Table of Contents
Message from the Executive Directors
Update from the National Institutes of Health
Update from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)
Update from the U.S. Department of Education
Calls to Participate
Special Education Resources
Update from the National Center for Special Education Research
Upcoming Conferences, Workshops, and Events
Funding Forecast and Award Opportunities
Latest Career Center Classifieds
Acknowledgements
Message from the Executive Directors
Dr. Roger Pierangelo & Dr. George Giuliani
Welcome to the February 2008 edition of the NASET Special Educator e-Journal. To those of you who are new members, this is NASET’s publication that keeps its members up to date with all of the latest news in special education that we feel is important for special education teachers, professors, and those seeking a career as a special education teacher.
This past month, NASET released four new publications for its members. All four were based on your feedback to us regarding what you felt would be most practical and helpful in your profession. These four new publications are:
NASET LD Report–The NASET LD Report is NASET’s e-publication on the latest information on learning disabilities. Individuals with learning disabilities represent approximately 50% of all students receiving special education services. Therefore, it is inevitable that special education professionals will be working with students with LD throughout their entire careers. The NASET LD Report is a monthly education resource that provides NASET members with a comprehensive overview of learning disabilities. Notice of publication is sent directly to all members’ email accounts, so that they have immediate access to it.
NASETRTI Roundtable – The NASETRTI Roundtable is NASET’s e-publication on the latest information on Response to Intervention (RTI). RTI is a newly-identified process described in the federal special education law (IDEA 2004) for identifying students with learning disabilities. It is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions (NASDSE, 2005). The NASET RTI Roundtable is a monthly education resource that provides members with the latest information on RTI. Notice of publication is sent directly to all members’ email accounts, so that they have immediate access to it.
NASETBehavior Management Series–The NASETBehavior Management Series is NASET’s e-publication on the latest information on behavior management for students. The NASETBehavior Management Series is a monthly education resource that provides members with the latest information for special education professionals on why students do what they do and what to do when they do it. The NASETBehavior Management Series offers insight into the inner dynamics, conflicts, fears, symptoms, and tensions of students who may be experiencing behavioral difficulties in the classroom. The goal of the NASETBehavior Management Series is to help educators toward a greater understanding of issues pertaining to the psychology of children in the classroom. Notice of publication is sent directly to all members’ email accounts, so that they have immediate access to it.
NASETQ & A Corner – The NASETQ & A Corner is NASET’s e-publication that presents (1) some of the most frequently asked questions by members about special education and (2) answers from experts in the field on the questions addressed. At NASET, we get many questions from our members about certain areas of interest. The NASETQ & A Cornerwill now provide all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field. Notice of publication of the NASETQ & A Corneris sent directly to all members’ email accounts, so that they have immediate access to it.
Also, this month, you will be receiving access to the Winter edition of The Journal of the American Academy of Special Education Professionals (JAASEP). JAASEP is a peer review journal with Research Based articles on Special Education.
Remember that NASET is your organization, and anything we can do to enhance your professional development, we will take very seriously. NASET is working very hard to meet all of your needs, and we hope to continue to furnish you with professional and practical resources.
We hope you enjoy the February 2008 edition of the NASETSpecialEducator e-Journal.
Sincerely,
Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors
Update from The National Institutes of Health
Autism Risk Higher in People with Gene Variant
Scientists have found a variation in a gene that may raise the risk of developing autism, especially when the variant is inherited from mothers rather than fathers. The research was funded by the National Institute of Mental Health (NIMH), part of the National Institutes of Health.
Inheriting the gene variant does not mean that a child will inevitably develop autism. It means that a child may be more vulnerable to developing the disease than are children without the variation.
The gene, CNTNAP2, makes a protein that enables brain cells to communicate with each other through chemical signals and appears to play a role in brain cell development. Previous studies have implicated the gene in autism, and in this study researchers were able to link a specific variation in its structure to the disease.
Results of the study were reported online January 10 in the American Journal of Human Genetics, by Aravinda Chakravarti, Ph.D., Dan E. Arking, Ph.D., and colleagues from the Johns Hopkins University School of Medicine, with Edwin Cook, M.D., and colleagues from the University of Illinois at Chicago.
