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You’ve probably heard a lot about this new initiative in education called the Common Core State Standards(CCSS). What’s it all about? How does it relate to you as an educator, administrator, or parent? How does it apply to students, especially those with disabilities? This resource page will help you find answers to questions such as these.

Grantee Spotlight Project Access grantees are implementing unique and innovative strategies to address the challenges children and youth with epilepsy face within their health care system, schools, and communities. Learn more as we highlight a new grantee each month. How can I help improve care for children and youth with epilepsy? Explore the resources and best practices from the National Center for Project Access (NCPA) to learn about what others have done to improve systems of care. News & Events Stay informed with current epilepsy and Project Access news, funding opportunities, and upcoming events. Next About Project Access is a national initiative funded by the Maternal and Child Health Bureau of the Health Resources and Services Administration that seeks to increase awareness of epilepsy and improve access to coordinated, comprehensive care for children and youth with epilepsy in medically underserved and rural areas.

Project Access is a national initiative funded by the Maternal and Child Health Bureau of the Health Resources and Services Administration that seeks to increase awareness of epilepsy and improve access to coordinated, comprehensive care for children and youth with epilepsy in medically underserved and rural areas.

The Digital Textbook Playbook is a guide to help K-12 educators and administrators begin building rich digital learning experiences for students in districts across the country. The playbook offers information about determining broadband infrastructure for schools and classrooms, leveraging home and community broadband to extend the digital learning environment, and understanding necessary device considerations. It also provides lessons learned from school districts that have engaged in successful transitions to digital learning.

Teachers, school administrators, parents, disability rights advocates and attorneys gathered at Flathead Valley Community College on Thursday and Friday to move forward the discussion on special education needs in the region. The “Special Education: Kids, Families, Schools and the Law; Working Together for Success,” symposium drew roughly 100 attendees in all.

This knowledge path about child and adolescent health insurance and access to care has been compiled by the Maternal and Child Health Library at Georgetown University. It offers a selection of current, high-quality resources that analyze data, describe effective programs, and report on policy and research aimed at advancing health coverage and improving health care access for children and adolescents. Emphasis is placed on Medicaid and the Children's Health Insurance Program (CHIP). Separate sections present resources for professionals (health professionals, program administrators, policymakers, and researchers) and for families. A special topics section presents resources that address health reform, outreach and enrollment, and school-based and school-linked care. This knowledge path will be updated periodically.

The annual administration of the Educational Interpreter Performance Assessment (EIPA) will be conducted in Montana on Saturday, October 16, on the MSDB Campus in Great Falls.  To register for the assessment please go to: http://www.usu.edu/taese/task12/EIPARegistration.cfm. The OPI will pay the registration fee for interpreters working in Montana schools every other year until the interpreter attains a score of 3.5 or higher.  Interpreters wishing to have the OPI pay the registration fee should contact Frank Podobnik at fpodobnik@mt.gov for more information. Beginning July 1, 2011, all educational interpreters employed in Montana schools must have an EIPA score of 3.5 or higher.  Those interpreters scoring between 2.5 and 3.4 can remain employed, but must have an educational plan in place to achieve the 3.5 standard within three years.

When/Where: October 4, 2010 Fifth Avenue Christian Church Havre, MT October 5, 2010 Hampton Inn Great Falls, MT Free Training For: Elementary and middle school teachers Special education teachers Therapists Administrators Reading teachers Paraprofessionals Parents. The purpose of this Level II professional development is to: Focus on specifics in instructional practices for mathematics; evaluating and enhancing mathematics curricula to meet the needs of learners; progress monitoring (National Council of Teachers of Math Big Ideas Probe). Advice for diagnostic throughout the school year using Curriculum Based Measurements and Mathematics Diagnostic Assessment. Differentiating math for students with diverse levels of mathematical competency by using data and key ideas for differentiated instruction. Action goals/plans for follow up using Video-Conference Sessions.

Bozeman Area SEPTA (Special Education Parent Teacher Association) is a coalition of families, teachers, administrators, and other advocates united in the effort to promote quality education and services for individuals with special needs and their families. The group was formed on April 7, 2008, as the first district-wide Special Education PTA in the Bozeman School District No. 7 and neighboring schools in the Bozeman area. SEPTA provides a forum enabling parents, teachers and experts in the field of Special Education to share their knowledge and experience.

