Meeting Indicator 13 Transition Requirements Using Interagency Collaboration for Students with Intellectual Disabilities

This is a co-presented session by the Arizona Department of Education, Exceptional Student Services and the Arizona Department of Economic Security, Division of Developmental Disabilities designed specifically for developing and implementing IEPs that include transition planning for students with intellectual disabilities. The session will include a review of the required transition components for Indicator 13 and examples of age-appropriate transition assessments, goals and activities specific to this population. There is a strong focus on career options for this population using interagency collaboration.

April 2, 2014
1:30 p.m. – 3:30 p.m.

ACCEL
Multi-Purpose Room
10251 N. 35th Ave.
Phoenix, AZ 85051

Register for this event here.

Visit the Secondary Transition page.

Please contact Jeannette Zemeida if you have questions about this program.



Mentoring New Special Education Teachers: Theory and Best Practices

During this Webinar, participants will learn research and best practices for effective mentoring of special education teachers who are in their first or second year of practice. Local Education Agencies will also join this Webinar to discuss their current mentoring programs.

Title: Mentoring New Special Education Teachers: Theory and best practices
Date: Thursday, March 27, 2014
Time: 3:30 PM – 5:00 PM MST

Space is limited.
Reserve your Webinar seat now at:
https://www3.gotomeeting.com/register/702165326



Special Education Rule Committee 3/17/14 Communique

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 March 17, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the March 17 meeting.

 



Special Education Rule Committee Communique

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 March 7, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the March 7 meeting. Also attached is the flowchart the Committee uses for the decision-making process and the crosswalk between Arizona rules and Federal regulations.



The Nuts and Bolts of Co-Teaching Webinar

What is co-teaching? Attend this webinar to learn the main elements of co-teaching including delivery options available to implement co-teaching. Further discussion points include: the importance of co-planning and compatibility; administrative support, and professional development.

Event: click here for the webinar link
Date: Thursday, March 6, 2014
Time: 3:30 PM – 4:30 PM MST
Cost: Free



Surrogate Parent Training

Tuesday, March 4
9:00 a.m. – 11:30 a.m.

OR

1:30 p.m. – 4:00 p.m.

Pima County Juvenile Court
Training Center
2225 E. Ajo Way
Tucson, AZ  85713

What is a surrogate parent and why does a student need one?

A surrogate parent represents the rights of a student who is currently receiving special education, or is being considered for special education eligibility, when no other adult is available or has the legal authority.

How many children does the program serve?

The surrogate parent program currently serves over 200 students across the State with new applications received every month. These students need adult volunteers to represent them as special education decisions are made.

How can I become a surrogate parent volunteer?

Volunteers must attend a workshop on the Surrogate Parent Program and complete a state and federal background clearance check. The workshop will teach volunteers about the special education process in Arizona. Volunteers must submit fingerprints to the Arizona Department of Public Safety and be issued a fingerprint clearance card in order to serve as a surrogate parent. Volunteers may be reimbursed up to $65 for the cost of the fingerprint clearance card.

Where can I get more information about the surrogate parent program?

Email:  surrogateparents@azed.gov
Telephone:  602-364-3984
Web:  www.azed.gov/special-education/special-projects/surrogate-parents/
Candice Trainor, Surrogate Parent Program Coordinator

To register for this training, please visit this link: http://goo.gl/9uLzGf

Surrogate Parent Volunteer Training flyer



October 1st Census Timelines

Friday, February 28, 2014:

All special education census data is due in SAIS by 5:00 p.m. The final SPED07 report will be based on the data in SAIS as of 5:00 p.m. on this date.

May 9, 2014

PEAs whose final counts do not reconcile will be notified and asked to complete the non-reconciliation portion of the census process by close of business on May 9, 2014.

For questions regarding Census Verification, please contact ESSDataMgmt@azed.gov.



Kagan Dynamic Trainer Workshop

Why has Laurie Kagan’s Dynamic Trainer course become among the most popular courses ever offered by Kagan? Educational and business trainers rave about this fresh, dynamic approach to training adults. Must-know training concepts and techniques are interwoven with Kagan Structures to create unforgettable trainings every time. Come expecting to be physically engaged and mentally stimulated throughout this high-powered session. Regardless of what you train, this institute will empower you to create dynamic presentations based on multiple intelligences, brain compatible learning, and cooperative learning. Participants will have more fun, learn more, and remember more of what you have to share. If you are a skilled trainer, come sharpen your skills. If you are an aspiring trainer, come learn the tricks of the trade.

Presenter: Laurie Kagan

Event date: February 26, 2014

Event location:

Desert Willow Conference Center
4340 East Cotton Center Boulevard
Phoenix, AZ 85040

Event time: 8:30 AM – 3:45 PM

Registration and breakfast: 8:00 AM

Cost: $249.00 per person (includes breakfast and lunch)

Included in the registration fee is a one-day follow-up presented by ADE personnel:

For ADE Staff Only – one-day follow-up presentation

April 21, 2014
8:30 AM – 3:45 PM
3300 North Central Avenue, Phoenix, AZ 85012
16th Floor, Rooms 100-101

For School Staff Only – one-day follow-up presentation

May 1, 2014
8:30 AM – 3:45 PM
Disability Empowerment Center
5025 East Washington Street, Phoenix, AZ 85034

Register at:

http://www.ade.az.gov/onlineregistration/EventLocationSelection.asp?EventID=3377

Contact Linda Mosteller at linda.mosteller@azed.gov if there are questions.



PARCC Will Make K–12 Assessments Accessible to Blind Students by Spring 2014 Field Tests

A settlement has been reached between the National Federation of the Blind, its affiliates, the parents of a blind high school student in New Jersey, and PARCC, Inc. (a nonprofit corporation established in 2013 by the Partnership for Assessment of Readiness for College and Careers). The settlement resolves the suit filed in late January by the student’s parents because the assessment tests that would be field tested at the student’s high school (and other schools) this spring were not accessible to students who were blind. Under the terms of the settlement, PARCC will make its practice tests accessible to blind students by the time of the field tests this spring 2014, by using Braille files (for embossing in hard-copy Braille) or by electronic access methods (such as refreshable Braille displays and text-to-speech screen reader software). Read the terms of the agreement in a suit filed in late January.



Seclusion and Restraint Report Precedes Introduction of New Legislation

Before proposing new legislation related to the use of seclusion and restraint, the Senate Health, Education, Labor, and Pensions Committee has released a new report on their use in schools. While federal regulations govern the use of seclusion and restraint elsewhere (hospitals, psychiatric facilities, nursing homes, etc.), there is no such regulation in schools. The report points out that using these practices in schools provides no educational benefits and proposes discontinuing seclusion and limiting the use of restraints to emergency situations only. (The term seclusion does not include the use of timeout as a calming technique that is monitored and provided in an unlocked setting.) Read the report to learn of other proposals for the legislation here.