What's New/s @ SST6?

11.5.26 Literacy Implementation Network: Connecting Leaders to Drive Literacy Outcomes (9:00-4:00)

11.6.26 Creative Curriculum in the Preschool Classroom: Tips and Tricks from YOU the Experienced Educators (9:00-12:00)

11.10.26 Supporting the Development of Mathematical Language Using High Intensity Instructional Techniques (Grades K-12) (9:00-3:00)

11.19.26 Early Learning Network (9:00-3:00)

12.10.26 Scaffolding Problem Solving and Reasoning in the Elementary Mathematics Classroom (Grades K-5) (9:00-3:00)

12.11.26 Scaffolding Algebraic Reasoning: Leveraging the Power of the Worked Solution Strategy (Grades 4-12) (9:00-3:00)

12.14.26 Special Education Directors/Coordinators/Supervisors Network (8:30-2:30)

12.17.26 Early Learning Network (9:00-3:00)

1.7.27 Literacy Implementation Network: Connecting Leaders to Drive Literacy Outcomes (9:00-4:00)

1.8.27 Creative Curriculum in the Preschool Classroom: Tips and Tricks from YOU the Experienced Educators (9:00-12:00)

1.22.27 Child Outcome Summary (COS) Training: Part 1 & Part 2 (9:00-12:00)

1.28.27 Early Learning Network (9:00-3:00)

The Office of Assessment provides a wide range of training resources on the ins and outs of state testing, including live webinars and conferences, recorded videos, manuals, and more.

Quick Bits

To assist test coordinators and test administrators, the Office of Assessment offers a series of short videos called “Quick Bits.” These two to seven minute videos cover common topics that arise during test administrations. Along with audio recordings, PowerPoints with Notes are also provided for every topic. New videos will be posted throughout the year. Check out the link here: https://education.ohio.gov/Topics/Testing/Assessment-Training-Resources.

All educational agencies are required to upload verification of local school board approval of related policies and procedures for the education of children with disabilities for the 2026-2027 school year through the Monitoring System by Nov. 30. More information can be found at: https://education.ohio.gov/Media/Ed-Connection/Oct-20-2026/Special-Education-Model-Policies-and-Procedures-ve

Beginning this school year, Ohio law takes effect requiring schools to develop Math Achievement Plans if 51% or less of the school’s students scored proficient on Ohio’s State Test for Grade 3 Math. However, the determination of whether a school must write a Math Achievement Plan will be based on the spring 2027 Ohio’s State Test for Grade 3 Math results. These results will be used to identify the schools responsible for creating a Math Achievement Plan for the 2027–2028 school year.

Under law, any school required to write a Math Achievement Plan must select a core math curriculum from the Ohio Department of Education and Workforce’s approved High-Quality Instructional Materials (HQIM) list, which is expected to be released in April.

The Department recognizes the importance of having the HQIM list available during Math Achievement Plan development. Using the spring 2027 Ohio’s State Test data supports both timely planning and compliance with Ohio’s Math Achievement Plan requirements in the law.

Each school year, programs that receive Ohio Preschool Program (OPP) - formerly known as ECE Grantee - or Preschool Special Education (PSE) funding must complete a child level assessment in the fall and spring for each funded child and report the scores to the Ohio Department of Children and Youth (DCY).

All programs that serve children funded through OPP or PSE may choose either the Early Learning Assessment (ELA) or Teaching Strategies GOLD Assessment (GOLD) to meet the requirement.

The identified preschool assessment tools are aligned to Ohio’s Early Learning and Development Standards (ELDS) and one tool is required to be used for assessment and progress-monitoring twice annually for OPP and PSE programs.

Programs that are SUTQ rated also have a comprehensive assessment requirement.

There are four assessment periods for each school year:

• Fall: August 15 - November 14 (Required for reporting)

• Winter: November 15 - February 14 (Ongoing for best practice)

• Spring: February 15 - May 14 (Required for reporting)

• Summer: May 15 - August 14 (Ongoing for best practice)

• 
  

DCY has put out a resource to assist districts with this assessment requirement. Please note that this resource has been updated as of August 2026 despite the fact that it states 25-26 school year requirements. The requirements are correct for the current school year as stated on the document.

Ohio’s Plan for K-12 Mathematics calls for research- and evidence-based mathematics instruction and emphasizes ongoing professional learning and coaching to strengthen core instruction.

Explicit instruction can be part of that work—but it doesn't mean the teacher does all the thinking.

Teachers can clearly model a mathematical concept, make their thinking visible, and provide guided practice while intentionally planning opportunities for students to take on more of the mathematical work.

Consider the progression:

I model → We think together → You try with support → You do it independently

The goal isn't simply for students to be able to repeat a procedure the teacher demonstrated. The goal is for students to understand the mathematics, make connections, explain their thinking, and apply what they know.

When planning a lesson, ask:

“Where will I release the mathematical thinking to my students?”

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) unites schools and families as partners in creating a strong and successful community where each student can thrive and reach their potential. It is a structured yet flexible framework that guides PreK—12 school teams in the selection, integration and implementation of evidence-based practices for improving academic, social and behavior outcomes for all students. PBIS is a proactive approach to teaching ALL students positive skills they will use throughout their lives.

Four Elements of PBIS

*Data

From the school’s community to drive the school’s decisions.

*Evidence-Based Practices

Proven to be effective so that each student can succeed.

*Systems of Implementation

Take the guesswork out of getting it right. Add predictability and consistency to the school building.

*Outcomes

Know that practices are working. Make changes when they are not.

PBIS is a multi-tiered system of support, which means that most students will be successful with the schoolwide approach to high quality, research-based instruction but that some students may need more intensive support for a variety of reasons.

PBIS teams rely on data to identify which students may benefit from targeted interventions; these teams monitor the impact of evidence-based practices to ensure that students are making progress.

Learn more at Ohio Department of Education and Workforce.

View all of our Professional Learning opportunities at the SST6 Google Site. Registration closes 24 hours before training or two weeks before a book study to send materials and links to participants.

Follow us on Facebook @ State Support Team 6

Stay connected for educational insights, resources, professional learning opportunities, and practical ideas to support teaching and learning for ALL students.