ASHLAND — About 20 students demonstrated Thursday at Southern Oregon University to protest an administrative decision to withdraw a student with Down syndrome.Eliza Schaaf, 20, a graduate of Ashland High School, was auditing a ceramics class as a way to share the college experience with her friends from high school, her parents said.

She already had completed two-thirds of the class when she received a letter Nov. 8 notifying her she would be withdrawn because she was not qualified to meet academic standards, even with accommodations, and disrupted instruction in the class. The letter also said the family would be given a full refund of tuition and fees.

Members of Schaaf's class and the university's Student Senate have formally opposed the administration's decision through petitions and a resolution.

Creating a Sense of Urgency - Great Falls - Feb. 3, 2011 Click here to download the full brochure with registration form (PDF) When: February 3, 2010 Where: Hampton Inn Great Falls, MT What: This motivating keynote focuses on how we can adapt our educational system to a rapidly changing world. Participants will begin to look at education in a global context, how this view is imperative to raising student achievement, and why a sense of urgency must be created in order to engage all stakeholders. FREE TRAINING FOR: Elementary middle school and high school teachers special education teachers administrators paraprofessionals and parents.

What: Join us for this free webinar entitled "RTI Implementation: Developing Effective Schedules at the Elementary Level." One of the key components of an effective RTI model is the development of schedules that maximize the time, resources, and personnel available within a school. This webinar will address issues surrounding the development of effective schedules for the implementation of RTI at the elementary level. Scheduling of core instruction, intervention time, team meetings, and planning will all be addressed. Dr. Alexandra Hilt-Panahon and Dr. Karen Gischlar, our presenters for this webinar, both have experience working with schools to develop schedules at initial implementation of RTI as well as across time. Recommendations for efficient, effective, and sustainable schedules will be provided. What topics will be discussed? Issues related to the development of effective schedules for the implementation of RTI at the elementary level, including the scheduling of core instruction, intervention time, team meetings, and planning. Recommendations for efficient, effective, and sustainable schedules. Who will benefit from this Webinar? Teachers, administrators, and technical assistance providers seeking more information about developing effective schedules for the implementation of RTI at the elementary level.

We are looking for examples of young people, age 18-30, in Montana who have a developmental disability according to the Montana definition and have creatively organized their supports to: Live in the community (on their own or with family or  friends) and/or Work in the community (including owning their own business) and/or Access inclusive education (high school, college, trade school, community classes) and/or Participate in recreation and leisure activities that are inclusive (that is, alongside people without disabilities) We want examples of supports that have been creatively organized around the person, individualized to their interests and needs.  These supports can be organized and managed by a funded adult agency or family and friends.  We are also looking for examples of creative funding such as blended services and natural supports, use of Social Security Administration work incentives, privately funded services or traded or bartered supports. Selected leaders will have their stories featured on the Montana Transition Listserv and in the annual Emerging Leader Showcase. They will also receive a monetary stipend for their time. To nominate yourself or someone you know as an Emerging Leader, visit the Rural Institute Transition Projects Website for a brief nomination form and a consent form.

Click here to download the full brochure with registration information (PDF) What: This course is designed to help you develop a more integrated approach, working within the classroom, educators and therapists collaborating to develop therapeutic intervention programs that can be implemented within students’ daily schedules. Participants will: Develop a tool kit of classroom based inter-vention strategies to support students within general education classrooms Discover the three components in class-rooms that have the greatest impact on student learning Uncover simple, movement based strategies to facilitate whole brain learning Decrease unnecessary referrals with a pro-active screening process Learn practical strategies to make visual media more accessible everyday for stu-dents who struggle with maintaining atten-tion How to introduce motor learning labs for reading and writing that can be easily intro-duced with core curriculum Learn strategies for positioning to enhance student performance at near point and far point learning tasks Receive an extensive resource handbook with dynamic intervention strategies Who should attend: Occupational Therapists OT Assistants Physical Therapists PT Assistants Special Education Teachers Regular Education Teachers School Psychologists Speech and Language Pathologists School Administrators When: October 20-21, 2011 Where: Hampton Inn Great Falls 2301 14th Street. SW Great Falls, Montana 59404 Contact: Deb Davison by email at deb_davison@gfps.k12.mt.us

