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.
The Office of Disability Employment Policy (ODEP) is studying how various states are implementing the use of individualized learning plans (ILPs) for high school students. Arizona initiated its version of the ILP, the Education and Career Action Plan or ECAP, in 2008. To read the ODEP brief, go to Individualized Learning Plans Across the U.S. and to view the accompanying map, go to Interactive Policy Map. To learn more about ILPs, you may also want to download some of NCWD/Youth’s resources: Individualized Learning Plan Fact Sheet; Promoting Quality Individualized Learning Plans: A “How to Guide” Focused on the High School Years; and Using Individualized Learning Plans to Produce College and Career Ready High School Graduates. Others of its resources are also available at Using Individualized Learning Plans to Produce College and Career Ready High School Graduates.
The National Center for Education Statistics (NCES) has released a new document that summarizes developments and discusses trends in education using the latest available data. The Condition of Education 2014 presents a 42-indicator progress report on education in America. It includes the demographics of schools, resources for schooling, and outcomes of education. Good news such as having almost two-thirds of three- to five-year olds in preschool is contrasted with the knowledge that one in five school-aged children lives in poverty, which is an increase from one in seven in 2000. To view the document, go to http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014083.
The Arizona Department of Education/Exceptional Student Services seeks your input on our redesign of the Parent Involvement Survey.
IDEA requires states to measure and report the percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. With the new cycle of the State Performance Plan and Annual Performance Report, Arizona is taking advantage of the opportunity to improve the quality and relevance of our Parent Survey.
Please use the link below to prioritize the 11 questions in order of importance when considering the facilitation of parent involvement. Questions ranked with the most priority will be included in the new survey.
Thank you for your assistance.
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 May 12, 2014, Rule Making Communique for more information about the Committee, the Core Team membership, and the May 12 meeting.
What does it take to give children the best start in life? We all know that the first years of a child’s life are the most formative and that learning and achievement gaps start long before kindergarten, but what can we do to enhance those precious few years? A new guide for state policy is a blueprint for developing early support systems that are better coordinated. It includes information on pre- and post-natal support, child care, early educational systems, and cohesive early support systems. Click here to download this new policy guide!
This guidance document categorizes and compares current best practices in the use of seclusion and restraint from the United States Department of Education, the Council for Exceptional Children, and the Arizona Task Force on Best Practices in Special Education and Behavior Management. A list of references is provided at the end of the document.
A new option for summer reading began this April, and Arizona children as young as three will be able to access this free digital library through September 30, 2014. Thousands of books are available through the Internet, and there is even a free downloadable app available that will allow a reader to access as many as 20 books to read offline anytime. For the hesitant reader, there is the option for audio support with text highlighting and an embedded dictionary that gives help with pronunciation and definitions. The summer reading program is a project of Read On Arizona. To send your students home this summer ready to read, send home the instructions for accessing this service. Read on Arizona!
Click on the images below to download the flyers.
If your school has an interest in juvenile justice and school safety, you might be interested in applying for the 2014 National Institute of Justice (NIJ) grant entitled Developing Knowledge About What Works to Make Schools Safe. The funding is for schools to learn more about how personnel programs and activities contribute to their school safety. An example is hiring resource officers and mental health service providers to increase school safety. Applications are due on July 10, 2014. See the link above for more information.