OCALI NOW | Issue 33 • November/December 2021

Manifesting what is to come with Crystal Ball image

2021: The End of the Beginning & Manifesting What’s to Come

By: Shawn Henry, Executive Director, OCALI 

Just when we thought we could get off of the roller coaster ride of 2020, it soon became clear that the ride wasn’t over—we have continued to navigate the twists and turns of pandemic life, professionally and personally. At OCALI, flexibility and the ability to embrace uncertainty have been key to responding to the needs of those we serve and taking advantage of new opportunities that have come our way. Being “strategically flexible” has been part of our model since the very day we were founded, and has enabled us to better provide support. 

What keeps us on task and on track in this twisting path is what I once read termed the “Primacy of Purpose.” The premise is that you can make quick and nimble decisions in the moment, take risks, and try new approaches because you’re not giving directives and tasks—you’re ensuring everyone in your team, your organization, etc. know what the end goal or purpose is. There is also an understanding that there’s not a straight line to get there.  

As I look back at the past two years, I have never been more proud to serve our staff and to witness their hard work, dedication, innovation, and passion for serving people with disabilities and our collective community. We have always been laser focused on ensuring educators, professional, and families had access to accessible materials, online learning, and other resources during the pandemic. I can honestly say that some of our best and most creative and impactful work happened in the past two years.  

Leading By Convening 

Partnerships have played an integral role in our work and growth. Leading by convening partners has been intentional. Whether it’s convening internal partnerships between staff, or connecting with external organizations locally, regionally, or globally, there’s no question that harnessing our strengths, ideas, and perspectives are powerful ways to scale innovation, tackle tough problems, and expand impact. We have also been intentional about engaging the disability community. They are at the center of our ‘why’ and everything we do, and that’s why we connect and listen to them.  

I am grateful for our many partners in education, technology, health care, business and community, policy, and government. Together we are exploring and learning new ways of listening, understanding, and modeling. In 2022, we will continue to work together with our partners because we know that we cannot do it alone. When we collaborate, we bring new ideas and diverse perspectives that expand our thinking, practices, and work. And, ultimately, our impact. 

Manifesting What’s to Come 

One of my favorite quotes that I often use is from my friend, Jason Barger. He says “Conversations are the currency for change. It all begins with what we are willing to talk about.” 

While there never has been a straight line in serving people with disabilities, one thing was clear prior to the pandemic—and that is that nobody was moving the needle fast enough. There weren’t enough conversations happening. The pandemic caused a disruption and forced us to start thinking and talking differently. Conversations about accessibility became front and center across industries. And, as a result, the needle started to move more quickly—and that is a very good thing.  

Supporting our collective community and bringing hope and inspiration to the people we serve, has never been more important. As we move into 2022, I am encouraging our team to manifest a vision for how we can better serve and support people with disabilities and those who live with, love, and support them. I’d like to encourage people to envision two things:  

  • How can we continue to create an environment of accessibility—in our homes, schools, workplaces, and in our communities?  
  • How can we use technology to create a higher quality of life and increased accessibility? 

I am optimistic that we are at the end of the beginning of this new way of living and that we are starting to get our sea legs again about what the future holds. I believe that as an organization, we will continue to work toward our mission in new and exciting ways. We know that there’s no clearly defined path. But we’re going to doing it. You’re going to do it. And people’s lives are going to be changed—and better—because of it! 

Here’s to bringing life to our vision in 2022 and beyond.  


Yes We Can! Journey Towards Independence interactive video series
Yes We Can! Journey Towards Independence Video Series

Q&A With Michelle Motil, Family Support Liaison at the Center for Deafness and Blindness at OCALI

Tell us about Michelle. What are a few things that people don’t know about you?  

“Sometimes I get comments that I seem to be an unusually happy and cheerful person. I made the choice to be that way. My sense of humor started out as a coping mechanism, but now it’s part of who I am. I still have hard days, but everyone does. The point is to keep trying and keep going because the only consistent thing in life is change. As for what I like to do, I think I’m a pretty normal person, living an ordinary life with typical hobbies. I enjoy researching the property of plants and how to garden. I love nature. I’m a beachy pool girl when I have the opportunity. I’m an avid reader. I sing and I dance, and I look forward to defeating my opponents at cards.”  

  

What’s one fun fact about yourself?  

“This is definitely something interesting—I went to circus school in Jamaica and I did the trapeze. That was a really cool experience.”  

  

What was the intent behind creating the Journey Towards Independence series?  

“Initially, my boss presented the idea to me, and she encouraged me to think about sharing my journey and how it might be able to help other people. We wanted this series to be personal and interactive, more about the human, real, and practical sides of life. Sometimes those aspects get lost in the formal and professional parts of serving people with disabilities. It’s so important to consider the person and relate to them in real, authentic ways. It was also important to make sure this was a ‘we’ journey and not just a ‘me’ journey because there are so many people involved. I truly believe in learning communities and safe spaces to share and discuss difficult topics—people need to know they’re not alone. I want to give families and professionals examples of how a real person is living independently and give hope and inspiration to their families so they know their child or family member can live an independent, high quality life. I want to show people that even though it can be hard, it can be done, and I can demonstrate what grit and resiliency look like and show how to push forward during challenging times.”  

  

Tell us how the Journey Towards Independence series connects to the Expanded Core Curriculum (ECC), which includes foundational skills essential for people with disabilities.  

“When a person is deaf/hard of hearing or blind/visually impaired, they are missing part of the information. Informal learning takes place through observation with the senses, and most kids learn by example. The ECC addresses these skills that a lot of kids pick up without being taught. These skills are crucial for independent living and they need to be explicitly taught. Each episode of this series highlights 1-2 standards from the ECC, and there’s also the opportunity to talk about it in real-time during the interactive part of the session.”  

  

The December 15 episode is about your guide dog, Tonne. How has Tonne changed/improved your life?  

“Having Tonne has improved my life tremendously. He has helped me to deal with my anxiety in getting out and pushed me out of my comfort zone. By having a guide dog, I am more willing to go out and try new and different experiences. He is my partner and he helps me to get around safely, and I can also get around much faster. From a social standpoint, now that I have a dog, more people approach me when I’m out, which has created more social opportunities.”   

  

In the January 26 episode, you talk about your new living situation and roommates. Give us a sneak peek of that episode.  