What: Montana State University Billings is hosting its second Summer Institute on June 6-9, 2011 on its main campus.  This is an excellent opportunity for professional development for educators, administrators, specialists, and other school staff.  The Institute will offer a wide variety of educational trainings at an affordable price.  To learn more about the Summer Institute you can visit the website at http://www.msubillings.edu/summerinstitute . There will be a variety of OPI training opportunities available at the Summer Institute.  The Institute will be offering Level I training in the following areas: Gifted and Talented; Media Literacy; Library Information Literacy Technology; and, Transforming School Counseling in Montana.   There will also be Level II training available for Gifted and Talented focusing on Identification and Curriculum. Stipends are available to assist those wanting to attend the Institute.  The stipends are available in the areas of Counseling and Gifted/Talented.  Stipends will be considered for those who register for the complete Institute on a first come, first served basis.  One stipend per individual registrant.  Both the registration and stipend forms must be completed for consideration.  Those receiving stipends will be notified by email. Important Information and Links: Summer Institute; http://www.msubillings.edu/summerinstitute Registration: http://www.msubillings.edu/summerinstitute/registration.htm Stipend Application: http://msubillings.edu/summerinstitute/stipend.htm For more information: Contact John Keener at 406-657-1743 or john.keener@msubillings.edu.

Click here to download the flyer (PDF) What: Bal-A-Vis-X is a series of more than 200 Balance/Auditory/Vision exercises, of varied complexity, most of which are deeply rooted in rhythm.  These exercises require full-body coordination and focused attention.  The program utilizes beanbags, racquetballs, balance boards, and multiple principles and activities from Educational Kinesiology for crossing midline.  It demands cooperation, promotes self-challenge and fosters self-esteem….and it is FUN! Who Should Attend: Administrators, Principals, Regular and Special Educators, School Psychologists, Teachers, Social Workers, Therapists – OT/PT/SLP, Paraprofessionals, and Parents When:  August 11-12, 2011 Day 1 & 2:  8:00 – 5:00 pm Lunch Provided – 30 minute break Location:   Ridge View Elementary School 117 Green Belt Drive Belgrade, Montana Cost:  Registration Cost - $150 17 hours of instruction Full Two-day attendance required Registration limited to 60 Participants must be over age 18 Contact for More Information:  Denielle Miller 3929 Baxter Bozeman, MT  59718 (406) 587-4970

The Montana State Special Education Advisory Panel is recruiting potential members to serve a three-year term on the Panel.  The Individuals with Disabilities Education Act (IDEA) requires that each state establish and maintain an advisory panel for the purpose of advising the state special education staff regarding the education of eligible children with disabilities.  The panel meets four times a year in Helena. Our first meeting is scheduled for September 22-23.  Expenses are reimbursed. The panel has specific membership requirements.  We are currently recruiting the following member positions: Private School Representative State/Local School Administrator Representative of Other State Agencies Involved in the Financing or Delivery of Related Services  to Children with Disabilities Representative of Subtitle B of Title VII of the McKinney-Vento Homeless Assistance Act Parent of a Child With Disabilities (ages birth through 26) Multiple Positions A majority of the members of the panel must be individuals with disabilities or parents of children with disabilities (ages birth through 26). Panel positions are appointed by the State Superintendent of Public Instruction.  If you would like to apply to become a member of the advisory panel, please submit a letter or e-mail of interest to: Dick Trerise Special Education Division Office of Public Instruction PO Box 202501 Helena, MT 59620-2501 Or dtrerise@mt.gov Please include a short biography, an indication of your interest in serving, whether you have a disability or are the parent of a student with a disability, and what insights you believe you possess that will benefit the work of the panel. For additional information, please contact Dick Trerise.

At the Henderson school, where up to 35 percent of the 228 students have a disability, there are two certified teachers in every classroom — one in general, elementary education and one in special education. The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’’ and that it is the job of teachers and administrators to help students learn through digital textbook readers, visual arts, or movement.

Cator parsed the rules of the Childrens Internet Protection Act, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.

Parenting a school-aged child with dyslexia requires strategy, savvy and time. Frankly, not all of us possess these attributes in equal measure and the job often seems beyond our means and abilities. The screenings and evaluations, planning and homework support, emotional pep-talks, talking to teachers and administrators, identifying best supports and assessing what is available, navigating legalities, keeping up-to-date on the latest educational interventions and assistive technologies — all of this leaves most parents feeling depleted and inadequate.