“Autism is highly heritable. Identifying the genes involved is crucial to our ability to map out the pathology of this isolating and sometimes terribly disabling disease, which currently has no cure,” said NIMH Director Thomas R. Insel, M.D.
Autism is a developmental brain disorder that impairs basic behaviors needed for social interactions, such as eye contact and speech, and includes other symptoms, such as repetitive, obsessive behaviors. The symptoms sometimes cause profound disability, and they persist throughout life. Treatments may relieve some symptoms, but no treatment is fully effective in treating the core social deficits.
Although the cause of autism is not yet clear, studies of twins have shown that genes play a major role. It is likely that variations in many genes, influenced by environmental factors, interact during brain development to cause vulnerability to the disease. These genes have yet to be identified. Several candidates, including CNTNAP2, have been suggested.
The assertion that the CNTNAP2 gene appears to be involved is strengthened by the fact that each of the different analytical approaches the researchers used in this study led to the same conclusion. Results were replicated in a second, larger group of participants, further implicating the gene. Together, the two groups of participants comprised one of the largest autism studies reported to date.
The first part of the study included 145 children with autism and their parents, families that had two or more children with autism. Using a technique called genome-wide linkage analysis, the researchers found that a chromosome, 7q35, appeared to be linked to the disease.
Looking deeper into that chromosome, they identified a gene — CNTNAP2 — that contained a variant relevant to autism. Where a single segment of the genetic code could contain either the chemical base adenine or thymine, children with autism tended to have inherited the thymine variant.
To validate these findings, the researchers studied a separate group of participants; 1,295 children with autism and their healthy parents. The scientists again found that children with autism had higher rates of the thymine variant in the CNTNAP2 gene than would be expected to occur by chance.
When the researchers combined the data from the studies, they found that children with autism were about 20percent more likely to have inherited the thymine variant from their mothers than from their fathers.
“This is a common variant. People inherit it all the time. Our finding that it’s associated with autism more often when it’s inherited from mothers is intriguing, but needs to replicated,” Chakravarti said.
The role of CNTNAP2 in brain-cell development suggested by earlier studies has to do with differentiation, the process by which precursor cells develop into the different kinds of cells of the body. CNTNAP2 carries the genetic code for a protein, part of a family called neurexins, that appears to enable the precursor cells to develop myelinated axons. These are projections through which brain cells send each other electrical impulses essential for normal brain function at especially high speeds.
“CNTNAP2 is an excellent candidate gene for autism,” Chakravarti said. “It encodes a protein that’s known to mediate interactions between brain cells and that appears to enable a crucial aspect of brain-cell development. A gene variant that altered either of these activities could have significant impact.”
For more information about autism, visit the NIMH website at http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/index.shtml.
NASET Sponsor
Update from the National Dissemination Center for Children and Youth with Disabilities (NICHCY)
New Publication!
Evidence for Education:Assessment and Accommodations
What accommodations are appropriate for which students? How do accommodations affect student learning and their performance on tests? This Evidence for Education addresses these and other questions and explores the research base in this area. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for children with disabilities. Available online and in PDF format.
Building the Legacy:A Training Curriculum on IDEA
Thirteen modules of the IDEA 2004 training curriculum are ready for you to download, share, and use in training—slide shows, handouts, detailed background text for trainers, and resources. Come and get ’em!
Theme A:Welcome to IDEA
- The Top 10 Basics of Special Education
- Overview of Key Changes in IDEA 2004
Theme B:IDEA and General Education
- Disproportionality and Overrepresentation
- Early Intervening Services and Response to Intervention
- Highly Qualified Teachers
- NIMAS
Theme C: Evaluating Children for Disability
- Introduction to Evaluation
- Initial Evaluation and Reevaluatio
- Identification of Children with Specific Learning Disabilities
Theme D:Individualized Education Programs (IEPs)
- The IEP Team: Who is a Member?
- Meetings of the IEP Team
- Children Enrolled by Their Parents in Private Schools
Theme E:Procedural Safeguards
- Introduction to Procedural Safeguards
- Key Issues in Discipline
Want to know when more modules come online for download? Sign up and we’ll let you know as soon as each new module in the curriculum becomes available.
