Section 504 vs. IDEA: Understanding the Fundamentals

Though Section 504 and IDEA (Individuals with Disabilities Education Act) both exist to serve students with disabilities and have similar requirements, they have some fundamental differences as well. In this course, Jose Martín, a lawyer with years of experience working with schools, explains these differences and what schools need to do in order to be compliant with both. He discusses big picture concepts and minute details such as specific eligibility criteria. Mr. Martín also includes a discussion about challenging situations that may arise in determining a student's eligibility under Section 504 or Special Education.

This course was recorded on September 20, 2016 at AETN studios in Conway, AR.

Discipline and the Section 504 Student

Navigating behavior and discipline issues regarding students with disabilities can be challenging and adding federal regulations to the mix can make it feel even more difficult. In this course Jose Martín, a lawyer with years of experience in disability law, explains the provisions and guidelines for Section 504 and IDEA in terms of behavior and discipline. Mr. Martín begins with a brief discussion of the fundamental rules for short- and long-term disciplinary removals, then moves on to a variety of other topics related to discipline and the Section 504 student.

This course was recorded on September 20, 2016 at AETN studios in Conway, AR.

OCR's Resource Guide on ADHD

In July of 2016 the Office for Civil Rights (OCR) issued a resource guide in the form of a letter. This letter addresses various modern Section 504 legal compliance issues with a focus on ADHD. In this course, Jose Martín, a lawyer with years of experience in disability law, discusses the broad guidance included in the letter. He briefly outlines the guide's basic reviews of Section 504 and the Americans with Disabilities Act (ADA) and then delves more deeply into other topics included in the guide.

This course was recorded on September 20, 2016 at AETN studios in Conway, AR.

Section 504 Services Plans: A Sample Form

In this course, Jose Martín, a lawyer with years of experience in disability law, discusses the model 504 plan form his firm has created. He goes through each section of the form, explaining why each element is included and/or constructed a certain way. He also shares specific examples and suggestions in order to make each area as clear as possible.

This course was recorded on September 20, 2016 at AETN studios in Conway, AR.

All In: Everyone's Unique, Everyone Belongs - Special Education Inclusive Practices

In this course, Jessica Saum, the 2022 Arkansas Teacher of the Year, will lead discussions about one of her passions - inclusive education. These discussions will focus specifically on changes in classrooms throughout Arkansas and how to meet the needs of all students. Panelists will present evidence on the benefits of inclusion, discuss what an inclusive classroom setting looks like, and review laws concerning the provision of special education services. The goal is to offer background information, techniques, teaching strategies, and tips to help families and teachers as they navigate through the many transitions of their students' educational journeys.

Autism: An Overview

This online professional development course, directed and produced by Connect with Kids Network (CWKN), was designed as an overview of Autism Spectrum Disorder. Its purpose is to increase the knowledge base of licensed educators and administrators and to facilitate learning for students with Autism Spectrum Disorder. Stacey DeWitt, founder and president of CWKN, states: "In this four-part professional development program, you will get to know the Nelsons and many others who are living with Autism Spectrum Disorder (ASD). Through their stories, interviews with experts, and research-based information, we hope you will gain a better understanding of how to identify and support social communication and behavioral challenges associated with ASD."

CCSS Institute #4: Learning Progressions in ELA and Math (5-10-12)

This Institute is presented by the Arkansas Department of Education and focuses on the learning progressions within the Common Core State Standards for Math and English Language Arts.

CCSS Institute #9: PARCC Content Model Frameworks (2-15-13)

The Arkansas Department of Education hosted this five-hour institute on February 15, 2013 to help teachers and curriculum directors understand and use the Partnership for Assessment of Readiness for College and Careers (PARCC) Model Content Frameworks for English Language Arts (ELA)/Literacy (Grades 3-11) and the PARCC Model Content Frameworks for Mathematics (Grades 3-11). 

Both documents were developed by PARCC to support the implementation of the Common Core State Standards and to inform the development of item specification and blueprints for the PARCC assessments. As such, the PARCC Model Content Frameworks serve as useful tools for classroom teachers and curriculum developers by providing insight into key areas of focus of the CCSS and PARCC assessments as well as the instructional shifts needed for successful implementation in the classroom.

A Vision and Plan for Science Teaching and Learning

This course provides a vision and plan for classroom instruction consistent with the Framework for K-12 Science Education and Next Generation Science Standards. Participants engage in a science performance that models quality classroom instruction and receive an instructional sequence that can be applied across all grade levels.

This presentation with Brett Moulding was taped on November 7, 2014 during the Arkansas Curriculum Conference at the Marriott Hotel in Little Rock, Arkansas.

Foundations for C3 Inquiry and The Inquiry Design Model (IDM): Part One

Professor John Lee (North Carolina State University) and Professor Kathy Swan (University of Kentucky) give an overview of the inquiry-based C3 Framework for teaching social studies at all grade levels. They describe their Inquiry Design Model (IDM) as a pedagogically logical blueprint for learning that begins with "compelling questions" to activate prior knowledge and stimulate interest in students. The IDM then takes students through skill-building "formative performance tasks" to the goal of constructing sound arguments in answer to compelling questions.

This presentation was taped at the Arkansas Educational Television Network studios in Conway, Arkansas on June 6, 2015.