“From a socio-emotional and mental health standpoint, it’s nice to have people in the house—just to have the presence of other humans around. Also, when I need help, my roommates are there to help me. This episode talks a lot about the importance of organization and communication, and how that has been important in how we share household duties. Things like, how are we going to organize food, share cleaning duties, pay bills, etc.? This episode highlights my transition and how I’m learning new skills and considerations for daily living.”  

  

How does independent living improve your quality of life? 

“Living independently provides more opportunities for empowerment and for me to make my own choices. Sometimes, when a person with disabilities is living with a family member, choices get made for them instead of with them. When you live independently, there is more room for personal growth and strength, which you may not get relying on a family member. I don’t want people to assume they have to live with their parents or in a facility.”  

  

For families who are supporting individuals with disabilities, what advice would you give them to help their loved ones lead/live a more independent life?  

“The best thing to do is to be a mentor or coach, and to encourage the person to try new things. Try not to do everything for them. Having high expectations is also important. Failing is a learning opportunity. It’s not about being perfect, it’s about doing good and better until better is your best and good is your better.”  

  

To learn more about the Journey Towards Independence series and to register, visit  https://deafandblindoutreach.org/Yes-We-Can-Journey-Towards-Independence.   

Behind the Scenes at OCALI

Panel of experts on set at OCALI offices for InspirED episode #33
Behind the scenes at an InspirED recording at OCALI

Have you ever wondered how we get all that great footage for our InspirED Virtual Learning series? Well, wonder no more. We have a studio here at OCALI! This is a photo from our recent filming with ODE. If we aren’t in studio, we also rely on tools like Riverside.fm and Zoom to record our guest panelists. Be sure to register for our December 16 InspirED episode on building strong family-school partnerships!

InspirED Virtual Learning Series logo
InspirED Virtual Learning Series

Join Us December 16: New InspirED Session: Building Strong Family-School Partnerships 

Families are an important asset in the equation of ensuring people with disabilities have the opportunity to live their best lives. Explore strategies for building partnerships between families and school staff members, including how to nurture these partnerships and navigate the barriers that have been posed by the pandemic.

OCALICONLINE 2021 15 year anniversary logo
OCALICONLINE 2021

OCALICONLINE 2021 On-demand 

Missed some of the live event or want to go back and re-watch a session or two? Registered attendees have on-demand access to content through January 5, 2022.

Virtual Assistive Technology Vendor Fair
Virtual Assistive Technology Vendor Fair

Virtual Assistive Technology Vendor Fair 

Need professional development seat time? 24 different sessions are available from the AT Conference & Vendor Fair. A ½ hour of seat time is available for each session.

Ensuring Access to the General Curriculum for ALL Learners logo
Ensuring Access to the General Curriculum for ALL Learners

Ensuring Access to the General Curriculum for ALL Learners 

Check out this new video-based learning series that explore practical, easy-to-use resources designed to ensure ALL learners have access to the general curriculum. Learn more

The Journey: A Free Webinar Series logo with youth looking at cityscape
The Journey: A Free Webinar Series

2022 Journey: Webinar Series 

The transition from school to adult Life is an ongoing journey. Youth with complex and unique needs often require teams to have access to a variety of tools, resources, and people to plan and prepare for the future. This webinar series is designed for teams assisting youth with complex support needs and their families to better navigate the process of the own journey to adulthood. 

ATIM Assistive Technology Internet Modules logo
ATIM Assistive Technology Internet Modules

New ATIM Modules 

The Assistive Technology & Accessible Educational Materials (AT&AEM) Center at OCALI recently launched four new Assistive Technology Internet Modules (ATIM) modules: 

  • AT for Workplace Accommodations 
  • AT for Driving and Transportation 
  • AT Implementation: Adults with DD 
  • AAC Implementation: Adults with DD
OCALI Multi-System Navigation Center logo
NEW! OCALI’s Multi-System Navigation Center is Hiring

Looking for a way to make an impact in the lives of young people, while growing a rewarding career with a fun, fast-paced organization? OCALI is hiring professionals with a passion for making a difference for unique positions as Multi-System Youth and Family Regional Coaches. These Regional Coaches will work with youth with complex needs (MI/IDD) and their families in their homes.

Employment First: It Starts With Families logo with young family and baby in background

It Starts With Families
This new guide supports local professionals serving individuals and families to become familiar with research around family engagement. 

OCALI NOW | Issue 32 • October 2021

OCALICONLINE 2021 15 years logo

What We’re Excited About: OCALICONLINE 2021

We’re just weeks away from hosting OCALICONLINE 2021. And while every year is special, this year, we celebrate 15 years as a catalyst of moving inspiration into action.

With less than a month to go, we couldn’t be more excited to welcome you and others from around the globe as we connect virtually. Over 1,500 of your peers and colleagues have already signed up – from 42 states, Australia, Canada, France, Namibia, South Korea, and the United Kingdom. For those who are already registered or if you’re thinking about attending for the first time, here are a few things we’re excited about and hope you will be, too.

Judy Heumann Keynote: Friday, November 19, 12:30 p.m. ET
OCALICONLINE 2021 will feature Judith (Judy) Heumann, a lifelong advocate for the rights of disabled people. She contracted polio in 1949 in Brooklyn, New York and began to use a wheelchair for her mobility. She is now an internationally recognized leader in the disability rights community, and featured in the Oscar-nominated Netflix documentary, Crip Campreleased in 2020.

Dynamic presenters and presenters, and diverse content
With 300+ presenters and partners from around the world, our learning sessions highlight content for every age, and every milestone across the lifespan. From early childhood to school-age to adulthood, our sessions feature the best-of-the-best in their areas of expertise to share research, best practices, and resources that support the lifelong needs of individuals with disabilities and those who live with, love, and support them. Check out this teaser video of some of our presenters.

Special events within OCALICONLINE
Interested in learning more about inclusive leadership, or assistive technology and how it can be leveraged for individuals with developmental disabilities or with visual impairments? OCALICONLINE 2021 features a line-up of special events focused on these very topics. With experts from around the world, these sessions will provide you with practical resources and tips for taking your understanding of assistive technology to the next level.

Tuesday, November 16: Inclusive Education Leadership: Bring a team to this extended session on inclusive leadership! Hear from Ohio Department of Education leaders from the Office for Exceptional Children about special education and gifted education updates, key focus areas of supports, and project updates related to Each Child Means Each Child.

Tuesday, November 16: The BEST AT Forum is an opportunity to learn about cross-curricular braille literacy and assistive technologies for students who are blind or visually impaired. Sessions include a wide range of topics, such as learning braille with LEGO Braille Bricks, accessible astronomy, the expanded core curriculum, and much more!