Find Out What Else Is New On IDEA 2004
We’ve updated our OSEP-Reviewed Materials on IDEA 2004 page to include not just the training materials NICHCY’s produced, but also lots of other resources from the Department of Education, the Office of Special Education Programs (OSEP), and the TA&D network (that’s the technical assistance and dissemination network of more than 40 speciality projects funded by OSEP).
Grant Directories Online!
Every year the Office of Special Education Programs (OSEP) at the U.S. Department of Education funds nearly 1,000 projects as part of its discretionary grants program. NICHCY maintains OSEP’s database of these projects and produces the annual directories that describe all the discretionary projects OSEP funds in a given fiscal year. The 2006 directories are now available online (as are the FY 2004 and FY 2005 directories). Have a look!
Secretary Spellings Invites Eligible States to Submit Innovative Models for Expanded Growth Model Pilot
At the following link, you can get the specific criteria a growth model proposal must meet, review the Department’s peer review guidance for the growth model pilot and read previous State proposals. http://www.ed.gov/admins/lead/account/growthmodel/index.html
From United We Ride (UWR)
New fact sheets related to transportation services. UWR is a Federal interagency initiative aimed at improving the availability, quality, and efficient delivery of transportation services for older adults, people with disabilities, and individuals with lower incomes. This work is in response to an Executive Order related to human service transportation coordination, and includes the participation of the Office of Special Education and Rehabilitative Services (OSERS) on a Federal Interagency Coordinating Council on Access and Mobility. Recent Fact Sheets include: United We Ride, Mobility Management, Family of Transportation Services, and Transportation Services Coordination Plan and are available at: http://www.unitedweride.gov/1_1390_ENG_HTML.htm.
From the National Center for Culturally Responsive Educational Systems (NCCRESt)
Equity in Education Placement:An NCCRESt School Self-Assessment Guide for Culturally Responsive Practice
This self-assessment instrument assists elementary school practitioners in creating schools that are culturally responsive in their programming and instruction so that optimal achievement might occur for all students including those from culturally and linguistically diverse backgrounds. The complete assessment package includes: Form A (Administrators), and Form B (Teachers and School Support Personnel). This instrument presents guidelines that will assist schools in providing better programming for students from diverse backgrounds and reducing inappropriate referrals to special education. Both forms are avialable in PDF format at: http://nccrest.org/premium-publications/tools/assessment.html.
From The IRIS Center
- Serving Students with Visual Impairments:The Importance of Collaboration
Third in a series that focuses on students with visual impairments, this movie highlights the importance of collaboration between the general education teacher and other individuals knowledgeable about the needs of students with visual disabilities.
http://iris.peabody.vanderbilt.edu/v03_focusplay/chalcycle.htm - Data Management and Graphing Tool
This tool has been added to the module “RTI (Part 4): Putting It All Together.” It allows teachers to track progress monitoring data for each student. With it, teachers can set beginning and end goals for their classes and enter each student’s progress monitoring scores. The program will automatically generate a graph for each student and calculate the slope. The link to access the Data Management and Graphing Tool is: http://iris.peabody.vanderbilt.edu/rti04_alltogether/rti04_02_link_elements.html
CADRE Makes Available Annual Performance Reports (APR)/ State Performance Plan (SPP) Indicator Summaries
The indicator documents posted on CADRE’s website are drawn from analyses of SPPs (2004-05) and APRs (2005-06) done by OSEP funded Technical Assistance and Dissemination projects.
- For access to the indicator summaries, please click here:
http://www.directionservice.org/cadre/indicatorsummaries.cfm - For access to state specific reports, please click here:
http://www.directionservice.org/cadre/aprsppb.cfm
From The Assessment and Accountability Comprehensive Center
This center is part of the Comprehensive Center Network, and is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. The purpose of the comprehensive centers is to provide state education agencies with intensive technical assistance to address the No Child Left Behind (NCLB) requirements and meet student achievement goals. A PDF version of their new paper entitled Assessments Based on Modified Academic Achievement Standards: Critical Considerations and Implications for Implementation is available at: http://www.aacompcenter.org/pdf/aacc_two_percent_memo.pdf.
