The Department of Education (ED) has recently posted a new press release about the announced teacher equity initiative. The initiative is aimed at helping states and school districts support great educators for the students who need them most–low-income students in high-need schools. To read the press release, go to http://www.ed.gov/news/press-releases/new-initiative-provide-all-students-access-great-educators. To read the letter addressed to the chief state school officers, click here.
The Centers for Medicare & Medicaid Services recently released a new informational bulletin on services that are available to children with autism spectrum disorder (ASD) under the Medicaid program. The five-page informational bulletin can be accessed at http://www.medicaid.gov/Federal-Policy-Guidance/Downloads/CIB-07-07-14.pdf
SELECT courses are available online for special education teachers, general education teachers, administrators, and paraprofessionals to meet re-certification requirements or to provide professional growth for anyone working with students with disabilities. Classes can be taken for university credit or free for professional development hours. Please share the attached information with your special education staff and school administrators.
All SELECT classes are taught online and are three (3) credit hours or forty-five (45) contact hours. SELECT classes are graduate level – students should contact SELECT for a syllabus to plan ahead to meet the work load.
Click on this link for a list of courses offered this fall.
For more information:
Middle school is a critical period for students facing reading difficulties. It is in grades six through eight that struggling readers may fall seriously behind their peers, jeopardizing their chances for success in high school and beyond. Yet, despite the importance of their task, middle school teachers are often forced to use reading curricula that are outdated, impractical, or simply do not work.
During this three-day conference, Dr. Anita Archer will help participants master the most current research-validated strategies for increasing fluency, vocabulary, comprehension, and decoding skills.
Dr. Archer serves as an educational consultant to school districts on effective reading and writing instruction, classroom management, and design of effective literacy programs. She is nationally known for her work on instructional procedures and design and is the recipient of eight Outstanding Educator awards. In addition, Dr. Archer has taught at San Diego State University, the University of Washington, and the University of Oregon.
July 7–9, 2014
8:30 a.m.–4:15 p.m.
Sheraton Phoenix Airport Tempe
1600 South 52nd Street
Tempe, AZ 85281
Register for this conference at the ADE Events Registration page.
For more information about either conference, contact Linda Mosteller at Linda.Mosteller@azed.gov.
Materials for this conference can be downloaded below:
- Scaffolding Comprehension of Informational Text
- Observation: Delivery of Instruction
- Engagement in Intermediate and Secondary Classes
- Strategic Instruction for Building Fluency
- Improving Academic Vocabulary
- Writing Instruction: Examples
- Scaffolding Writing Instruction for Student Success
- Effective Instruction for Adolescent Struggling Readers: A Practice Brief
- Struggling Readers Institute — Big Picture
- Short Writing Often — Not Just Long Writing Seldom
- Writing Frames
- Fluency — Handwriting and Typing
- Graphic Organizers – Template
- Graphic Organizers – Example
- Vocabulary Logs
- Word Study: Struggling Older Students
Arizona Department of Education’s Exceptional Student Services is bringing a LETRS Institute to Arizona.
In support of A.R.S. 15-701 (Move On When Reading) and Arizona’s Common Core ELA standards, the Arizona Department of Education is extending a professional development opportunity for schools to improve teaching of reading. This professional development opportunity is consistent with ADE’s commitment to build capacity at the local, regional, and state levels.
ADE’s Exceptional Student Services section is providing LETRS training in Arizona. The LETRS (Language Essentials for Teachers of Reading and Spelling) course content is strongly aligned to the Arizona Common Core Standards in these areas: Foundational Skills (K–5), Reading Standards for Literature and Informational Text (K–5), and Language Standards (K–5). The LETRS content is designed as a course of study that connects research to practice using accessible language and interactive exercises. LETRS training provides excellent information for K–5 teachers and special education teachers, K–12.
LETRS was created by Dr. Louisa Moats, internationally known reading expert, teacher, psychologist, and researcher on the topics of reading, spelling, language, and teacher preparation.
Exceptional Student Services is offering two options for a participant to complete LETRS training:
Option 1: Participant will complete LETRS modules 1–9 and be able to use the content in his or her classroom and in collaboration with colleagues (dates and locations are listed on the Calendar of Events on the ADE website). The cost per participant is $1,399.00. For those choosing Option 1, please register for LETRS training via the Calendar of Events on the ADE website by October 1, 2014.
Option 2: Participant will complete the LETRS modules, the Training of Trainers (TOT) modules, and LETRS coaching (dates and locations are on the Training Information page of the attached application). Upon completion of the course requirements, the state certified LETRS trainer would then be available to train teachers in the district and region. LEAs will be eligible for a grant to cover the training registration fees, LETRS materials, and travel expenses for participants that work with students with disabilities or work with teachers of students with disabilities. For those requesting to participate in Option 2, please submit the application by September 12, 2014.
