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A Guide to Parent Rights in Special Education

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A Guide to Parent Rights in Special Education

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Special Education Procedural Safeguards Guide

The special education procedural safeguards notice, A Guide to Parent Rights in Special Education, is now available for district and parent use. This publication replaces the earlier procedural safeguards notice, Whose IDEA Is This? As of August 1, 2017, districts must no longer use that publication.

A Guide to Parent Rights Translations

If you have questions, please contact the Office for Exceptional Children, Dispute Resolution section at (877) 644-6338.

A Guide to Parent Rights Accessible Format

Individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, compact disc) by contacting Assistive Technology & Accessible Educational Materials Center ( AT & AEM) Center.

Related

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A Guide to Parent Rights in Special Education

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The special education procedural safeguards notice, A Guide to Parent Rights in Special Education, is now available for district and parent use. This publication replaces the earlier procedural safeguards notice, Whose IDEA Is This? As of August 1, 2017, districts must no longer use that publication.

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disabilities; special education; idea; individuals with disabilities education act

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Office of Special Education Programs (OSEP) - Home Page

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The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.

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2022-2023 IDEA Monitoring Review Process Guide

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2022-2023 IDEA Monitoring Review Process Guide

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Below is a list of links you may find helpful.

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Below is a list of links you may find helpful.

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American Occupational Therapy Association

American Physical Therapy Association

American Speech-Language-Hearing Association

National Association of School Psychologists

Ohio Board of Speech-Language Pathology and Audiology

Ohio OT/PT/AT Board

Ohio School Psychologists Association

Ohio School Speech Pathology Educational Audiology Coalition

Ohio Speech-Language-Hearing Association

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Ohio's Strategic Plan for Education: Built by Ohioans for Ohioans

Each Child, Our Future is Ohio's shared plan for ensuring that each student is challenged, prepared and empowered for his or her future by way of an excellent prekindergarten through grade 12 (preK-12) education. The plan's purpose: to lift aspirations, create hope and excitement, guide development of state-level education policies and promote high-quality educational practices across the state.

This plan was built by Ohioans for Ohioans. Launched by Ohio's superintendent of public instruction and the State Board of Education in the summer of 2017, more than 150 Ohio-based partners rolled up their sleeves to develop the plan. Moreover, approximately 1,200 Ohio citizens-including parents, caregivers, preK-12 educators, higher education representatives, business leaders, employers, community members, state legislators and, of course, students themselves-attended 13 regional meetings across the state to review the plan and provide feedback. In total, more than 1,350 Ohioans had a hand in crafting the plan.

With 240,000 educators serving in 3,500 schools and educating more than 1.7 million schoolchildren, education in Ohio is a complex business. Partners identified the plan's multifaceted components based on potential impact on student success. The whole child is at the center of the plan. The state-level vision provides an aspirational guide for students, parents, partners and the education system. One goal represents the state's annual target. Three core principles, four learning domains and 10 priority strategies work together to support the whole child and enable the state-level vision and goal.
View the strategic plan as approved by the State Board Five Major Shifts in Education
infographic summary of the plan's components
View a 508 accessible version of the component summary Click to enlarge infographic
Each Child, Our Future Kickoff Event

More Strategic Plan related multimedia

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Ohio's Strategic Plan for Education | Ohio Department of Education

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Each Child, Our Future is Ohio's shared plan for ensuring that each student is challenged, prepared and empowered for his or her future by way of an excellent prekindergarten through grade 12 (preK-12) education. The plan's purpose: to lift aspirations, create hope and excitement, guide development of state-level education policies and promote high-quality educational practices across the state.

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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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Ohio Center for Autism and Low Incidence

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Trunk Work: Strong Systems, Structures, and Supports

As a collective state-wide group of education professionals, we are all responsible when it comes to meeting the needs of diverse and complex learners. Integrating supports that represent ALL learners, across all levels of the state-system, is a daunting task. This means we will have to work collaboratively across licensure areas, offices, and other silos of practice to ensure that ALL learners receive the expertise we each individually bring to the field. As a collaborative group, we will need to rely on strong guidelines and processes to planfully connect supports and implement to improve learner outcomes. Some examples of these structures within our system include academic learning standards, the assess, plan, teach cycle - Ohio Improvement Process (OIP), Multi-Tiered Systems of Support (MTSS), Positive Behavior Intervention and Supports (PBIS), etc.

