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We have access to a lot of good sound research and information in today’s information age. Education practitioners, those working in schools and districts, are ultimately responsible for overseeing system-wide changes, but they rarely have time to sift through data and evidence to identify sound research that might offer guidance for their respective district or school. Therefore, those higher up in district administration are more likely to be the ones assessing available research and working to support struggling schools. Taking action on sound research requires strong networks and strong communication among system professionals to move the evidence and information down to the school level. Ultimately, even if the research is good, it does not guarantee change. The system must be prepared to implement the necessary steps to produce changes in student performance. In fact, research suggests that an emphasis on the technical aspects of improvements leads us to overlook the relational component to system-wide change. ...

This was written in collaboration with many Project UNIFY staff members.

 Editor’s Note: This post is form our partners at the Special Olympics Project UNIFY. Each week in January, we will feature a new article on a topic related to the social inclusion of youth with intellectual disabilities. Through this effort, we hope to inform the public of the importance of such inclusion as well as offer educators and parents resources to implement it.

On Friday, January 25, 2013, the United States Department of Education (DOE) released new guidance to schools and school systems throughout the nation that receive federal aid about the requirements of providing quality sports opportunities for students with disabilities.  While the guidance does not make new law, it does identify the responsibilities that schools and school systems have under section 504 of the Rehabilitation Act.  The key messages in the new guidance could be summarized as the following: ...

By: Mary Ann Wolf, PhD

 Editor’s Note: Our guest blogger today is Mary Ann Wolf. She is the CEO for Wolf Ed and a digital learning consultant for the Alliance for Excellent Education.

Birthdays and anniversaries provide us with a chance or even an excuse to pause and appreciate people in our lives.  Unfortunately, few opportunities exist, especially beyond the school community, to recognize and take note of the excellent work and dedication of millions of educators and administrators across our country.  In a time when news about education often points to the failings of the system and the students who are not meeting the goals and standards, Digital Learning Day, on February 6, 2013, provides an opportunity to pause and consider the extraordinary efforts of educators, the bold choices and visions of administrators, and the exciting creations and growth of our students.  ...

By Andrea Cahn, Senior Director of Special Olympics Project UNIFY

Editor’s Note: This post is form our partners at the Special Olympics Project UNIFY. Each week in January, we will feature a new article on a topic related to the social inclusion of youth with intellectual disabilities. Through this effort, we hope to inform the public of the importance of such inclusion as well as offer educators and parents resources to implement it.

In recent months, a dizzying number of headlines about the tragedies of school bullying have sent policymakers, educators, parents, and students in search of solutions.  While it would be easy to latch on to a targeted anti-bullying campaign, as we’ve done with issues like drug abuse, teen pregnancy, youth violence, and suicide, it’s time to address the root causes. During the past three decades, educators have funneled scarce resources into a fragmented web of school-based prevention programs. However well-intentioned, this approach has focused on symptoms, not causes, and has missed an opportunity to expand the skills and capacities of young people as they grow and develop. ...

By Anne Foster, Executive Director of Parents for Public Schools

 Editor’s Note: Our guest blogger today is Anne Foster, the Executive Director of Parents for Public Schools. Her email address is afoster@parents4publicschools.org. To learn more about Parents for Public Schools and the PPS PEP curriculum, go to www.PPSparentprograms.com.

 In Texas, parents are talking about what many consider excessive, high-stakes testing. In California, parents are advocating for better funding for the state’s public schools.  And in Mississippi, they are taking part in debates about charter schools and letting their legislators know their opinions on charter schools. Parents who currently have children in public schools have the shortest window of time for schools to be successful. They only get one chance to educate their children, so time is of the essence to them.  With the right skills and knowledge, parents can be powerful and effective public education advocates and can work in a strong partnership with their children’s schools. ...

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LFA member organizations are working hard to ensure the successful implementation of Common Core. Check out this compilation of their numerous resources for educators, principals, administrators and parents.

By Nora L. Howley, Manager of Programs, NEA Health Information Network

February is American Heart Month, and NEA HIN believes that schools can help build the heart health of students and staff by making the school day more physically active.  From physical education to recess, there are many ways for schools to become more “active.”   ...

The arrival of 2013 brings us one year closer to the rollout of Common Core State Standard (CCSS) assessments, scheduled for 2014-15. As the deadline approaches, the complexities surrounding implementation of the standards and their accompanying assessments come into sharper focus. The issues listed below are hardly exhaustive, but they begin to convey the challenges of implementation facing our nation’s schools and districts. ...

By Andrea Cahn, Senior Director, Special Olympics Project UNIFY

 Editor’s Note: This post is form our partners at the Special Olympics Project UNIFY. Each week in January, we will feature a new article on a topic related to the social inclusion of youth with intellectual disabilities. Through this effort, we hope to inform the public of the importance of such inclusion as well as offer educators and parents resources to implement it.

The American education system was founded on the principles of democracy, most important, equity and justice so that all youth would grow to be capable, active, and principled citizens. In fact, the very fabric of our democracy is dependent on students staying in school long enough to learn the 21^st century skills necessary to be productive, informed, working citizens. Students who have high school degrees are more likely to have satisfying and successful employment. And yet studies show students leave schools for what seem the most fundamental of reasons: they don’t like school; they don’t feel they belong; they don’t get along with others; they don’t feel safe. And here’s another shocking – and related --dropout statistic; graduation rates for students with disabilities is cited in some studies at over 32%.  At Special Olympics we believe one way to address this issue is through a broader vision of inclusion. We believe authentic inclusion – social inclusion --  is fundamental to many effective education and youth development strategies – and not just for students with special needs, but ...

Editor’s note: This post is from our partners at Special Olympics Project UNIFY. Each week in January, we will feature a new article on a topic related to the social inclusion of youth with intellectual disabilities. Through this effort, we hope to inform the public of the importance of such inclusion as well as offer educators and parents resources to implement it.

 Haylie Bernacki , the newest member of the LFA team,  is currently a student at American University in Washington, DC,  majoring in International Relations (focus on International Development)  with a  minor in Special Education. Haylie’s professional  goal is to work in international education policy, specifically special education.

Haylie presently works at Special Olympics International in the Project UNIFY division. Project UNIFY works directly with students in K-12 to enhance school climate and create school communities of acceptance and inclusion for all students regardless of ability level. She  also serves as  a board member for the National Coalition for Academic Service Learning (NCASL).  NCASL  supports state education agencies and education professionals by providing leadership and resources that lead to the intentional and sustainable use of academic service-learning as an engaging pedagogy in the instructional setting. ...