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Arizona Department of Education’s Exceptional Student Services is bringing a LETRS for Early Childhood Educators TOT Institute to Arizona.
LETRS (Language Essentials for Teachers of Reading and Spelling) for Early Childhood Educators is foundational professional development for early childhood educators helping pre-kindergarten and kindergarten children learn the early literacy and language skills shown in research to be critical for later success. This professional development will provide educators with an understanding of the foundations of language and help them gain instructional strategies to complement their teaching practices. This course of study will:
- Build a bridge between research and practice
- Cultivate knowledge about teaching literacy and language
- Provide practical strategies that work for different types of learners
- Engage teachers with real-world application
LETRS for Early Childhood Educators was created by Lucy Hart Paulson and Louisa Moats, both internationally known reading experts, teachers, and researchers on the topics of early literacy, reading, spelling, and language.
Because the Arizona Department of Education is sponsoring this LETRS for Early Childhood Educators TOT Institute to build capacity within our state, representatives from schools/charters/LEAs/regional centers who have responsibility for the professional development of Pre-K–3 teachers and/or Pre-K–3 special education teachers are encouraged to apply. The LETRS for Early Childhood Educators TOT Institute is designed primarily for certified staff developers and school leaders with experience and background in teaching and assessing reading. Enrollment in the institute is limited to 35 participants and is reserved for certified candidates who are currently responsible for staff development.
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?
- Celebrate the progress schools have made in serving a diverse student population.
- Acknowledge the commitment to schools, families, and communities in creating inclusive opportunities.
- Encourage reflection on how culture, policies, and practices in schools can promote inclusive education.
- 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.
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.
To implement OSEP’s Results Driven Accountability (RDA) vision, ESS will offer a criteria-based RDA Implementation Grant to assist districts and charters in creating professional development plans that lead to increased academic achievement for students with disabilities. This grant will provide funds to implement items needed to sustain changes in teacher practices and student gains, including team time, materials, presenters, evaluation tools, and monitoring resources. Capacity coaches will be provided to all awardees to assist the district teams in the grant implementation.
Please click here to view the recorded webinar explaining the grant application process.
The Arizona Department of Education/Exceptional Student Services Funding and Finance Unit have re-posted the 2015 IDEA Basic Entitlement allocations for Arizona public schools. The new posting is due to new calculations for district-sponsored charter schools. All other allocations remain the same. The allocation list can be accessed at http://www.azed.gov/special-education/funding/.
The 2015 IDEA application is currently being developed in the ADEConnect grants management system (GME). The ESS Funding and Finance Unit will notify grantees, via the ESS listserv and Director’s Corner, when the grant application is available. The grants management system will have information on the status of the application posted on the GME homepage as well.
Arizona Department of Education
Exceptional Student Services
Funding and Finance Unit
To keep special educators (and directors) up on alternate assessment news, our monthly newsletter, Tidbits, addresses topics of interest and important dates for pilot testing and assessments. This month’s newsletter focuses on increasing performance expectations and Results Driven Accountability. To access the newsletter, go to http://www.azed.gov/assessment/aims-a/ and click on Newsletters.
There have been many questions pertaining to how the Move on When Reading statute affects students with disabilities. ADE has provided clarification in the Monitoring Alert.
Whether you are an administrator looking for information about positive behavior supports, a teacher searching for tips on differentiated instruction, or a parent in need of a transition planning process, you will find the newly redesigned Promising Practices Website to be a comprehensive source for information. This online guide provides easy access to over 1,400 excellent resources for parents and professionals serving students with disabilities in Arizona.
The newly redesigned Promising Practices Website features:
- An increase from 315 to over 1,400 resources
- Categorized entries for easy access under the following titles:
- Related Service Providers
- Special Education Directors
- Resources that can be accessed to assist students at-risk and students with disabilities in both general and special education settings
- Information that is consistent with Arizona guidelines
The Promising Practices Website will continue to evolve and provide additional resources and strategies to assist parents and Arizona school personnel in improving results for students with disabilities. Because the Promising Practices Website will be continuously updated, make sure to check back often for new resources!
Please note the update taken from School Finance - May 29, 2013. The original post for this topic can be found here.
On October 5, 2010, President Obama signed legislation requiring the federal government to replace the term “mental retardation” with “intellectual disability” in many areas of government. This measure, known as Rosa’s Law, strips the terms “mental retardation” and “mentally retarded” from federal health, education, and labor policy. “Intellectual disability” or “individual with an intellectual disability” are being inserted in place of these outdated terms. The rights of individuals with disabilities remain the same.
ADE is in the conversion process required by this legislation. References to “mental retardation” are being changed to “intellectual disability” and the acronym “MR” is being replaced with the acronym “ID.” The current acronyms for the disability categories of MIMR, MOMR, and SMR are being changed to MIID, MOID, and SID within SAIS. Additionally, references to a “mentally retarded individual” are being changed to an “individual with an intellectual disability” in resource documents, memos, and other supporting documentation throughout ADE.
ADE’s conversion from “MR” to “ID” in SAIS will be introduced in July 2013. However, not all ADE data collection application and resource material conversions will occur immediately after June 30, 2013. The conversion process for other online applications and resource materials is expected to be finalized no later than December 2013.
SAIS business rules were created identifying the areas within SAIS to be modified to accommodate this change. The rules can be found here within the “Business Rules” section of the webpage under fiscal year “2014.”