Wednesday, November 17: AT for Individuals with Developmental Disabilities: Join us for a full day focused on assistive technology supports for individuals with developmental disabilities. Sessions range from advocacy and AAC assessment to smart home adaptations and AT solutions in minutes!

These are not stand-alone events, but are integrated into the conference itself. Attendees wishing to attend these sessions must register for the entire conference.

Celebrating moments of impact over 15 years
Over the past 15 years, we have seen, heard, and witnessed countless moments of impact. These stories are living examples of how those seemingly small moments of inspiration are transformed into action. These stories are of ordinary, every-day teachers, parents, and service providers whose lives were changed because of what they experienced at OCALICON. They’re people just like you. And these are their moments of impact, when inspiration transformed into action. Hear from past participants as they share their special moments of impact

Creative and fun ways to network and connect virtually
Looking for ways to take a quick break or unwind for a bit? Check out the OCALICON Channel. It’s where you can hear updates and announcements from our hosts. It’s where you can catch episodes of Slow TV. The channel will stream continuously during conference hours. And new for this year, are our OCALICONLINE hosts, the Good Life Ambassadors (GLAs). GLAs are dedicated to educating and inspiring the local community on an assortment of topics that promote inclusion and the full participation of people with disabilities in community life. You’ll also have the chance to speak directly with OCALI staff and other attendees. This is your chance to have conversations, exchange ideas, and connect with innovators and practitioners.

There’s still time to register
If you’re not registered, what are you waiting for? Don’t miss the opportunity to attend the premier autism and disabilities conference where thousands of people from around the world come together to learn, network, and share research, best practices, and resources to support the life-long needs of individuals with disabilities, including autism spectrum disorder and sensory and low-incidence disabilities. Register now!

October National Disability Employment Awareness Month - Person in wheelchair and business person standing, shaking hands
October is National Disability Employment Awareness Month

Celebrating the Capabilities of People With Disabilities to the American Workforce

October is National Disability Employment Awareness Month (NDEAM), and this year’s theme is America’s Recovery: Powered by Inclusion. According to the U.S. Department of Labor’s Office of Disability Employment Policy, this theme “reflects the importance of ensuring that people with disabilities have full access to employment and community involvement during the national recovery from the COVID-19 pandemic.”

Each October, NDEAM is designed to recognize and celebrate the contributions and capabilities of people with disabilities to the American workforce.

At OCALI, the Lifespan Transitions Center is proud of its long-standing partnership with Employment First. Employment First is a policy to ensure every individual of working age has an opportunity to seek employment. Agencies are directed to provide a person-centered planning process for every individual of working age to identify their desired employment goal and their place on the path to community employment.

“The foundational elements of Employment First’s framework—agency-neutral, outcome-focused, and person-centered—are directly aligned with our Center’s work and mission,” shares Alex Corwin, Secondary Transition and Workforce Manager, at the Lifespan Transitions Center at OCALI. “Our Center partners with all of the Employment First Taskforce member organizations to support successful systems that incorporate community life and employment.”

When supporting communities, there are many questions for those seeking employment and those who support individuals seeking employment. In celebration of National Disability Employment Awareness Month, the Center proudly shares the following free resources organized around some of the most common employment-related questions.

How prepared am I for employment?
Assessing a person’s preparedness is one of the first steps toward seeking employment. The Employment Life Skills Assessment (ELSA) is a free, informal assessment that families and professionals can use to gather information about their family member’s abilities with employability and compare against the employment standards expected of adults. This assessment can help start the conversation for preparing someone to enter or reenter the workforce. Check out the professional version or the family version of the assessment.

I’m ready to start looking for employment. How do I get started?
If you’re seeking information on the path to community employment and how to start looking for a job, the Community Life Guide, which includes two important areas of information and training. The first is community health and safety training, and the second is the Job Seekers Guide, which focuses on job seeking training and community employment. It provides step-by-step instructions and resources on how to get on the path to community employment and find a job that you enjoy.

What happens to my social security, Medicaid, and other benefits when I start working?
If you’re looking for information and resources to help analyze the impact of employment on an individual’s benefits, The Disability Benefits 101 (DB 101) is an integrated suite of online tools, information, and training where people with disabilities can directly access plain-language information about work and benefits and health coverage programs. Three calculators have been developed, including: Work and Benefits, School To Work; and Medicaid Buy-In. This suite of resources is designed for families, job seekers, and professionals and can be used to help analyze the impact of employment on an individual’s benefits. While DB 101 does not replace a comprehensive benefits analysis, it can help to provide a general understanding about employment and benefits.

How do I support a person with a disability with learning new tasks on the job?
As teams prepare youth for the transition to adulthood, developing skills for employment becomes a priority. To teach these skills educators, job coaches and others need effective tools. What Works for Work, is a free, 12-session online resource that uses evidence-based practices on how to support people with disabilities.

Throughout the month and beyond, we encourage you to explore these free resources. By sharing them, you may help others understand how they can better promote access in their schools, workplaces, and communities. For additional resources from the U.S. Department of Labor’s Office of Disability Employment Policy, visit their website.

What’s New at OCALI

Yes We Can! Journey Towards Independence - Photo of Michelle and Michelle hugging her dog
Ensuring Access to the General Curriculum for ALL Learners

Yes We Can: Journey Towards Independence
A New, Interactive Video Series: October 27, December 15, January 26, 4 p.m.
Join Michelle and her guide dog, Tonne, for a new, interactive video series designed to share how she lives an independent, quality life as a person who is DeafBlind. Each 30-minute episode will include pre-recorded segments, followed by a live dialogue with Michelle, who is eager to share her experiences and connect with viewers. Tying all of these episodes together is the connection to the Expanded Core Curriculum (ECC), which includes foundational skills essential for people with disabilities. The sessions are free, but registration is required. Certificates of completion are available for the series. Join us for one or all episodes.

Virtual Education Identification of Students with ASD
Virtual Educational Identification of Students with ASD Virtual Training Series

Register by October 25: 2021-22 Educational Identification of Students with ASD Virtual Training Series
The process to identify and serve students with autism spectrum disorder (ASD) requires a well-trained and experienced evaluation team. From creating your team to administering quality assessments to accurately interpreting findings and communicating with parents and families, it is critical to have the knowledge and skills to best support students with ASD. OCALI is pleased to host the Educational Identification of Students with ASD Training Series for the 2021-2022 school year. This introductory training series, with 10 two-hour sessions, is designed for school-based evaluation teams that want to learn about the process for educational identification of students with ASD.