Research Review from the Commonwealth Fund
Developmental Screening in Primary Care:The Effectiveness of Current Practice and Recommendations for Improvement
This report summarizes research on the effectiveness of current efforts by primary care health professionals to detect developmental delays in early childhood and considers ways to improve outcomes for young children and families. The report is based on a review of the literature to (1) assess the effectiveness of primary care practices in identifying developmental delays in young children, (2) describe practices related to identifying developmental delays, and (3) identify factors that affect practice. An executive summary provides key findings from existing research and recommendations for future research and policy development. The report is available at: http://www.commonwealthfund.org/usr_doc/1082_Sices_developmental_screening_primary_care.pdf?section=4039 .
From The Association for Childhood Education International (ACEI)
Beyond Benchmarks and Scores:Reasserting the Role of Motivation and Interest in Children’s Academic Achievement
This new research brief focuses on the complex nature of learning. The paper asserts that learning as a process must be redefined and that today’s educational practices require a superior understanding of the role motivation plays in learning. The paper addresses the challenges educators face when working with students that are disinterested, reluctant or particularly resistant to certain tasks. It concludes that learning relies on a range of key motivational strategies, which include student- and task-specific rewards. In addition to focusing on the importance of motivation in promoting learning, the brief provides research-based recommendations to help teachers improve their ability to reach students and help them learn. To read the brief, go to: http://www.acei.org/motivPosPaper.pdf .
From the Campaign for High School Equity
A Plan for Success :Communities of Color Define Policy Priorities for High School Reform
This publication makes a case for the need to invest in high schools and provides a blueprint for meaningful reform. Its recommendations include a call to: make all students proficient and prepared for college and work; hold high schools accountable for student success; redesign the American high school; provide students with the excellent leaders and teachers they need to succeed; invest communities in student success; and provide equitable learning conditions for all students. The report is available in PDF format at:
http://www.highschoolequity.org/files/PlanforSuccess_0.pdf.
From The National Charter School Research Project
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2007
This report explores some of the most challenging issues currently facing the charter school movement. It focuses on what is happening inside charter schools themselves: How are they organized and led? Who teaches in charter schools and how does their compensation differ from that of teachers in traditional public schools? Do charter schools seem to be meeting their original promises? Do charter school students experience anything different than students in traditional public schools? To read the full report, go to:
http://www.ncsrp.org/cs/csr/view/csr_pubs/17.
From Zero to Three and Pre-K Now
Common Vision, Different Paths:Five States’ Journeys toward Comprehensive Prenatal-to-Five Systems
This new report articulates a common vision for early childhood systems in which programs work together to provide high-quality early learning and comprehensive services. It reveals lessons learned from five states’ unique journeys toward such prenatal-to-five systems and identifies four cornerstones that have helped states succeed in this work. Advocates and policymakers will find guidance on how to build on the momentum around individual programs for the larger push toward systems that will benefit all young children and families. The report is available on the ZERO TO THREE website at www.zerotothree.org/commonvision or on the Pre-K Now website at www.preknow.org/documents/CommonVision_Dec2007.pdf.
From the ETS Policy Information Center
The Family:America’s Smallest School
This report outlines the family and home conditions affecting children’s cognitive development and school achievement and how gaps beginning early persist throughout life. Recommendations call on leaders and policymakers to improve not only schools, but also home and family conditions, to help all students succeed. Critical factors examined in the report include child care quality, parental involvement in schools, parent/pupil ratio, family finances, literacy development, student absences and physical home environments. To read the full report in PDF format, go to: http://www.ets.org/Media/Education_Topics/pdf/5678_PERCReport_School.pdf.
Webinar Series on Customized Employment from TASH/APSE , Co-sponsored by Institute on Community Inclusion (ICI)
Working Life:Towards a Lifestyle of Employment for All
These groups are collaborating on a new training focused on Customized Employment. Training on different topics will be available between January 28 – February 25. Detailed information and registration materials are available on the APSE website at http://www.apse.org .
Learning Through Listening Web Site Offers Free Lesson Plans for Teachers
These educator-developed lesson plans improve all students’ listening skills. Complete, easy-to-access information includes grade range and subject-search features. Lessons are posted monthly-providing fresh, timely ideas! Go to: www.learningthroughlistening.org.
