A Comprehensive State Education Agency Plan to Promote the Integration of Students with Moderate/Severe Handicaps

1990 ◽  
Vol 15 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Susan Hamre-Nietupski ◽  
John Nietupski ◽  
Steve Maurer
Keyword(s):  
State Education Agency ◽  
State Education ◽  
Education Agency ◽  
Severe Handicaps

Research and practice, meet the state education agency

2021 ◽  
Vol 102 (7) ◽  
pp. 30-33
Author(s):  
Carrie Conaway
Keyword(s):  
Policy Design ◽  
The State ◽  
State Agency ◽  
Research Use ◽  
Local Data ◽  
Research And Practice ◽  
State Education Agency ◽  
State Education ◽  
Education Agency ◽  
Advance Research

State education agencies play critically important roles in promoting research use in education. They influence policy design and implementation, collect data about schools and districts, and can use their statewide reach to advance research use within the state agency and in districts. As Carrie Conaway explains, the states that have done the most to advance research use for systems improvement have built research infrastructures, used both existing research and local data to spur improvement, and formed close partnerships with researchers.

scholarly journals Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

2020 ◽  
Author(s):  
Justin Reich ◽  
Christopher J. Buttimer ◽  
Alison Fang ◽  
Garron Hillaire ◽  
Kelley Hirsch ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
State Education Agency ◽  
Home Based ◽  
State Education ◽  
Education Agency ◽  
New Material ◽  
Digital Options ◽  
Policy Guidance ◽  
Appropriate Education ◽  
Remote Learning

We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020. We find several areas of consensus, including cancellation of testing, recommendations to continue some form of remote learning, attention to digital and non-digital options, and a concerns for providing a fair and appropriate education for students with disabilities. The primary area of policy divergence that we found regarded the purpose of continuous learning during a pandemic: whether to pursue forward progress in standards-aligned new material or whether to pursue skills review and enrichment learning. We recommend that states continue to emphasize equity, consider the particular challenges of home-based learning, and produce concise communications for multiple target audiences.

Collaboration: A Model for Survival for Schools of Education

1980 ◽  
Vol 162 (4) ◽  
pp. 55-62 ◽  
Author(s):  
Barbara Nadler ◽  
Myrna Merron
Keyword(s):  
Teacher Training ◽  
Educational Institutions ◽  
Schools Of Education ◽  
Cooperative Effort ◽  
State Education Agency ◽  
State Education ◽  
Education Agency ◽  
Training Institutions ◽  
Local Education Agencies ◽  
Meaningful Role

Schools of education, currently faced with declining enrollments and mounting criticism from practitioners, must examine alternatives to their current modes of operation if they are to survive. In order to play a meaningful role in teacher training, institutions of higher education must collaborate with other educational institutions to provide inservice as well as preservice development activities. The New Jersey Mainstream Inservice Project, a cooperative effort among the state education agency, comprises 50 local education agencies and several colleges and universities and holds promise as a model for teacher training efforts and provides alternatives for faculty.

The Education of Children in Private Schools: A State Agency's Perspective

1982 ◽  
Vol 49 (3) ◽  
pp. 200-206 ◽  
Author(s):  
Louis Grumet ◽  
Thom Inkpen
Keyword(s):  
New York ◽  
Private Schools ◽  
Private School ◽  
Least Restrictive Environment ◽  
The State ◽  
State Education Agency ◽  
State Education ◽  
State Education Department ◽  
Education Agency ◽  
Restrictive Environment

The State of New York has utilized the private school sector for the education of children with handicapping conditions for some 20 years. As a state education agency, New York has had many appeals to the Commissioner of Education. The appeals to the Commissioner form the interpretative policy basis for implementing P.L. 94–142 in New York. The decisions of the Commissioner are summarized with respect to (a) least restrictive environment, (b) placements made by parents, (c) untimely appeals, and (d) exhaustion. The monitoring efforts of the State Education Department regarding private schools are also discussed as are the reasons for the state's prohibition on contracting with many private schools.

scholarly journals Guiding Principles for the Assessment of Arts Learning: A Discussion Draft Created by Delegates at the 10th World Summit on Arts Education October 11-15, 2021

2021 ◽  
pp. 1-9
Author(s):  
Timothy Brophy ◽  
Cobi Krieger ◽  
Maria Cristina Leite ◽  
Marcia McCaffrey ◽  
Dennie Palmer Wolf ◽  
...  
Keyword(s):  
Arts Education ◽  
World Summit ◽  
University Of Florida ◽  
State Education Agency ◽  
State Education ◽  
The World ◽  
Education Agency ◽  
Guiding Principles ◽  
The University ◽  
10Th World

From October 11-15, 2021, the World Alliance for Arts Education’s Executive Forum authorized the 10th World Summit on Arts Education to be hosted by the University of Florida and the State Education Agency Directors of Arts Education (SEADAE). During the 2021 Virtual World Summit, titled Arts Impact: Context Matters, over 200 delegates from twenty-six nations on all six continents gathered to network, share research, and examine the multiple and varied ways in which arts assessments are designed and implemented around the world. Throughout the Summit, multiple discussions by various groups of delegates resulted in rich sets of qualitative data that were analyzed and interpreted daily by the conference leaders and rapporteur. These analyses were used to modify and update the concepts and ideas found within the resulting "Guiding Principles for the Assessment of Arts Learning."

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