Because LETRS training is an intense course focused on literacy knowledge and skills, it is suggested that a participant seeking to attend the training of trainers (TOT) has background knowledge in reading instruction. We suggest that a school or district send a master special or general educator, reading interventionist, or a reading coach with a strong background in reading to participate in this training.
If you have any questions or need additional information, please contact Sandra Laine at Sandra.Laine@azed.gov or call (602) 542-3962.
DATA MANAGEMENT ALERT
FY 2014 Annual Special Education Data Collection Status Update
The Annual Special Education Data Collection consists of the following sections: Exit, Discipline, Personnel, Teacher Attrition Rate Survey, Preschool Transition (if applicable), Parentally Placed Private School Students (if applicable), and Secure Care Survey (if applicable).
Please see attached alert for detailed information.
All PEAs are required to complete the Annual Special Education Data Collection requirement each year. Currently, 66% of PEAs have not yet begun data entry for this data collection requirement. The due date for this requirement is 6 weeks away. Please see timeline below for specific dates.
OSEP requires the Annual Special Education Data Collection information in order for Arizona to receive Part B IDEA funding. Therefore, failure to promptly submit your PEA’s data may cause an interruption of your federal funds and may also impact your PEA Determination.
|Monday, April 28, 2014||ESS Annual Data online application opened|
|Tuesday, July 8, 2014 @ 5:00 PM||Deadline for submitting discipline data to Az SAFE|
|Monday, August 4, 2014||Final Submit process begins within the ESS Annual Data online application; manual corrections to special education discipline data can be made|
|Friday, August 15, 2014||Deadline for completing the Final Submit process and making any manual corrections to SPED discipline data; signature form due to ESS Data Management|
Discipline Data Extract from Az SAFE
All SPED discipline data must be submitted to Az SAFE by 5:00 PM on Tuesday, July 8, 2014. This data will be finalized prior to August 4, in preparation for the final submission process (see additional information below). The discipline report within the ESS Annual Data application is pre-populated with Az SAFE data. Please take this opportunity to review these reports and submit any necessary corrections via Az SAFE by the abovementioned deadline.
Exit Data Extract from SAIS
All SPED exit data should have been submitted by June 30, 2014. This data will be finalized after the FY14 Statewide Recalculation scheduled for July 16, 2014. We have been and will continue to work with PEAs that have outstanding integrity errors related to their exit data to get these corrections manually entered for inclusion in the Exit report.
ASDB Student Reporting
As the district of residence (DOR), PEAs that voucher preschool students to ASDB are responsible for reporting preschool transition data for their students. The home district receives the referral from AzEIP and is ultimately responsible for the IEPs of its students.
As in the past, ASDB will continue to report its personnel by FTE, respond to the Teacher Attrition Rate Survey, and report discipline (via Az SAFE) and exit data (via SAIS) for students to be extracted and reported out in the application.
The final submission process will commence on Monday, August 4, 2014, and signature forms are due to ADE/ESS by Friday, August 15, 2014. During this time period, PEAs will have the opportunity to complete any outstanding agency reports, review exit and discipline reports, proceed with the final submission process (which will allow PEAs to confirm the accuracy of their discipline report and elect to do manual corrections to discipline data if necessary), and submit the required signature form.
If you have any questions, please direct them to ESS Data Management at ESSDataMgmt@azed.gov.
General questions regarding Az SAFE can be directed to Barb Michlin, Az SAFE Coordinator in the School Safety and Prevention office at 602.364.2092 or firstname.lastname@example.org.
The Special Education Rule Committee’s purpose is to examine Arizona Special Education State Board 401 rules, to propose rules that are clear, instructive, and aligned to the IDEA, and to provide guidance for implementation. Please read the Rule Making Communique, June 23-24 for more information about the Committee, the Core Team membership, and the meetings held June 23rd and June 24th.
The Special Education Rule Committee’s purpose is to examine Arizona Special Education State Board 401 rules, to propose rules that are clear, instructive, and aligned to the IDEA, and to provide guidance for implementation. Please read the June 9, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the June 9 meeting.
The National Collaborative on Children’s Brain Injury (NCCBI) has written a white paper geared toward developing supports for brain injured students (published in the Journal of Head Trauma Rehabilitation). Written to improve outcomes for students with brain injuries in school systems, it discusses assessment practices, communication with medical professionals, progress tracking, and professional development. For more on this, see the article in http://journals.lww.com/headtraumarehab/Fulltext/2014/05000/Building_Statewide_Infrastructure_for_Effective.5.aspx.
The National Association of State Boards of Education (NASBE) has released a new resource to “demystify” public education for those outside the educational realm. Directed to government officials, policymakers, community members, and business leaders, the revised resource, How Schools Work and How to Work with Schools, is for anyone who is interested in improving the health, safety, and well-being of students and ensuring they are successful in school. The resource is available for reading or for download at http://www.nasbe.org/wp-content/uploads/NASBE-HSW-FINAL.pdf.