PD OPPORTUNITY: ADE/ESS Recruitment and Retention Offers Three Webinars

The Arizona Department of Education/Exceptional Student Services is pleased to announce two upcoming webinars. We hope that you can join us for these learning opportunities.

ADE Special Education Certification Changes
This webinar will explain changes to special education certification that will be effective January 1, 2016. Reciprocity and proficiency exams will also be discussed.
Date: Friday, February 13, 2015
Time: 11:00 AM – 12:00 PM
Space is limited.
Reserve your webinar seat now at https://www3.gotomeeting.com/register/770619782.

Recruitment and Retention Strategies
During this webinar, strategies to recruit and retain special education teachers and personnel will be discussed. After discussing what the Arizona Department of Education is doing in this area, dialogue will then be opened to the field to discuss recruitment and retention strategies used in Local Education Agencies (LEAs) throughout Arizona.
Date: Monday, March 2, 2015
Time: 11:00 AM – 12:00 PM
Space is limited.
Reserve your webinar seat now at https://www3.gotomeeting.com/register/982456182.



Special Education Rule Committee 12/2/14 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 December 2, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the December 2 meeting.



The Special Edition Newsletter

The Exceptional Student Services team is honored to introduce the inaugural issue of the Special Edition. The Special Edition is our quarterly newsletter to share information on relevant topics and communicate upcoming events. We hope you enjoy our first edition. Please let us know if you would like a topic addressed in upcoming issues (http://ess.fluidsurveys.com/s/special-edition-1-1/). Look for the second edition in March 2015. Enjoy!

specialed1.1



National Inclusive Schools Week

Save the Date Inclusive Schools


Letter from Angela Denning
Submit your school’s inclusive activities
National Inclusion Week Flyer


What is Inclusive Schools Week?

Inclusive Schools Week is an annual international event designed to acknowledge the hard work and commitment of teachers, administrators, students, and parents in making their schools more inclusive, thereby significantly contributing to the development of a more accepting society.

What are the goals of Inclusive Schools Week?

  1. Celebrate the progress schools have made in serving a diverse student population.
  2. Acknowledge the commitment to schools, families, and communities in creating inclusive opportunities.
  3. Encourage reflection on how culture, policies, and practices in schools can promote inclusive education.
  4. Promote action to increase the capacity of schools and communities to meet the needs of all learners.

Why is Inclusive Schools Week important?

Inclusive Schools Week increases the dialogue on the importance of building inclusive schools and communities, where ALL students have full access to educational opportunities.

Theme: Inclusive Education: One School Community

As the diversity of learners within our classrooms continues to grow, the need to structure curricula, lessons, and activities that not only meet the needs of all students but also celebrate the diversity among those learners becomes critical. The resources we have will encourage and inspire movement toward a more inclusive community.

Plan:

To assist you in planning for the week, we have categorized the activities into three groups: (1) for classrooms; (2) for schools; (3) for communities. Within these categories, there are three levels of implementation:

1) Activities that promote awareness: These activities help create an awareness of the benefits of inclusive education.
2) Activities that build knowledge and skills: These activities reflect the importance of taking action.
3) Activities that influence the system: By changing policies, procedures, and culture in our schools, it is more likely that positive advances in inclusive education will become an integral part of the community framework.

There are also self-assessments, planning guides, group activities, ideas, and resources aimed at helping schools get organized and motivated. You can access further information at the following web link: www.inclusiveschools.org.


OCR Issues Guidance on Same-Sex Classes

The Office for Civil Rights (OCR) issued guidance that applies only to single-sex classrooms and not to single-sex schools, which are covered under different guidance. The link to the press release: http://www.ed.gov/news/press-releases/education-department-clarifies-requirements-offering-single-sex-classes. The link to the guidance document: http://www2.ed.gov/about/offices/list/ocr/docs/faqs-title-ix-single-sex-201412.pdf.



State Summative Assessments

The Education Commission of the States published 50 Ways to Test: A look at state summative assessments in 2014-15, which provides an overview of the two testing consortia and federal testing requirements. The report also includes a comprehensive table with a breakdown of the state summative assessments being administered in grades 3–12 in all 50 states during 2014–15.



Special Education Rule Committee 11/14/14 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 November 14, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the November 14 meeting.



Talk with ADE and SEAA Meetings — Friday, November 21

SEAA MEETING AND TALK WITH ADE

November 21, 2014
SEAA Meeting, 8:30 AM – 9:30 AM
Talk with ADE Meeting, 9:45 AM – 11:00 AM

There are two ways to attend the Talk with ADE (attached agenda) and SEAA meetings. You can attend the meetings in person or join the meetings via webinar.

