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Announcements |
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Math Module Webinar on April 25th! Please join us online on April 25th at 2:00 pm EST for “Strategies for Accessing Algebraic Concepts K-8.” Presenters Dr. Monya Ruffin and Anthea Medyn of the Access Center will present this module, which will provide participants with an overview of NCTM standards and the challenges students with disabilities have in learning algebraic concepts. This FREE webinar will highlight various research-based learning and instructional strategies that can be used to help students, including students with disabilities, access algebraic concepts at the K-8 levels. Opportunities for interaction and hands-on experiences are incorporated throughout the presentation. |
TA Highlights |
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Access Center staff traveled to Vermont in March to continue work with two districts, Addison Northeast Supervisory Union (ANESU) and Westminster Schools. In ANESU, the Access Center conducted a final TA visit, collecting video taped interviews with teachers about their experiences with differentiated instruction. In Westminster, Access Center staff, along with staff from the Vermont Department of Education, met with school administrators and teachers to assist in creating a plan for future work in the district related to collaboration. The Access Center will serve in a consulting manner, when needed, over the summer of 2007, to assist with this work.
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Resources |
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The Regional Resource and Federal Centers (RRFC Network) recently updated their TA Matrix site: http://matrix.rrfcnetwork.org. You can use this resource to find out what other states and districts are doing with TA around the nation. Timing and Duration of Student Participation in Special Education in the Primary Grades
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News & Policy |
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New Regulations for Assessing Students with Disabilities Now Available Under new regulations released by the U.S. Department of Education, states may develop modified academic achievement standards based on grade-level content, and alternate assessments based on those standards, for students with disabilities who are capable of achieving high standards but may not reach grade level in the same timeframe as their peers. States may count proficient and advanced test scores on these alternate assessments for up to 2.0 percent of all students assessed when calculating adequate yearly progress (AYP) under NCLB. These regulations build on the flexibility provided for students with the most significant cognitive disabilities, which allows states to count up to 1.0 percent of proficient and advanced assessment scores based on alternate achievement standards toward AYP calculation. More information is available on the Education Department’s website at: http://www.ed.gov/news/pressreleases/2007/04/04042007.html. The U.S. Department of Education's Office of Special Education Programs (OSEP) has published a series of Q&A documents from their recent regional implementation meetings on the IDEA 2004 regulations. These are available on the IDEA 2004 Web site at http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C |
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs. Cooperative Agreement #H326K020003