Update from the U.S. Department of Education
Special Services
This March, the U.S. Department of Education will announce the names of six states chosen to take part in the development of a new national education center aimed at improving student achievement, particularly for students with disabilities. The Department awarded a $5 million grant over the next five years to the University of South Florida to establish the Center on State Implementation and Scaling-up of Evidence-based Practices at its Tampa campus, in order to broaden the use of proven, well-researched education strategies. Through a partnership with the universities of Connecticut and Oregon, researchers at South Florida will work initially with the selected states to increase their capacity to provide the technical assistance needed by school districts in such areas as inclusion, assessments and Individualized Education Programs (IEPs) to support the achievement of students with special needs. Lessons learned from these states will be disseminated nationwide through a Web site, conferences and publications.
Secretary Spellings Awards Over $38 Million to 20 States in School Improvement Grants
U.S. Secretary of Education Margaret Spellings today announced $38 million to twenty States in School Improvement Grants to help turn around low-performing schools, bringing the total awarded to date to over $90 million in 41 States. The grants will help States take a greater role in developing and delivering comprehensive leadership and technical assistance to help reform schools and districts that are not making Adequate Yearly Progress (AYP).
“No Child Left Behind shines a spotlight on schools and holds them accountable for results. School Improvement Grants support the steps States and school districts are taking to improve standards and outcomes in low-performing schools so that our nation’s students can succeed in classroom and beyond,” said Secretary Spellings.
School Improvement Grants help States and districts fulfill their responsibilities to improve schools and ensure that all students are reading and doing math on grade-level by 2014. Under No Child Left Behind, a school is considered in need of improvement if it does not make AYP for at least two consecutive years. These grant will help meet a growing demand for more comprehensive improvement measures so States and schools can work to address problems before facing restructuring.
The U.S. Department of Education will award a total of $125 million in School Improvement Grants this year. The allocation of funds is based on the Title I allocation for each state. Following are the twenty States and grant amounts awarded today.
*Alaska $387,886
*Arizona $2,559,460
*Colorado $1,233,591
*Connecticut $1,072,455
*District of Columbia $430,133
*Georgia $3,975,771
*Iowa $675,321
*Kentucky $1,828,604
*Michigan $4,472,453
*Minnesota $1,103,590
*Missouri $1,939,187
*New Mexico $948,538
*North Dakota $284,321
*Oklahoma $1,194,184
*Rhode Island $487,186
*South Dakota $361,862
*Texas $11,556,803
*Virginia $1,954,005
*Washington $1,883,922
*Wyoming $272,871
On December 20, 2007, Secretary Spellings awarded the following twenty-one States School Improvement Grants.
*Alabama $1,861,720
*Arkansas $1,190,751
*California $16,620,295
*Delaware $328,808
*Florida $5,729,854
*Hawaii $358,793
*Idaho $431,188
*Indiana $2,253,964
*Maryland $1,804,240
*Montana $361,711
*Nebraska $527,388
*Nevada $771,291
*New Jersey $2,397,833
*Ohio $4,325,232
*Oregon $1,259,126
*Pennsylvania $5,021,980
*South Carolina $1,814,877
*Tennessee $1,961,679
*Utah $576,478
*West Virginia $796,450
*Wisconsin $1,936,898
Additional information on School Improvement Grants is available online at http://www.ed.gov/policy/elsec/guid/stateletters/schimpfundappl.pdf.
Charting Progress
A new report examining the Title I program, which provides federal funding to the nation’s neediest schools, reveals “substantial progress [was made] in the last six years, but more work needs to be done” to bring every student to the proficient level in reading and math by 2014. Published in two volumes, the National Assessment of Title I Final Report provides recent data evaluating 1) the implementation and impact of the program under No Child Left Behind and 2) the effectiveness of four remedial reading programs. Among the key findings were that more students in most subgroups were performing on grade level, though gains at the high school level were lagging, and that 75 percent of all schools and districts met their states’ adequate yearly progress (AYP) targets in 2004-05, while 18 percent of Title I schools were identified as needing improvement. For the full report, visit http://ies.ed.gov/ncee.
U.S. Secretary of Education Margaret Spellings Discusses No Child Left Behind, Priorities for 2008 During Remarks at National Press Club in Washington, DC
U.S. Secretary of Education Margaret Spellings today delivered remarks on No Child Left Behind and the Administration’s K-12 priorities for 2008 at the National Press Club Newsmaker Luncheon in Washington, D.C. Following are her prepared remarks:
Thank you, Jerry.