Some examples of content targeting this "trunk work" can be found in:

Chapter 2: Designing Rich Tier I Instruction and Assessment: Overview

Chapter 2: Sorting and Clustering Standards for Instruction: Integrated Units

Chapter 4: Language and Communication Access: ALL In!

Chapter 10: Curriculum Screening, Audit, Selection, and Deselection

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National Technical Assistance Center on Transition (NTACT; Secondary Transition EBPs)

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National Technical Assistance Center on Transition (NTACT; Secondary Transition EBPs)

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Great resource for EBPs in the area of secondary transition.
NTACT uses a rigorous process to identify EBPs, research-based practices (RBPs), and promising practices in the area of secondary transition. Identified practices include practices the area of education, independent living, and employment. The NTACT website contains information on the practices, the way in which they were identified, and lesson plan starters. There are also numerous other resources on the NTACT website.

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From the WWC website, "The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question 'What works in education?'"

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This site has a ton of information including evidence-based practices! Topics include assessment, diversity, learning strategies, MTSS/RTI, reading strategies, and transition (...and then some!).

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

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The National Professional Development Center on ASD

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What are Evidence-based Practices?

An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.

What EBPs have been identified?

The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs. The new report reviews literature published from 1990-2017 and identifies 28 EBPs and 10 manualized interventions that also met criteria. The list of EBPs is here.

The NCAEP and AFIRM teams are working to update our user-friendly materials and AFIRM modules to reflect these changes. Until then, please select an EBP identified in our 2014 review to access the AFIRM module about the practice. Each module provides an overview and general description, step-by-step instructions of implementation, an implementation checklist, and the evidence-base which includes the list of references that demonstrate the practice meets the NPDC's criteria.
To print out a specific EBP Brief Packet, access the AFIRM modules and download the EBP Brief packet.
Comparison of NCAEP and NSP EBPs

NCAEP (2020) and the National Standards Project (NSP, 2015) published reports of their systematic reviews of the literature and identification of evidence-based practices. Nineteen of the NCAEP EBPs were also identified as established interventions in the NSP report Five of the NCAEP EBPs were identified as emerging interventions (i.e., some evidence but not sufficient to be classified as an EBP). NCAEP identified four EBPs that were not included in the NSP previous report and NSP identified Language Training (Production) as an established intervention, whereas it was not included in the current NCAEP report. NSP also included Comprehensive Behavioral Treatment for Young Children, and NCAEP did not consider comprehensive treatment models in the current review. In summary, there continues to be a substantial overlap in EBPs identified by these two independent reviews.
To print out the NCAEP NSP Comparison table, download the table here and open using Adobe Reader.

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An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD. The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs.

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Council for Exceptional Children (CEC) and EBPs

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Council for Exceptional Children (CEC) and EBPs

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This link will connect you to CEC's information on EBPs for students with disabilities. It also contains information on professional educator standards.

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The Council for Exceptional Children (CEC)'s Professional Preparation Standards define the specialized expertise special educators must master for safe and effective practice. These standards are used to inform special educator preparation programs, accreditation organizations, and credentialing agencies.

From our earliest days, we've recognized the critical role of standards in defining special education as a profession. In 1922, at its inaugural meeting, the founders of CEC identified the establishment of professional standards as one of the primary aims of the organization. We've embraced this responsibility to have been a leader among education associations in the development of Ethical Principles, Preparation Standards, and Resources for using the Standards.

CEC has and continues to use a collaborative process that ensures that its standards are current, research-based, and designed to fully address the knowledge and skills special educators must master.

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The Council for Exceptional Children (CEC)'s Professional Preparation Standards define the specialized expertise special educators must master for the safe and effective practice of special education at the initial and advanced levels. These standards are used to inform preparation programs, accreditation organizations, and credentialing agencies.