The Ohio UDL Collaborative PLC
https://www.smore.com/v4myqhttps://www.smore.com/v4myqThe Ohio UDL Collaborative PLC

November 2: Ohio UDL Collaborative Monthly PLC
The members of the Ohio UDL Collaborative invite you to their monthly, virtual PLC. Join others from Ohio who are implementing UDL and find growth in the conversations to support your UDL journey. This session will focus on variability, mindset, and equity.

Ensuring Access to the General Education Curriculum for All Learners
Nov. 11, 2021 4pm EDT Ensuring Access to the General Curriculum for All Learners

November 11: InspirED: Ensuring Access to the General Curriculum for All Learners
Effectively designing instruction and assessment in a way that provides universal access across courses, lessons, and learning activities is essential for ALL students. Learn more about the strategies, research, and support resources to effectively design instruction and assessment in a way that provides universal access across courses, lessons, and learning activities. Created for educators, by educators Ensuring Access to the General Curriculum for All Learners is a new, FREE video-based learning series designed to ensure ALL learners have access to the general curriculum. 

OCALI NOW | Issue 31 • September 2021

A group of hands meeting together in the middle
Helping hands

Creative, Collaborative, and Connected Partnerships

By: Shawn Henry, Executive Director, OCALI

Better together.

Two heads are better than one.

Teamwork makes the dream work.

We’ve all heard these sayings or we’ve used them with our colleagues and teams. Whether it’s creating internal partnerships between staff, or connecting with external organizations locally, regionally, or globally, there’s no question that harnessing our strengths, ideas, and perspectives are powerful ways to scale innovation, tackle tough problems, and expand impact.

At OCALI, inspiring change and promoting access for people with disabilities is at the heart of everything we do. We believe that all people with disabilities deserve to have the opportunity to live their best lives for their whole lives—at school, home, work, and in the community. We believe that we are better when we collaborate with our staff and partners. When we work together, we bring new ideas and diverse perspectives that benefit our thinking, practices, and work. Collaboration and strategic partnerships in the education, technology, health care, social service, government, and policy sectors have been the foundation of our organization’s growth and impact.

We have taken what we have learned about partnerships and applied it to OCALICONLINE—the premier autism and disabilities conference. Over the past 15 years, this conference has grown and evolved into something that we are really proud of—an experience that is designed to connect and inspire people across the lifespan, across agencies, and across the world.

OCALICONLINE 2021 will showcase the best-of-the-best from some of our fellow collaborators and partners – organizations who are similarly inspiring change and promoting access in their own corners of the world, in their own ways, and from their own perspectives. We sought them out for their exemplary work in the field of disabilities, and because we know they are each at the leading edge of science and practice.  These partners bring fresh insights and content to our line-up of sessions, and we can’t wait for you to connect with them. 

This year, we welcome:

As you think about ways to expand your own partnerships, I encourage you to consider the following:

Creative partnerships

“None of us is as smart as all of us.” – Ken Blanchard

When organizations embrace creativity, innovation, and entrepreneurship, it opens the doors to thinking big and outside of the box. When it comes to inspiring change and promoting access for people with disabilities, we should all be striving to break down traditional barriers and explore things that others may not have yet seen as possible. Seek out like-minded organizations who share your commitment to celebrating creativity and innovation. Together, you will push your thinking and work toward new limits.

Collaborative partnerships

“Alone we can do so little. Together we can do so much.” – Helen Keller

Collaboration and strategic partnerships are fundamental for growth and impact. Together, with our partners, we are using data, research, and evidence-based strategies to shape policy and practice designed to inspire change and promote access for people with disabilities—something we couldn’t do without collaborative partnerships.

Connected partnerships

“I can do things you cannot, you can do things I cannot; together we can do great things.” – Mother Teresa

From educators, service providers, families, people with disabilities, community leaders, policy makers, and more, when you connect and engage with people and organizations, you create a community of people who are working toward a similar mission and outcomes. Staying connected through regular communication, events, etc. helps establish and strengthen relationships. 

We hope you will consider joining us virtually at OCALICONLINE 2021, November 16-19. To learn more and to register, visit ocalicon.org.

Employment First logo; young father holding baby with young mother sitting behind him
It Starts with Families

It Starts With Families

Families are an important asset in the equation of ensuring people with disabilities have the opportunity to live their best lives for their whole lives. And, we know when families have access to information and resources, they are more empowered to support and care for the family member with disabilities.

The Lifespan Transitions Center at OCALI, in partnership with the Ohio Employment First Taskforce and its member agencies, have created It Starts With Families, a guide that provides research on the contributing factors and impact families with loved ones with disabilities face. The guide also includes important definitions and links to supporting resources.

This guide is part of a larger, cross-agency professional learning experience planned for spring 2022, designed for local professionals working to prepare, involve, and empower families of students with disabilities as they transition from secondary education to adulthood.

Ultimately, the guide and training are designed to support local professionals serving individuals and their families to:

  • become familiar with the research around families,
  • learn how to better design family engagement strategies, and
  • to reach all families, and build trust, rapport, and successful partnerships with families through culturally responsive practices.

We hope that this guide helps you to commit to Ohio’s mission of developing and implementing universally designed approaches that will ensure all families have the necessary knowledge and skills regarding transition education and services and are involved in all aspects of transition planning.

Questions? Contact ItStartsWithFamilies@dodd.ohio.gov.

What’s New at OCALI

Butterfly logo with Ensuring Access to the General Curriculum for ALL Learners
Ensuring Access to the General Curriculum for ALL Learners

NEW! Ensuring Access to General Curriculum for ALL Learners

Ensuring Access to the General Curriculum for All Learners provides educators and other specialists with the strategies, research, and support resources to effectively design instruction and assessment in a way that provides universal access across courses, lessons, and learning activities. Organized in 10 chapters, this series was created for educators, by educators and is grounded in research and evidence-based practices. The free, video-based learning series explores practical, easy-to-use strategies and resources that are designed to ensure ALL learners have access to the general curriculum.

InspirED Virtual Learning Series

NEW! InspirED Episodes

October 21, 4-4:30 p.m.
The Power of Family and Community-Based Partnerships to Support the Whole Child

All students, especially those most vulnerable need support and guidance. The Ohio Department of Education’s strategic plan and whole child framework are designed to connect and address needs most central to a child’s development. Because we know that Ohio’s schools and educators can’t do this alone, partnerships play an essential role in supporting students. Hear from Ohio educators and community organizations as they discuss creative partnerships that are having a positive impact on Ohio’s schools, educators, students, and families. 

