Keeping an eye out for our students who don't have a home!

I love this article because it brings attention to something I think gets overlooked way more frequently than it should.  Students who don't have a place to call home and/or are living on the streets can easily get overlooked in schools.  This specific person tells about how her and her little sister were never approached about needs or appearance of the two of them when they were living on the streets and always existing in an abusive environment.  No one ever asked why they were always afraid to "call home", or would flinch and hunch down if someone became angry.  She then goes on to give advice for teachers and schools if they ever think they may know some of these students.  She reminds them to offer resources, extracurricular activites, etc.  Then she gives advice to the students themselves; stay in school, education will be your biggest secret weapon, and focus on what you can control...and so much more.  It's such a relevant topic, great article!
http://www.huffingtonpost.com/entry/none-of-my-teachers-knew-i-was-homeless-they-should_us_581244e7e4b08301d33e06b5

Graduation Disparities Loom Large for Students With Special Needs - Education Week

Graduation Disparities Loom Large for Students With Special Needs - Education Week

Published Online: January 28, 2014

Published in Print: January 29, 2014, as Graduation Disparities Loom Large

Audience: Educators, Parents, Lawmakers

Key Points: 

The wide graduation-rate gaps in many states between students with disabilities and those in regular education raise the stakes for next year's first-ever federal evaluation of how well states are serving their special education students. By 2015, the Education Department aims to take a closer look at graduation-rate disparities when it evaluates states on their special education performance.  

Relevance:
The results of the evaluation could affect what states can do with their federal aid for special education.  The director of the federal office of special education programs said that "We know there are students with disabilities who can be achieving much more."  The office of special education programs, which is charged with evaluating states on their adherence to the Individuals With Disabilities Education Act, plans by next year to take into account graduation rates, dropout rates, and other so-called "performance" indicators as it shifts from a focus on compliance to what it calls "results-driven accountability."

Graduation Rates for Students with Disabilities on the Rise

Graduation Rates for Students with Disabilities on the Rise

By Christina Samuels on March 23, 2015 5:11 PM

Audience: Educators, Parents

Key Points:

Graduation Rates for Students with Disabilities on the Rise. The Individuals with Disabilities Education Act allows students with disabilities to stay in school at least until age 21, or longer if state laws allow making it difficult to compare one state's graduation rate to another.  States have different definitions for what a "regular high school diploma" is for a students with a disability.

Relevance:
The U.S. Department of Education broke out four-year graduation rates for different student subgroups as of the 2012-13 school year. Even within standardization, there is variability, different definitions in diplomas and student with a disability are just two factors.  

Data Overview: Students With Disabilities, In School and Work - Education Week

Data Overview: Students With Disabilities, In School and Work - Education Week

Published Online: May 29, 2015

Published in Print: June 5, 2015, as Students With Disabilities, In School and Work
Audience: Educators, Parents, policy makers

Key Points:

Nearly 6 million students with disabilities attend public schools in the United States. The Education Week Research Center compiled data from the U.S. Department of Education in order to shed light on the high school achievement and post-high-school outcomes of students with special needs. 

Relevance:

Compiled data from the US Dept. of Education shows the results and highlights key patterns regarding the educational status of students with disabilities. There has been gains on math and reading tests but the gap still remains.  Data on High School outcomes, graduation rates and type of diploma are shown as are the rates that young adults with disabilities have been employed, participated in job training, or attended a postsecondary school following high school.

‘Education Suspended’ | Teaching Tolerance

‘Education Suspended’ | Teaching Tolerance

Submitted by Maya Lindberg on June 3, 2015

• Blogs and Articles:
 
• Discipline and Behavior
• Audience: Educators, Parents, University Admission Committees and School boards
   
  Key Points:
  Zero-tolerance disciplinary policies continue to have negative consequences for students in K-12 public schools.  High school disciplinary records have no place in post-secondary admissions.
  Relevance:
  School discipline records should not be part of higher education admissions. There are adverse consequences, two such consequences are school push-out, which often funnels students into the  juvenile and criminal justice system, and the disproportionate rates of discipline for students of color, students with disabilities and LGBT students
  
  

NEA - Advice for New Special Education Teachers

Advice for New Special Ed Teachers...

The Title sums it up pretty well.  I found this article very interesting, Glenn's tips and tricks come from 28+ years of teaching.  A good reminder if you are feeling unsure, frustrated or.....



http://www.nea.org/tools/advice-for-new-special-education-teachers.html

Transition Planning and the IEP

Transition Planning for Students with IEPs

http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with-ieps.gs

I found this article regarding planning for Transition when a student has an IEP.  I have read the article and found that it covers many areas of consideration when planning for Transition i.e. when, who, outcomes and resources.  This is an area that I see under communicated and the importance needs to be recognized.