Reframing Education

Exceptional & At Risk Youth – Level 3

Exceptional & At Risk Youth

Use the contents of this page to guide your "Reframing" discussions. Refer to the "Exceptional & At Risk Youth" section of your guidebook.


Accomodation Support

All students who have accommodations for instruction will be provided with or have access to those accommodations.

What should districts do if a student’s IEP documents modified grading (e.g., pass/fail) as a necessary accommodation?


What accommodations and modifications can be delivered remotely vs face to face? 


What is available virtually to assist with accommodations and modifications while students are at home? 

Chrome Extensions for Struggling Students and Special Needs


Delivery of Special Education Services


Text to Speech Anywhere

What resources and supports are in place for English Language Learners?

Ohio Support Guide for Teachers of English Learners

Refer to the "Exceptional & At-Risk Youth" section of your Guidebook to guide your discussions, take notes and add comments.


IAT / RTI / MTSS Teams and Processes

Consider how to structure forms, meetings, interventions for fully online, hybrid or face-to-face formats

How can our forms, interventions and progress monitoring be used interchangeably: face-to-face and online?

Converting pdfs to Google Forms- (note must have question format to convert to Forms)

G Suite: Automagical Forms

Video: Alice Keeler- Automagical Forms


Converting Google Doc to Google Form: 

G Suite: Doc to Form

Video: Oli Trussell- Doc to Form

If converting to Google Forms, what type of visual display (charts) will be generated (consider what type of visual display is relevant to progress monitoring data)?

Presentation- Cassie Raabe at 2019 OETC

Have we chosen screeners (benchmark and progress monitoring) that can be used in both traditional and remote learning formats?

DIBELS 8 Supplement for Remote Testing

DIBELS website:


Pearson website for information on telepractice and Aims web plus: Administering aimswebPlus via telepractice

What do we need to consider for conducting interventions remotely/distance learning?

Delivery, Monitoring and Support for Remote MTSS


MTSS in time of COVID- Home Based Academic Support Plans

Consider, how will students be referred to IAT/RTI/MTSS when school reopens? Based on past history? Based on universal screening data? 

If using universal screeners at restart/reopening, some basic factors to consider (especially to screen all students, not only at-risk):

Basics of Universal Screeners Within an RTI model


Gifted Education

Assure that identification of and enrichment services for gifted students continue


How do we provide support for parents as they navigate Ohio’s gifted education services?

OAGC parent handbook


Parenting the Culturally/Racially Diverse Gifted Child

Why are gifted programs needed?

NAGC: Gifted students need programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school. . . .Gifted programming positively influences students’ futures.”


Gifted Students Have Special Needs too (Finn, 2012)


Program Delivery (Joyce VanTassel-Baska)


NAGC: Classroom Instruction and Teacher Training for Gifted Students from Diverse Populations

How are gifted students identified? 


Chart of Approved Measures from ODE (2019-20)


NAGC: Identifying Gifted Children from Diverse Populations 


Placement of Students / Class Assignments

Are assessments being administered to place students? How? What other data will be collected and how?

How do we use current MTSS systems to determine where students are in their learning and where we want them to be?

Maximizing Impact: The Power of Implementation | Corwin


How Can We Respond to Anticipated Learning Gaps?


Academic Screening Tools Chart


National Center on Intensive Intervention: Home


Interim Assessments – What’s in a Name?

How do we increase the effectiveness of CORE instruction to close the learning gap?


Instruction During COVID-19: Less Learning Time Drives Fears of Academic Erosion

Supports and Communications for Families

Continued communication and supports for the families’ roles in supporting learning at home pre-12, EL and Spec Ed considerations

Do you have some centralized resources used for communication as a district?

The Benefits of a Centralized Communication


Digital communication for Schools: Transforming Your School with Digital Communication – Educational Leadership

How do you solicit feedback from families to improve communication and support?  How do you decide what feedback to utilize?

An example template for developing a survey for families regarding remote learning: Coronavirus survey template for K-12 distance learning

Do you have clear expectations established for the educators and students?  How are these shared with your families?  Can it be provided in both written and recording?


Virtual Education Dilemma: Scheduled Classroom Instruction vs. Anytime Learning

How do you communicate student progress to families?

FAQ COVID-19 – Communicating Student Progress with Parents

Do you translate all communication documents into the family’s native language?

See the Translation and Interpreter Resources for Educators section of the following link: English Learners

When a family is struggling with school assignments, what is your communication protocol and how is this shared with them?



Medically Fragile Students

How will “high-risk” be identified for both students and staff? This may include enhanced modifications such as remote learning for high-risk and quarantined students and employees.

How do we identify high risk students and staff?

CDC Considerations for Schools


CDC People Who Are at Higher Risk for Severe Illness

Will high risk students be able to access online curriculum?

Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak. March 20


Best Practices for Educating Online

Is there an opportunity for high risk staff to provide online instruction in a low risk environment? Do you have other options?


Are policies in place to protect the privacy of people at higher risk for severe illness regarding underlying medical conditions? 


What procedures that aerosolize the virus cannot be performed safely in schools?

Ohio Guidelines for School Re-entry Released by the Big 8+ Health & Safety Coalition


Vulnerable Youth

Communication with homeless, foster or otherwise highly 

mobile youth – address increased needs that are not strictly ‘achievement needs’. 

How can local school districts ensure communication with homeless, foster, and/or mobile youth? 

Interim Guidance for Homeless Services 


EMIS | Ohio Department of Education 


Video – CDC Stakeholder Call: Schools and Child Care Programs  


Keeping In Touch Guide


Check-In Form

How can we effectively collaborate to meet the educational and social emotional needs of students in foster care? 

How can schools support students in foster care who are seniors in high school or older youth? 




Independent living and transitional assistance for youth 

How can we effectively collaborate to meet the educational and social emotional needs of students experiencing homelessness?

Students Experiencing Homelessness 


School Settings | COVID-19 


Re-Opening and Recovery Guide


Toolkit for People Experiencing Homelessness


Law and Guidance for Homelessness


Strategies for Schools and Early Learning Programs

How can we provide mental health support to vulnerable students and families in need? 

Mental Health List


Department of Mental Health and Addiction Services


Health and Well-Being


Focus on Equity

Equity in education means that each child has access to relevant and challenging academic experiences and educational resources necessary for success. Equity must remain at the forefront of short- and long-term goals, responses and supports. 

Will the district ensure that reopening plans are designed to include ALL infants, children, and youth in planning and implementation discussions and initiatives?

Key Considerations for Special Educators and the Infants, Children, and Youth They Serve as Schools Reopen


10 Questions for Equity Advocates to Ask About Distance Learning 

What are the appropriate supports for ensuring education for underrepresented school populations is equitable? 


Overlooked Gems: A National Perspective on Low-Income Promising Learners


Six Revelations from Running Schools During the Pandemic Lockdown


Mind-Sets and Equitable Education


Equity and Excellence



Partners represent the collective action needed to support each child and increase the likelihood of student success. Evaluate and elaborate on how the extending and leveraging partnerships can apply to this area.  

Are you working with local community partners such as:

County Board of Health, Developmental Disabilities, County Mental Health Board? 


Thank you to the collaborative group who created the discussion questions and contents of this page:
Jeanne Milord – Clark County ESC
Alice Ogenek – Lorain County ESC
Olivia Weisman – Lorain County ESC
Laura Revetti – Trumbull County ESC
Lauren DeJulio – Trumbull County ESC
Jennifer Crum – Mid – Ohio ESC
Malie Cronebach – East Central Ohio ESC
Rachel Glass – Mercer County ESC
Lisa Heid – Miami County ESC