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Resources to assist youth in transitioning to adulthood - Ohio Employment First

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Resources to assist youth in transitioning to adulthood - Ohio Employment First

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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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Resources to assist youth in transitioning to adulthood - Ohio Means Jobs

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Resources to assist youth in transitioning to adulthood - Ohio Means Jobs

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Find a job, learn career skills, meet the requirements of your government benefits, and more on OhioMeansJobs.com

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Secondary Transition and Workforce Development for Students with Disabilities

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Secondary Transition and Workforce Development for Students with Disabilities

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Federal and State Requirement

Teachers play an essential role in identifying students, ages 14-21, who will benefit from transition services. Opportunities for Ohioans with Disabilities vocational rehabilitation counselors are ready for your student referrals, can meet virtually, and can link students to virtual services for an early start in exploring career interests. Learn more at the OOD website.

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.

Compliance

Programs and Initiatives

Resources

At the OCALI Lifespan Transitions Center

ASD Strategies in Action: ASD Strategies in Action is a free, online training for parents and professionals to support adolescents and young adults on the autism spectrum as they transition from high school to adulthood.

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.

OCALI's Take 5: Learn about essential topics for transition and adulthood and engage in new ideas through Take 5 webcasts. Each short video in the Take 5 series will review a topic, concept or idea about transition and adult life planning, service and support for those assisting youth and adults with disabilities. Take 5 also provides five take-away resources for each of the webcasts to help extend learning and support implementation of new knowledge or sharing of valuable ideas.

Age Appropriate Transition Assessment (AATA) Planning Guide: This guide introduces the planning process for transition assessment. It is important to intentionally plan for transition assessment to reduce duplication, build on a student's progress, and identify individualized assessment to build a student profile in relationship to those skills needed for their adult life goals.

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Secondary Transition and Workforce Development for Students with Disabilities

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Teachers play an essential role in identifying students, ages 14-21, who will benefit from transition services. Opportunities for Ohioans with Disabilities vocational rehabilitation counselors are ready for your student referrals, can meet virtually, and can link students to virtual services for an early start in exploring career interests.

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Ohio's Accessibility Manual  - This version does not include the appendices.

Appendix A - Accessibility Features for Paper-based Ohio’s State Tests

Appendix B - Reading Access Accommodation Decision-Making Tool

Appendix C - Protocol for Scribing and Transcribing Student Responses

Appendix D - Assistive Technology Guidelines

Appendix E - Emergency Accommodation Form

Appendix F - Accessibility Feature Decision-Making Framework

Appendix G - Guidelines and Glossary for Sign Language Interpreters

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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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In Each Child, Our Future, Ohio's strategic plan for education, social-emotional learning is one of four equal learning domains supporting Ohio's goal of preparing each student in Ohio for postsecondary life. Through a stakeholder-driven process, Ohio teachers, school counselors and education personnel developed Ohio's Social and Emotional Learning Standards for grades kindergarten through 12 (K-12). The Ohio State Board of Education adopted the social-emotional learning standards in June 2019.

Each district and school will decide for itself the extent to which it uses these standards and how it uses these standards. A school's or district's choice will be informed by the values and needs of its local community. These standards are meant to be integrated into the regular daily activities in school, and they do not mean more classes for students or more work for teachers. The Ohio Department of Education will not develop tests to measure students' progress in learning the standards. Instead, schools and districts will have flexibility to choose whether and how to gauge the extent to which students are demonstrating mastery of the standards. The standards are the first step in the Ohio Department of Education's plan to create resources for districts to voluntarily implement or modify to best meet the social-emotional needs of their students.

What is Social-Emotional Learning?

Social-emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. Research demonstrates that students who receive support for social and emotional learning in schools do better academically, socially and behaviorally. Social-emotional learning also has been shown to positively impact economic mobility and mental health outcomes. Developing these skills in our students is an important part of meeting the needs of the whole child.

K-12 Social and Emotional Learning Standards

Ohio's K-12 Social and Emotional Learning Standards are provided by grade bands (kindergarten-grade 3, grades 3-5, middle grades and high school) and provide a continuum of development across five competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. The social and emotional learning standards are for all students, kindergarten through grade 12, with the understanding that each child develops at his or her own pace and may excel in one set of skills while struggling in another.