November 11, 4-4:30 p.m.
Ensuring Access to the General Curriculum for All Learners

Effectively designing instruction and assessment in a way that provides universal access across courses, lessons, and learning activities is essential for ALL students. Learn more about the strategies, research, and support resources to effectively design instruction and assessment in a way that provides universal access across courses, lessons, and learning activities. Created for educators, by educators Ensuring Access to the General Curriculum for All Learners is a new, FREE video-based learning series designed to ensure ALL learners have access to the general curriculum. 

Considerations for Deaf and Hard of Hearing Learners in the General Education Classroom A Free Interactive 3 part learning series

NEW: Ask Abbey: Considerations for Deaf and Hard of Hearing Learners in the General Education Classroom
October 6, 13, & 20, 4 p.m.

This interactive, three-part learning series is designed to provide practical, easy-to-use strategies to increase academic success, social interactions, and more for learners who are Deaf and Hard of Hearing in the general education environment. Join us for one or all three. Learn more and register.

A group of people meeting together at a table in a professional setting

NEW: 2021-22 Educational Identification of Students with ASD Virtual Training Series

The process to identify and serve students with autism spectrum disorder (ASD) requires a well-trained and experienced evaluation team. From creating your team to administering quality assessments to accurately interpreting findings and communicating with parents and families, it is critical to have the knowledge and skills to best support students with ASD. OCALI is pleased to host the Educational Identification of Students with ASD Training Series for the 2021-2022 school year. This introductory training series, with 10 two-hour sessions, is designed for school-based evaluation teams that want to learn about the process for educational identification of students with ASD.

Inspiring Change Podcast from OCALI with microphone logo
Inspiring Change Podcast

NEW: Inspiring Change Podcast: Episode 22
“May the Power Be With You:” The Margaret Burley Family Impact Award

Since 2016, OCALI has awarded the Margaret Burley Family Impact Award to a parent or professional who has made a significant impact on the lives of families of those with disabilities. But who is Margaret Burley? And why is her work, impact, and legacy important enough to memorialize and honor through this annual award? We discuss this with Donna Owens, OCALI’s former director of the Family and Community Outreach Center and unofficial resident historian.

Virtual Assistive Technology Vendor Fair

Virtual Assistive Technology (AT) Vendor Fair: September 29

Assistive technology (AT) are tools and supports that provide access to the curriculum and aspects of everyday life for individuals with disabilities. The AT Conference and Vendor Fair’s mission is to build capacity in the regions by providing learning opportunities about the latest assistive technology to provide to access the curriculum for individuals with disabilities. Join us for a FREE one-day virtual event where vendors will share a variety of virtual sessions showcasing state-of-the-art assistive technology and remote learning options. Experience 1:1 vendor consultations and explore from the comfort of home. Learn more and register.

Challenging Behavior: Expect Success
Challenging Behavior: Expect Success

Addressing Challenging Behavior Webinar Series

Every person is unique and has different strengths, talents, and skills. When addressing challenging behaviors for people with complex needs, it is essential to individualize the process in order to develop effective intervention plans. This 14-part webinar series is based in positive behavior intervention supports (PBIS), functional behavior assessment (FBA), and behavior intervention planning. The series explores the belief system and a systematic process essential to understanding and addressing challenging behavior. It also includes team-based strategies that focus on matching evidence-based interventions to a target behavior, after in-depth exploration of the individual’s strengths and challenges. This series is ideal for anyone supporting school-age children, adolescents, and adults. Inclusive of the components of PBIS, this training can support educational teams working with students in need of Tier 3 support.

The Journey: A free webinar series

2021-2022 Journey: Webinar Series

The transition from school to adult Life is an ongoing journey. Youth with complex and unique needs often require teams to have access to a variety of tools, resources, and people to plan and prepare for the future. This webinar series is designed for teams assisting youth with complex support needs and their families to better navigate the process of the own journey to adulthood.

OCALI Now | Issue 21 | September 2020

September is National Deaf Awareness Month

Banner image that reads September is National Deaf Awareness Month
September is National Deaf Awareness Month

At OCALI, we are grateful to be part of a community of people who are just as committed to inspiring change and promoting access for people with disabilities as we are. It’s what fuels our team and the work that we do every day.

As we celebrate Deaf Awareness Month in September, the Outreach Center for Deafness and Blindness at OCALI is proud to share several free resources, including:

Throughout September, we encourage you to explore these free resources. By sharing them, you may help others understand how they can better promote access in their schools, workplaces, and communities.

To learn more about the Outreach Center, visit https://deafandblindoutreach.org or on Facebook, Twitter, or Instagram.

Banner image that reads Did You Know...
Did you know…
  • There are over 300 signed languages? September 23 is International Day of Sign Languages. Celebrate by learning to sign your name in American Sign Language.
  • High-quality captioning provides access and information to over 30 million people who are deaf or hard of hearing, including young readers and individuals who are learning English as a second language? Be sure to use captions, and make sure they’re accurate.
  • Something as simple as taking turns can improve access? Whether you are working face-to-face or virtually, setting up rules for how and when people communicate makes things easier for everyone.

New: InspirED Virtual Learning Series

InspirED logo

As we continue to watch the COVID-19 pandemic evolve across the world, one thing we know for sure—the 2020-2021 school year will look different—for students, families, teachers, and administrators. Depending on the district, some, most, or even all instruction will be delivered online.

As an organization committed to promoting access and inspiring change for people with disabilities, OCALI and the Ohio Department of Education’s Office for Exceptional Children are partnering to support educators, education professionals, families, and others during this pandemic and in a new, remote learning environment with the creation of—InspirED Virtual Learning Series.

Our vision for this virtual learning series is to fill a need and help educators, administrators, and families find the information and resources they need to support learning and successful outcomes for their students or children during a very unique time of learning.

Initially, the learning series will consist of 15 Zoomcast sessions or recorded, facilitated conversations that are approximately 30 minutes each. Over time, additional sessions will be added to the library. All content will focus on increasing successful engagement of diverse learners in a remote/virtual instructional environment, linking users with appropriate resources and tools. Learners will have the ability to earn a professional development certificate by completing a survey at the end of each learning session.