If you are attending the meetings in person:

The physical meetings will be held at
Arizona Department of Education
3300 North Central Avenue, Phoenix
16th floor, room 101

Parking:
See the attachment for parking information. Remember to bring your parking ticket stub to the meetings to have it validated.

If you are joining the meetings via webinar
The meetings also will be available by webinar, which allows for remote participation using your computer and telephone (or only the telephone). Read the instructions below to participate remotely. Note that advance registration is required.

Register for Talk with ADE and SEAA meetings on Friday, November 21, 2014, 8:30 AM – 11:00 AM MST at:

https://student.gototraining.com/r/3821903880265737728

After registering, you will receive a confirmation email containing information and directions on how to join the meetings. Space is limited.



Guidance on Communication Rights of Students Issued

To enable students with hearing, vision, or speech disabilities to participate fully in public schools, their communication needs must be addressed. In a joint letter to educators, the Office for Civil Rights, the Office of Special Education and Rehabilitative Services, and the Department of Justice’s Civil Rights Division emphasize the rights of public school students with communication needs. The two-page letter to educators (available in Spanish) explains the concerns related to IDEA, ADA (Title II), and Section 504 and contains a brief description of what each law requires in a Frequently Asked Questions document.

In some cases, in order to comply with Title II requirements (effective communication), a school may have to provide a student with auxiliary aids or services that are not required under IDEA. In other cases, the communication services provided under the IDEA will meet the requirements of both laws for an individual student. Public schools must apply both the IDEA analysis and the Title II effective communication analysis in determining how to meet the communication needs of an IDEA‐eligible student with a hearing, vision, or speech disability.



Using Student Achievement Data to Support Instructional Decision-Making

Utilizing materials from the What Works Clearinghouse, and other evidence-based sources, participants will:

  • Learn the basics of student achievement data—what it is, where to find it, what to do with it
  • Practice working together to analyze student achievement data and make instructional decisions, using a research-based process
  • Assess their school’s current process for using data to improve instruction, using a comprehensive planning template
  • Explore strategies for improving outcomes for students with disabilities, English language learners, and other students whose achievement falls short

Using student achievement data to support instructional decision-making is a collaborative process. Therefore, participants are encouraged to register in teams, either already-formed data teams or simply multiple participants from the same school. A portion of this workshop will be dedicated to planning and working in school teams, but individuals who attend on their own will benefit as well.

Participants should plan to bring laptops and as many sources of student achievement data as possible. Web-based sources are preferred. Data sets in electronic or hard copy form also can be used.

Participants, please click on this link to download the PowerPoint presentation, Comprehensive Planning Template for Schools, Planning for Student Self-Assessment, and Guiding Questions for District, School, and Instructional Data Teams.  Here is the link to the original Using Student Achievement Data to Support Instructional Decision-Making PowerPoint.

Presenters: WestEd’s Center for Prevention & Early Intervention Elementary

November 5–6, 2014
Sheraton Crescent Hotel
2620 West Dunlap Avenue
Phoenix, AZ 85021

Breakfast and lunch provided each day for both sessions.

Registration Fee: $230 covers the two-day attendance.

Make payment payable to Arizona Department of Education.
Mail to:
Arizona Department of Education
Attn: Abby Sanchez
1535 W. Jefferson, Bin #24
Phoenix, Arizona 85007

For questions regarding registration, please contact:
Abby Sanchez
Phone: 602-364-3026
Email: abby.sanchez@azed.gov

Who Should Attend: Principals, Teachers, School Psychologists, etc.
Contact: Linda Mosteller @ 602-542-4469


Materials from this training session can be downloaded below.
UDL Questions

Using Student Achievement Data to Support Instructional Decision Making IES Practice Guide

Using Student Achievement Data to Support Instructional Decision Making Visual Diagram

Using Student Achievement Data to Support Instructional Decision Making

1.1.1_HANDOUT The Regional Aliances’s top 10 Ways

1.2.1_HANDOUT Excerpt from Setting Our Sights

1.12.1_HANDOUT Getting Started with Data

1.12.2_HANDOUT School Data Inventory-Purpose

1.12.3_HANDOUT School Data Inventory

1.12.4 HANDOUT Strategy for Focusing your Data Inventory

1.12.5_HANDOUT Analyzing the Results of Your Data Inventory

2.1.1 handout_Analyzing Student Achievement Results

2.1.1_Template Format for Data Page

2.1.2_HANDOUT Sample Data Pages with Findings

2.1.3_HANDOUTGuidelines for Writing Statements of Results and Findings

2.1.4_HANDOUT Guide for Describing Meaningful Differences in Overall Achievement Test Results

Assessing your Supports

California’s MTSS

Checklist for carrying out recommendations

Crosswalk UDL and Marzano

Diff_Inst_UnivDesign for Learning Template

Self-Assessment – Can You Complete the Cycle of Instructional Improvement

UDL Qs fill in form