Birth-Kindergarten Social and Emotional Learning Standards

In 2012, the State Board of Education adopted the Early Learning and Development Standards for children birth-kindergarten entry. These standards include the Social and Emotional Development domain that addresses the skills, knowledge and behaviors that children develop within awareness and expression of emotion, self-concept, self-regulation, sense of competence and relationships with others. The Ohio Department of Education provides guidance and professional development around these standards, including implementation guides for teachers.

History of SEL at the Department of Education

2012 - Adoption of Birth - Kindergarten Early Learning and Development Standards, including Social and Emotional Development

2015 - the Ohio Department of Education, with approval from the State Board of Education, extended the social-emotional development standards from kindergarten through third grade.

2018 - Began development of social and emotional learning standards for kindergarten through grade 12 through a stakeholder-driven process.

June 2019 - Adoption of Ohio's K-12 Social and Emotional Learning Standards.

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In Each Child, Our Future , Ohio's strategic plan for education, social-emotional learning is one of four equal learning domains supporting Ohio's goal of preparing each student in Ohio for postsecondary life. Through a stakeholder-driven process, Ohio teachers, school counselors and education personnel developed Ohio's Social and Emotional Learning Standards for grades kindergarten through 12 (K-12).

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Ohio Age-Appropriate Transition Assessment 

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Ohio Age-Appropriate Transition Assessment 

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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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Ohio's Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD)

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Ohio's Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD)

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Ohio's Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD) is aligned to Ohio's Learning Standards - Extended (OLS-E) and designed to allow students with significant cognitive disabilities to demonstrate their knowledge and skills in an appropriately rigorous assessment. The AASCD will be administered by grade level. Students in grades 3, 4, 6 and 7 will be assessed in English language arts and mathematics. Students in grades 5 and 8 will be assessed in English language arts, mathematics and science. Students taking the HS-AASCD will be assessed in English language arts, mathematics, science and social studies.

Ohio's Alternate Assessment Participation Decision-Making Tool

To guide and support individualized education program (IEP) teams in determining whether a student is most appropriately assessed with an alternate assessment, the Ohio Department of Education, in consultation with parents, teachers, administrators and other stakeholders, has developed an Alternate Assessment Participation Decision-Making Tool. This tool clarifies and set specific criteria that students must meet for each criterion in the framework. This tool is required. IEP teams must use the tool each time the team is considering participation in the alternate assessment. A Spanish version of this tool is also available.

The Department received many questions and comments about the Decision-Making Tool from stakeholders during the writing process. A Decision-Making Tool Frequently Asked Questions document was created as a supplement to the Decision-Making Tool to address those questions and concerns.

Resources

Family Resources

One-Page Flyer: This one-page flyer serves as a companion to family resources at Ohio's Alternate Assessment FAQs quick link. The one-page flyer captures what families should know about alternate assessments, how IEP teams determine alternate assessment eligibility in Ohio, and provides a reminder that there is federal legislation in Every Student Succeeds Act (ESSA) that requires all students participate in statewide assessments. The goal for this document is to serve as useful guidance to IEP teams, especially parents, during special education meetings regarding alternate assessment inquiries, eligibility and participation. Versions are also available in Spanish , Somali and Gujarati.

District Resources

District Alternate Assessment Self-Reflection Guide: The Department developed the District Alternate Assessment Self-Reflection Guide as an optional resource for districts that are interested in being proactive regarding alternate assessment participation rates. This self-reflection guide is designed to support districts in the data review process to address the appropriate eligibility in the alternate assessment. Each section of the guide provides the Department's best practices with guiding questions and resources.

Ohio's Alternate Assessment Participation Waiver

The Every Student Succeeds Act (ESSA) requires states to ensure that the total number of students assessed in each subject using the Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD) does not exceed 1.0 percent of the total number of all students in the state who took Ohio's State Tests. States that anticipate exceeding 1.0 percent in alternate assessment participation must submit a waiver request to the U.S. Department of Education 90 days before the beginning of the alternate assessment testing window.

Ohio's alternate assessment participation rate is 0.9% in reading, mathematics and science. Ohio intends to submit a waiver extension request to the U.S. Department of Education on November 24, 2023.

The draft waiver extension request is available for public comment October 31 - November 14, 2023. The link to review the draft 2023-2024 document is below.

To ask questions, share comments and concerns to address Ohio's draft waiver extension request to address alternate assessment participation, please use this Microsoft Form. Email AAParticipation@education.ohio.gov with all other questions.