The series will kick off with three Zoomcast sessions hosted by OCALI and Ohio Department of Education staff:

  • September 24: Accessible Educational Materials (AEM): An All-Access Pass to Success
  • September 29: Welcome to Homeroom! Tips for Creating a Learning Environment at Home
  • October 1: Supporting Positive Behavior at School and at Home: Strategies to Reduce Interfering Behaviors, Part I

What’s New at OCALI

AT Conference and Vendor Fair logo

Virtual Assistive Technology (AT) Vendor Fair: September 29

Assistive technology (AT) are tools and supports that provide access to the curriculum and aspects of everyday life for individuals with disabilities. The AT Conference and Vendor Fair’s mission is to build capacity in the regions by providing learning opportunities about the latest assistive technology to provide access to the curriculum for individuals with disabilities. Join us for a one-day virtual event where 20+ vendors will share a variety of virtual sessions showcasing state-of-the-art assistive technology and remote learning options. Experience 1:1 vendor consultations and explore from the comfort of home. Learn more and register.

OCALI and Autism Internet Modules logos
OCALI AIM Autism Internet Modules logo

New & Updated AIM Modules

New: Motor Differences in Autism Spectrum Disorder

Learn about the body systems which work together to give us motor contact and about typical motor development. This module also highlights some of the most common motor differences we see in individuals with autism.

Updated: Assessment for Identification

Quality assessment is the key to accurate diagnosis of autism spectrum disorders. Assessment is also a foundation of a strong intervention plan. This is no quality evaluation without trained and experienced team members. Learn more in this newly updated module.

The Journey: A Free Webinar Series banner

The Journey: A Free Webinar Series

To support County Boards of Developmental Disabilities in helping youth with complex needs and their families navigate the journey to and from school to adult life, the Lifespan Transitions Center at OCALI has created a free webinar series, called The Journey, designed to support topics, such as:

  • Creating structure,
  • Improving self-determination,
  • Planning for transition, and
  • Supporting literacy.

The webinars highlight different websites, videos, printable documents, and other resources. Additional webinars are planned for the following:

OCALICONLINE 2020 logo
OCALICONLINE 2020 logo

OCALICON Award Nominations Due September 30

There’s still time to submit your nominations for the Margaret Burley Family Impact and Kathe Shelby Leadership Awards! Do you know someone who has done extraordinary work to support and improve outcomes for people with autism, sensory disabilities, and/or low-incidence disabilities? Don’t let them go unnoticed! Nominations are due by September 30, and can be completed online. Learn more.

Ohio Interagency Work Group on Autism logo
Ohio Interagency Work Group on Autism logo

Webinar: Multi-system Youth with Autism — Ohio’s System Change Efforts

Friday, September 25, 2020, 11:00 AM – 12:00 PM EDT

Youth and young adults with autism frequently experience co-occurring mental and behavioral health conditions, and are increasingly served by multiple systems in Ohio. These youth are more likely to visit an emergency department for psychiatric reasons, have more outpatient and inpatient hospital visits, primary care and psychiatric visits, health care claims, and higher health care costs than youth with other disabilities, and are at greater risk of suicide.

In this month’s webinar, the Interagency Work Group on Autism (IWGA) is joined by parent, Mark Butler, and members of the DeWine administration. Panelists include:

  • LeeAnne Cornyn, Director of Children’s Initiatives, Office of the Governor
  • Sarah LaTourette, Executive Director, Ohio Family and Children First 
  • Maureen Corcoran, Director, Ohio Department of Medicaid

Join us Friday, September 25 from 11:00 AM – 12:00 PM to hear about the challenges faced by Ohio’s families and efforts to make change. Register now.

Ohio Department of Developmental Disabilities Logo
Ohio Department of Developmental Disabilities logo

Resources & Reminders from the Ohio Department of Developmental Disabilities (DODD)

DSP Recognition Week is September 13-19. We are encouraging families to share short videos showing their appreciation for their DSPs. They can tag DODD on social media or send an email to: communications.team@dodd.ohio.gov.

Virtual Transformation Summit Day 2 is September 22. Learn more and register.

Trusting the Team Process: Throughout the COVID-19 pandemic, people with developmental disabilities and their teams have been challenged to make adjustments to the routines, services, and supports that help people live and thrive in their homes and communities. In recent weeks, those discussions have become more complex as people balance the increasing opportunities as Ohio reopens with ongoing risks of COVID-19. DODD has guidance for Trusting the Team Process in making these decisions.

OCALI Now | Issue 20 | August 2020

Improving Accessibility for Remote Learning Environments

Mom assists daughter with work on laptop computer
Photo by August de Richelieu on Pexels.com

Accessibility of remote learning—it’s not something the average person thinks about. But, for Ohio’s students with disabilities, particularly for those starting the school year in hybrid or completely remote learning environments, access is front and center in everyone’s daily lives. Many educators are now tasked with providing access to educational content online through video or digital documents.

The Assistive Technology & Accessible Educational Materials (AT&AEM) Center at OCALI is committed to ensuring access for all people with disabilities. As educators, students, and families prepare to head back to school, we wanted to share a few easy tips and reminders to improve accessibility for all students—whether that be in the classroom or remotely.

Colored letters spell the word "sparkle"
Photo by Magda Ehlers on Pexels.com

Using Descriptive Language
Instruction-based videos and documents tend to have visuals that support learning. Using descriptive language in videos and providing text descriptions of images in documents is incredibly important for many students. Doing so not only increases access, but follows many best practices, such as those in Universal Design for Learning (UDL). Descriptive language and text descriptions support one of the core principles of UDL, by providing multiple means of representation. When you are able to describe information, students are able to get a stronger visual picture of what they are learning and how it is connected to the content.  Providing descriptive language, or audio description, increases access for students with blindness or visual impairments, but also supports students using text-based transcript of a video, students with poor or unstable internet that may not have high quality video or images, and students of all learning styles. To learn more about how to use descriptive language, watch OCALI’s short video.

Closed Caption label

Using Captions
Whereas audio description describes visual information, closed captions provide text of the audio or narration. Research has shown that tools, such as captions and audio description, not only increase access for students with sensory impairments, such as deafness or blindness, but also support many students, such as auditory learners, or students learning a language. Text , or captions, of the audio or narration helps reiterate the content and makes it accessible to students who are Deaf or hard of hearing, with auditory processing disorders, learning a language, or are learning in noisy environments with many environmental distractions. In order to provide captions for your students, there are many built-in captioning tools in common instructional tools, such as Microsoft PowerPoint and Google Slides. To learn about using these tools for both in person and virtual teaching, you can also check out OCALI’s short video on creating captions for online learning.

