to develop and strengthen young children's awareness of and knowledge about print. They utilize evidence-based reading techniques that have been found to be especially helpful in early childhood education classrooms.

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Structured Observation Requirements for Preschool Special Education Evaluations

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Structured Observation Requirements for Preschool Special Education Evaluations

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This OCALI resource is a comprehensive guide for early care and education summer transitions.

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circular photos of people in the workplace, against white and pink background. Text: We Are Hiring a Project Manager

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Early Childhood Cohort - Owens Community College

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Early Childhood Cohort - Owens Community College

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Post-Session Survey. “Network conversation” is defined as spoken or written dialogue between peers and/or SST consultants.