2023-2024 Waiver

2022-2023 Waiver

2021-2022 WAIVER

2020-2021 WAIVER

2019-2020 WAIVER

District Alternate Assessment Participation

The Every Student Succeeds Act (ESSA) requires annually each district or community school to submit a justification when it anticipates testing more than 1.0 percent of students using the Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD). Starting January 2024, the Department is transitioning the District Justification and Assurances process to the Comprehensive Continuous Improvement Plan (CCIP). Justification links will no longer be emailed to Superintendents.

All public districts and community schools must complete the assurances. Districts and community schools anticipating testing more than 1.0 percent of its total student tested population in the alternate assessment program must submit a justification. The due date for the Spring 2024 District Justification and Assurances is April 26, 2024. No special link will be sent to superintendents. A template to assist with the district justification process is available. Note that this template is only a tool to help prepare your district justification. All district justifications and assurances must be submitted via the CCIP Consolidated Application. To request a justification form submitted by a district or community school, please contact the Office for Exceptional Children or AAParticipation@education.ohio.gov.

Participation Rates:

The participation rates for school years 2020-2023 are below.

Memos to States

Department of Education Memos to States outline requirements under ESSA for 1.0% participation in alternate assessment.

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Ohio's Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD)

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Ohio's Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD) is aligned to Ohio's Learning Standards - Extended (OLS-E) and designed to allow students with significant cognitive disabilities to demonstrate their knowledge and skills in an appropriately rigorous assessment. The AASCD will be administered by grade level.

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Standards provide learning targets for units of study, lessons, and daily plans that drive instruction and assessment. This section provides direct access to the 2018 Ohio's Learning Standards - Extended (OLS-E) that also contain Learning Progressions (LP's). Please feel free to download these documents for use in the planning process.

A learning progression is a sequence of skills linked to a learning target that build base skills and engagement as learners make progress toward mastery of the standard or learning target.

These LP's are a companion to Ohio's New Learning Standards and OLS-E and help develop teacher and learner clarity about embedded skills within each standard.

Please note: This resource provides many, but not all, skills leading to and through Ohio's Learning Standards and OLS-E. The OLS-E with LP's is a living document. Review and refinement of these LP's is ongoing and the documents will be updated regularly. Please check in frequently for the most up to date version. Edits and suggestions are welcomed. A portal for comments will be coming in the near future.
Extended Standards and Learning Progressions TTT PPT Extended Standards with Learning Progressions Advertising Cards
Ohio's K-12 Social and Emotional Learning Standards
View Ohio's K-12 Social and Emotional Learning Standards
Sample Functional or Life Skills Standards and Curriculum
Below are samples of life skills standards and life skills curriculum that can be integrated into standards based planning at all grade levels.

Ohio's K-12 Social and Emotional Learning Standards are broken down by grade bands (kindergarten-grade 3, grades 3-5, middle grades and high school) and provide a continuum of development in five competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making.

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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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Individuals with Disabilities Education Act

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300.39 Special education.

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section-

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

(b) Individual special education terms defined. The terms in this definition are defined as follows:

(1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2) Physical education means-

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to-

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.

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Sec. 300.39 Special education - Individuals with Disabilities Education Act

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Statute/Regs Main " Regulations " Part B " Subpart A " Section 300.39 300.39 Special education. (a) General.

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Checklist of Sample Supplemental Supports, Aids, and Services

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Checklist of Sample Supplemental Supports, Aids, and Services

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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Video Overview of Preschool Special Education Rule 3301-51-11 - July 2021

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Video Overview of Preschool Special Education Rule 3301-51-11 - July 2021

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Overview of Preschool Special Education Rule 3301-51-11 - July 2021

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Support for LRE section of Preschool-Rule-3301-51-11-J-1-5-2

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Support for LRE section of Preschool-Rule-3301-51-11-J-1-5-2

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Preschool Special Education Rule FAQ Updated-10-13-21

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Preschool Special Education Rule FAQ Updated-10-13-21

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Preschool to Kindergarten IEP Transition

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Preschool to Kindergarten IEP Transition

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Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

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English Language Arts

Financial Literacy

Fine Arts

Health Education

Mathematics

Physical Education

Science

Social Studies

Technology

Computer Science

World Languages

Social and Emotional

Early Learning and Development

Ohio English Language Proficiency (ELP)

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

The Offices for Curriculum, Assessment and Exceptional Children have worked collaboratively since July 2011 in the creation of extensions to Ohio's Learning Standards for English Language Arts and Math as well as the revised standards for Science and Social Studies. A committee comprised of special educators, regular educators, parents, administrators and other stakeholders in Ohio came together in the writing of these extensions to be used for students participating in the Alternate Assessment.