In addition to considering descriptive language and captions for teacher developed resources, it is important to use external or curricular resources that have also been made accessible. The Described and Captioned Media Program (DCMP), provides free access to thousands of accessible videos for any family or educator who has a student with a disability. Teachers can create class and student accounts, assigning videos to be watched. Videos within the DCMP library offer captions, audio descriptions, and most recently, readings of children’s books using American Sign Language. 

To get started, visit DCMP and register for an account. Through email verification, you will have access to educational videos that have closed captions and many that have audio descriptions.

Assistive Technology Internet Modules (ATIM)

Providing Accessible Digital Materials
In addition to adding accessibility to online learning, such as videos and virtual classes, consider providing documents and slide presentations in an accessible format to students. Educators may be interested in learning about accessible educational materials through our Assistive Technology Internet Modules: Reading WATI Part I and Part II. Learn more about upcoming professional development through our BEST Grant, which focuses on students with visual impairments, with one session focusing specifically on Creating Accessible Word Documents in September 2020.

#HereToHelp OCALI Presents 4 minutes at 4:00 p.m.

Using Accessibility Features in Virtual Conferencing Platforms
Many of you are familiar with Zoom, a popular video conferencing platform. In our new distance learning environment, Zoom’s use and popularity with teachers and students have skyrocketed.  Take time to discover accessibility features within the virtual meeting platform that your district has chosen and inform your students of the options available. 

To learn more about specific features in Zoom and how to use them, check out this short video.

Tips on Making the Transition from School to Remote, Home-based Learning for Learners with Complex Needs

Person works at a desk, taking notes while watching a presentation on a large computer monitor
Photo by Julia M Cameron on Pexels.com

School year 2020-2021—it’s unlike anything educators, students, and families have ever experienced. While teachers are typically setting up their classrooms, many families are wondering how to make the transition from school to home-based learning this year. There’s no question that learning will look different this year. Whether your school district is going back traditionally with new social distancing and sanitation requirements, or whether it’s a hybrid model of in-person and remote learning, or a completely remote model, educators, students, and families will experience many new ways of learning, connecting, and providing support.

Throughout the spring and summer, the Teaching Diverse Learners Center at OCALI has compiled a list of questions and answers from educators and practitioners across Ohio to address important topics for educators and families who support students with complex needs. Following are some key questions to consider for back-to-school.

How can we help a student understand that home is a place where school-like activities/learning can take place? 

Replicating a school-like environment and structure are important to helping students connect their typical perception of school and learning to now being at home for learning. Ideas on ways that families can recreate a school-like environment include:

For Educators

  • Send families photos or descriptions of each learning space in your classroom or school building where specific learning tasks take place. Offer ideas on how to recreate similar spaces within the home or yard. Label selected spaces to be matched with transition cues (pictures, objects, etc.).
  • Send home familiar tools and materials used in school.
  • Remember that some students will need sensory regulation materials. Sensory regulation is not something that only happens in a specific space or room. Some tools can act as a stimulant and others as a means of calming or focus. Be sure to pair the right sensory tools with the appropriate activities.

For Families

  • Use different rooms or areas in the home and yard for different activities. Create and use photos/symbols of each space to model transitions in time and activities throughout the day. For example, in the morning, the day begins in the bedroom, (with specific picture schedule/task analysis) then to the bathroom (with specific picture schedule/task analysis) then transition to the kitchen (with specific picture schedule/task analysis/choice board), next show and carry the picture of the desk area (with specific picture schedule/task analysis/choice board), followed by a picture of the yard/sidewalk/open space in the home to indicate recess, movement or play (with specific picture schedule/choice board), and so on.
  • Post pictures of school environments in locations within the home to indicate activities or learning that will take place in each specific location.
  • Set out tools and materials (in tubs/containers) that go with activities in designated spaces (math manipulatives at a table, art supplies at the counter, games on the coffee table, swing, balls and mini trampoline in the basement, etc.).

What types of learning can families leverage as they work and learn in the home? 

Now is the perfect time to think about teaching and learning about daily living and life skills. Identify chores or tasks that are required in the home—Are there any that the child could help with (helping with pets, preparing a meal or snack, cleaning items, picking up items, washing items, loading/putting away dishes, etc.)? Think about taking advantage of the warm weather to make the outdoors a learning lab—listening to the birds and insects, enjoying the sunshine, feeling the grass, finding natural objects, digging in the dirt, etc. Following are additional resources for educators and parents to consider:

For Educators

Resources can offer ideas for academic connections (language arts, math, social sciences and social skills) to life skills per grade-level, like life skills curriculum resources, which includes skill development in communication, consumer sciences, safety, recreation and leisure and more. Other resources to check out, include: Project WET, Discover Water, Project WILD (book and activity list, books about animals, and ideas at home for parents), Project Learning Tree, and Camp Nuhop’s online at home outdoor education modules.

For Families

Look at lists of life skills by subject area and grade-level for more ideas on how learners can assist with tasks at home.

How can families communicate new routines and changing timelines with their children, especially those who don’t understand why these changes keep happening?

  • Use or create a home calendar to communicate daily routines or schedules. Include words or symbols that indicate where learning will take place that day.
  • Schedule time on the calendar to listen to the news.
  • Schedule a morning video/phone call with the principal, bus driver, or teacher to hear from them. These can be video recorded and played back each day, if needed. 
  • Use objects, symbols, signs, and/or words to communicate with your child and to label the calendar.
  • Play a morning or wake-up song that indicates learning at home.

What digital resources can educators suggest/provide to families to replace traditional classroom materials?

Tips for teachers:

  • Morning meetings/circle time: Teachers can record morning meeting routines within PowerPoint or Google slides, and students can drag and drop symbols or words into each slide to complete the day’s schedule, weather, or date or can use paper materials to do the same.
  • Teacher read alouds: Use online videos or livestream of storytellers, have teacher audio, or video record stories and mail on flash drive or disc.
  • Manipulatives: Virtual manipulatives, using common household alternatives to count, sort, etc.
  • Field trips: Explore virtual tours, experiences, and outdoor activities around the home/community.
  • Hands-on science: Explore science videos, science TV programs, outdoor exploration, etc.
  • Interventions and therapies: Offer 1:1 conference times, teletherapy, schedule a time watch week, email an outline of task and materials needed for each week, or offer to create and send materials, as needed. 
  • Assistive technology (AT): Exchange the use of high-tech tools for low-tech access. Contact libraries or companies for loaner equipment, mail student-specific AT tools home for use. There are many types of AT that may be used by students on a daily basis.

