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Updates on Dyslexia and Resource Guide
As required by the “Say Dyslexia” bill (Public Chapter 1058 of the Acts of 2016), a dyslexia advisory council has been convened to advise the department on matters related to dyslexia. After two quarterly meetings, a draft document has been developed to provide guidance to LEAs relative to implementation of the dyslexia bill. At this time, the department is requesting feedback on this draft document (here). Please use the link here to provide feedback on each section by March 23.
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IDEA Part B Application for Federal Funds: Notice of Public Comment
The Tennessee IDEA Part B Application for Federal Funds (fiscal year July 1, 2017–June 30, 2018) will be posted for 60 days, March 10 through May 10. Public comments will be accepted during the first 30 days, March 10 through April 10. You will find the application here.
Comments may be submitted to Allison Davey via email, fax, or posted mail at:
Tennessee Department of Education
Division of Special Populations
Attn: Allison Davey
Andrew Johnson Tower, 11th Floor
710 James Robertson Parkway
Nashville, TN 37243
Allison.Davey@tn.gov
Fax: (615) 532-9412
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High School Math Course of Study for Students with Disabilities
When developing the high school course of study for a student with a disability, IEP teams must determine the most appropriate high school math option. Current high school math policy states that students must complete four credits in math and must be enrolled in a math course each year. Please review this guidance (here) to ensure that IEP teams make appropriate decisions for the placement of students in high school math courses. Please contact Blake.Shearer@tn.gov with any questions.
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Transition Tennessee: Blueprint for Student Success
The department is pleased to announce a one of a kind resource designed to support teachers in building a bridge to postsecondary readiness. Transition Tennessee is an online professional development and resource site developed by and for Tennessee educators aimed at preparing students with disabilities for life after high school. Through a partnership with TennesseeWorks, local education agencies, and postsecondary agency providers, the transition blueprint allows users to access on-demand transition related professional development, age-appropriate transition assessments, partnership information, and much more.
The site is free and only requires a quick registration to set up your account and access the following courses:
- Guiding Principles
- Age-Appropriate Transition Assessments
- High-Quality Transition Planning
- Pathways to Employment
- Supports and Partnerships
If you have ever wished for a resource to assist in the transition planning process, the answers are at your fingertips! For feedback or questions, please contact Blake.Shearer@tn.gov or use the "contact us" section on Transition Tennessee.
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Application to Participate in Gifted Programming Consortium
The department is pleased to offer an opportunity for districts to participate in a consortium during the 2017-18 school year to learn and share best practices related to gifted programming. The gifted programming consortium is for districts who have a desire to improve their programming for gifted and advanced learners. This consortium is designed to provide districts guidance, training, and technical assistance as well as opportunities to share best practices related to identifying and meeting the needs of gifted and advanced learners during all hours of the school day. Participation in the consortium will be determined through a competitive application process which can be accessed here. If you have any questions, please contact Nancy Williams at Nancy.E.Williams@tn.gov. The deadline for application is March 24.
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NASP Find-a-Mentor Program
The National Association of School Psychology’s (NASP) Find-a-Mentor program is now live. The Find-a-Mentor program was developed as part of NASP’s continued commitment to providing support at all levels of professional growth and development for school psychologists. This program helps connect professionals interested in providing mentorship or professional support with those who seek such support. Participating in mentorship or professional support (either as a mentor or mentee) qualifies for continuing professional development for NCSP renewals (Category F). However, this does not qualify as NASP-approved continuing professional development. Further information can be found here.
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LEAD 2017 Conference Call for Proposals
The LEAD Conference will take place Oct. 15-17 at Music City Center in Nashville. The theme this year is LEADing the New Normal.
The goal for LEAD 2017 is to offer peer-led sessions that highlight districts and/or schools with an exemplary kindergarten-to-job commitment. Featured schools and districts will embrace the strategic plan, support strong instructional practices aligned to standards and assessments, and move their students from kindergarten to postsecondary success. Focus strands include Standards Professional Development, High School Pathways, Effective Literacy, Middle School: the Bridge to Success, and Educator Effectiveness.
The Call for Proposals is now open. To complete the Call for Proposals form, please click here. For additional information, please click here.
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Training Opportunities for Safe and Supportive Schools
Restorative practices have been proven effective in reducing misbehavior, bullying, violence, and crime among students while improving overall climate for learning. In collaboration with STARS Nashville, the department will provide the following free training opportunities:
- Introduction to Restorative Practices training will cover the basics of restorative practices and how one can use classroom circles as a restorative practice. For details and registration information, click here. Space is limited and registration is due by April 28.
- Restorative Justice Conferencing training administrators will learn how to facilitate restorative conferences. For details and registration information, click here. Space is limited and registration is due by May 12.
- Family Engagement and Empowerment training will teach participants strategies to engage and empower families to develop solutions to their own problems. For details and registration information, click here. Space is limited and registration is due by May 12.
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Integrated Leadership Course Session Three: Leadership Standards Training
The department is pleased to announce the third course of the Integrated Leadership Course (ILC) series for the 2016-17 school year. This session will have both elementary and secondary offerings in each CORE region across the state during the weeks of March 27 and April 3. Both courses will focus on the new English language arts and mathematics standards revisions and supporting leader practices. Participants may earn TASL credit.
You can view a list of offerings here. Registration for this course of the 2016-17 ILC will open tomorrow at 9:30 a.m. CST. Click here to register no later than March 17.
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TRIAD Early Childhood Para-educator Workshop
Please see the attached flyer for upcoming TRIAD Early Childhood Para-Educator workshops. The flyer and the workshop registration link (here) may be shared with paraprofessionals who are interested in attending the training. You may contact me with any questions at Gary.X.Smith@tn.gov.
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2016-17 TRIAD Professional Development and Training Opportunities
Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders (TRIAD), in partnership with the Tennessee Department of Education have a full list of professional development opportunities for the 2016-2017 academic school year. These professional development opportunities are designed for LEA personnel who work with students with autism and other disabilities in early childhood settings through high school. We have both live and online professional development opportunities available as well as some new information regarding student specific behavior consults available. For additional information regarding TRIAD events and consultation, please click here or visit the TRIAD website (here).
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