On September 18, 2018 the Ohio State Board of Education adopted the revised grade level Ohio Learning Standards-Extended (OLS-E) for students that are assessed on the Alternate Assessment for Student's with Significant Cognitive Disabilities (AASCD). The OLS-E are specific statements of knowledge and skills linked to the expectations in the Ohio Learning Standards. The purpose of the extensions is to build a bridge that provides grade level access for students with the most significant cognitive disabilities to the content of the Ohio Learning Standards.

Documents and Resources for Ohio's Learning Standards - Extended (OLS-E)

OHIO LEARNING STANDARDS-EXTENDED (revised September 2018)

Ohio Learning Standards - Extended (Revised September 2018) with Learning Progressions

Ohio English Language Proficiency Standards - Extended

Frequently Asked Questions

The Ohio Department of Education (ODE) offers online instructional modules for Ohio's Learning Standards - Extended (OLS-E). Educators can earn contact hours for completing these modules, which can be accessed at ohextendedstandards.org.

Questions?

For more information on the extended standards, contact:

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

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OCALI | Age-Appropriate Transition Assessment Planning Guide

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OCALI | Age-Appropriate Transition Assessment Planning Guide

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Throughout this guide, you will be introduced to the planning process for transition assessment. It is important we intentionally plan for transition assessment to ensure we reduce duplication, build on a student's progress, and identify individualized assessment to build the youth's profile in relationship to those skills needed for their adult life goals.

Each stage of the planning process will include webpages to explain parts of the process - incorporating videos, showing examples, offering reminders, and suggesting tools to help you each step of the way. Click any of the stages of the planning process to 'open' that section of the guide and additional webpages.

At the end of each planning stage, you will find a case study page for our youth, Jessica, showing how her team would work through that stage with her. Finally, the last webpage of each planning stage will have tools and resources to help you implement this new planning process with your youth. You will also find the entire case study and comprehensive list of tools at the end of this guide.

We hope this AATA Planning Guide will help you work through the overlapping stages of the process to help students identify and work towards their adult life goals.

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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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OCALI Extended with Learning Progressions

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OCALI Extended with Learning Progressions

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Standards provide learning targets for units of study, lessons, and daily plans that drive instruction and assessment. This section provides direct access to the 2018 Ohio's Learning Standards - Extended (OLS-E) that also contain Learning Progressions (LP's). Please feel free to download these documents for use in the planning process.

A learning progression is a sequence of skills linked to a learning target that build base skills and engagement as learners make progress toward mastery of the standard or learning target.

These LP's are a companion to Ohio's New Learning Standards and OLS-E and help develop teacher and learner clarity about embedded skills within each standard.

Please note: This resource provides many, but not all, skills leading to and through Ohio's Learning Standards and OLS-E. The OLS-E with LP's is a living document. Review and refinement of these LP's is ongoing and the documents will be updated regularly. Please check in frequently for the most up to date version. Edits and suggestions are welcomed. A portal for comments will be coming in the near future.
Extended Standards and Learning Progressions TTT PPT Extended Standards with Learning Progressions Advertising Cards
Ohio's K-12 Social and Emotional Learning Standards
View Ohio's K-12 Social and Emotional Learning Standards
Sample Functional or Life Skills Standards and Curriculum
Below are samples of life skills standards and life skills curriculum that can be integrated into standards based planning at all grade levels.

Ohio's K-12 Social and Emotional Learning Standards are broken down by grade bands (kindergarten-grade 3, grades 3-5, middle grades and high school) and provide a continuum of development in five competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making.

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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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Myths & Misconceptions in the Educational Identification of Autism

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Myths & Misconceptions in the Educational Identification of Autism