How can we help families and students maintain emotional and physical health at home?

For Educators

  • Try to connect students with other students, if possible. 
  • Try to connect students with other staff members, if possible.
  • Check in and maintain as much or as few communications as requested by the family.
  • Offer families access to contact information that they can use in their time of need.

For Families

  • Loosen the reins on expectations. Be kind to yourself and your child by not being so rigid or strict with activities, schedules, etc. Flexibility is key.
  • Movement during daily activities are important, and scheduling twice as many breaks/recesses as usual is a good idea. Movement can be everyday tasks around the home, which also support functional skill development, such as: sweeping, dusting, yard work, laundry, dishes, cooking, taking a shower/bath, walking the dog, cleaning out animal stall or pet cage/tank, etc.
  • Don’t forget the arts. Music, dancing, singing, playing games, puppet shows, mini-plays, arts and craft, making sensory materials like playdough or glitter jars, coloring pages, movement activities, stretching, play homemade or real instruments, play piano, make mud pies, go on a nature walk and make art, baggie books or wind chimes with found objects, etc.

Increasing Financial Security and Independence through STABLE Accounts

Ohio State Treasurer - Robert Sprague
Guest Article By: Ohio Treasurer Robert Sprague

Last month, we celebrated the 30th anniversary of President George H.W. Bush’s signing of the Americans with Disabilities Act (ADA). The bill’s enactment was a defining moment for our country, and the ADA has drastically improved equality of opportunity for people with disabilities. July also marked the fifth anniversary of Ohio House Bill 155, which authorized the creation of the STABLE Account program.

Now is the time to build on the legacy of those important pieces of legislation. August is #ABLEtoSave Month, which is dedicated to increasing the awareness and usage of ABLE accounts nationwide.

Following passage of the federal Achieving a Better Life Experience (ABLE) Act, Ohio’s STABLE Account program became the nation’s first ABLE program. During this month of advocacy and outreach, I want to reiterate our commitment to growing the STABLE program and working to further establish specialized investment accounts as a mainstream financial tool.

STABLE accounts are an incredibly powerful tool for increasing financial security and greater independence for people with disabilities. Before, people living with disabilities could only save a total of $2,000 before losing their benefits. However, that’s no longer the case. Earnings on a STABLE account grow tax-free and are not subject to federal income tax, so long as they are spent on Qualified Disability Expenses. Qualified Disability Expenses include education, housing, transportation, healthcare, assistive technology, basic living expenses, and many other items.

Our team started off 2020 by venturing to every corner of the state to share the benefits of STABLE accounts. While COVID-19 required a quick pivot to virtual outreach, it didn’t slow down our efforts. Since May, we have seen a record-breaking day, a record-breaking week, and two consecutive record-breaking months, adding 839 new accounts in June alone.

We are proud to now serve nearly 18,000 STABLE account-holders who have made over $150 million in total contributions. Today, our program accounts for 25 percent of account-holders nationally – proving that Ohio leads the way in creating opportunities for people with disabilities.

Opening a STABLE account is easy – it only takes about 20 minutes and can be done from the safety and comfort of home. For more information, or to sign-up, please visit the STABLE Account website at https://www.stableaccount.com, or call our team directly at 1-800-439-1653.

The Buckeye State is fortunate to have an ever-growing advocacy network that does a tremendous job of ensuring people with disabilities have every opportunity to thrive, and I’m proud of the work our STABLE team does every day to support that goal. Together, we’re breaking down barriers to build a more inclusive state that benefits from the talents of all Ohioans.

What’s New at OCALI

OCALICONLINE 2020

Introducing … OCALICONLINE 2020!
The nation’s premier autism and disabilities conference is back! OCALICONLINE is November 11-13 – available through a laptop, tablet or smartphone near you. 

It’s everything you know and love about OCALICON, now in an online format.

Featuring over 100 world-class sessions on important topics and issues across the lifespan – plus inspiring keynotes each day. Numerous networking opportunities will be offered throughout the conference – and a chance to connect with exhibitors, too. More details and information will be announced in the coming weeks.

Welcome to the community. There’s a place for you here. Registration is now OPEN!

FREE Training: Assistive Technology Academy: Starts September 10

This multi-session, interactive and technology-based training program is designed to build foundational competencies in order to deliver Assistive Technology (AT) services to individuals with an array of disabilities and age groups. Learn more about this free training for county boards of developmental disabilities at https://ataem.org/at-special-projects-and-grants/AT

New Module: Responding to Trauma and Supporting Resilience

This module focuses on understanding trauma and how it impacts and influences children. Professionals will learn to recognize possible signs of trauma and identify practical strategies to build resilience along with connecting and engaging families with resources and supports. Explore now. https://cycsuite.org/m/210

New Podcast Episode!

Reflections on the 30th Anniversary of the ADA

July 2020 marks the 30-year anniversary of the Americans with Disabilities Act, signed into law by the first President Bush in 1990. We talk to D’Arcee Neal, Diana Mairose, and Mark Seifarth – three people from three different generations – about what the ADA means to them, what it does for them, where it misses the mark, and their recommendations going forward as the journey continues. Listen now.

OCALICON 2020: Get a Front Row Seat: We’re Going Virtual

OCALICON 2020 Featuring Inclusive Education Leadership Institute

OCALI Now – June 2020

Change, uncertainty, and flexibility.

These are all words we are very familiar with these days—quickly adapting our professional, personal, and home lives during the COVID-19 pandemic. These are also words our OCALICON team has been grappling with as we continue to plan for OCALICON 2020.

Throughout the planning process, your health and safety have remained our first priority.

In light of this and with the ever-changing federal and state-issued guidelines, we do not have complete confidence we will be able to safely gather 3,000+ people in a face-to-face environment. 

This doesn’t mean we’re canceling OCALICON. 

If you haven’t heard the news, we’re excited to announce that we are transitioning OCALICON to a completely virtual experience this year.

While there are still many details to work out, our team is excited at turning the planning upside down and thinking completely outside of the box on how to deliver a ‘best in class’ professional learning event. And, as everyone has come to expect from us, this event will no doubt include our creative, fun, and unexpected flair.

We know you will have questions.

We welcome them. We ask you to give us some time to work out the details, and we will continue to keep you informed as decisions are made. In addition to informing you by email, we will also be sharing updates on our conference website and social media platforms. 

In this time of transition, we want to hear from you. Send us an email with questions, ideas, or concerns. We value your input and your voice.  

Thank you for your patience and understanding as we navigate these changes together.