There’s a new movie out called The Great Debaters. It’s inspired by the true story of students at Wiley College in Marshall, Texas and how they beat the odds. The title is apt, because our nation is engaged in a great debate.
It’s not really a new debate. In fact, the movie quotes the great Langston Hughes poem, “I, too, sing America” which speaks to the heart of what we’re talking about. That all children, regardless of what they look like, or where they come, from deserve a quality education.
Yet even today, some are still debating whether or not this goal is reasonable for every child.
What is new is that thanks to the people in this room, and others like you, our debate is slowly evolving. Instead of asking whether or not all students can learn, we’re finally beginning to make sure that every child is learning.
So I’m honored to be here with trailblazers who are leading a revolution in education. No other issue unites such a distinguished, diverse, and bipartisan group of people. Joel Klein, Bill Taylor, and John Castellani up here with me.
Many of you out there in the audience. Thanks very much to all of you.
No Child Left Behind came about because of people like you. You saw workers who were unprepared for jobs. You saw that the line between the “haves” and “have nots” was often drawn by race and background.
You supported the need to shine the light on where schools were doing well—and where they were letting kids down.
You sparked a movement to use standards and measurement to drive reform for every single student. Today, from Massachusetts to Florida, from New York City to Atlanta to Houston, those that first championed this approach are reaping the greatest results.
Today, I’m releasing this new resource, which we’re calling the National Dashboard. It shows how we’re doing on key indicators such as high school graduation rates and closing achievement gaps. We’ve also created a new tool on our website, ed.gov, to help parents and policymakers understand how their state is performing.
Civil rights leaders like Bill Taylor agree that information is a powerful motivator. Don’t you Bill?
We publish data to guide and promote improvement. We are committed to our promise of grade-level or better for every child by 2014 because it’s the right thing to do. Not just for our kids, but for our country’s long-term economic security.
But don’t just take my word for it, ask any business leader. As my friend Tom Donohue of the U.S. Chamber of Commerce has said, “dangerous trends have taken hold nationwide that should not only worry us but also scare us and even shame us.”
Because people like you recognized this trend early on, just six years ago, we finally made a commitment to leave no child behind.
Agree or disagree with this law, without NCLB, we wouldn’t even be talking about how to get every student on grade level.
In our two centuries as a nation, this is the first time we’re able to have a discussion based on facts and sometimes harsh realities, instead of hopes or habits.
After decades of doling out federal dollars and hoping for the best, we’re now expecting and getting results.
We’re in the midst of a profound and often uncomfortable transition.
For 40 years, we tried the “ostrich approach.” Instead of addressing problems, we buried our heads in the sand.
Today, we’re taking an honest look at our schools.
Now it’s decision time do we have the courage to repair what’s broken? Or will we go back to pretending nothing’s wrong?
As Senator Kennedy wrote in Monday’s Washington Post, we must “put progress ahead of politics and support what is working in school reform… and work together to fix what is not.”
I agree. And I look forward to working with Senator Kennedy, and all of you, to do what’s right, and carry this movement forward.
We must stay true to the core principles of reform: annual testing, publishing data, helping students and schools that fall behind, and holding ourselves accountable for our goal of all children achieving.
Over the past several years, I’ve traveled the country listening to teachers, parents, business leaders, policymakers, civil rights organizations and Congress. And here’s the consensus.
We must make sure educators have the best ways to chart student progress over time the flexibility to improve struggling schools and more accurate ways to measure dropout rates. We must make sure students who need extra help can access free tutoring.
To reinforce the President’s challenge of Monday, Congress has had over a year to consider these reforms, but students and teachers need help now. So if Congress doesn’t produce a strong bill quickly, I will move forward.
As I’ve done since taking office, I will partner with states and districts to support innovation. Just this week I’ve been to Chicago and Tallahassee. Next week I’ll head west to California, Oregon, and Washington.
I intend to visit as many places as possible to build on the foundation we’ve laid. We must make sure that people nationwide are asking the right questions.
For instance, in this high-tech, knowledge-based economy, do we really want to debate whether it’s appropriate for a 9-year-old to know how to read?!?
Now that a college degree is all but essential, do we want to argue whether it’s possible for every student to graduate from high school?!?
When we need to be sprinting ahead, we can’t afford to keep walking.
Instead of questioning our children’s potential, let’s get experienced teachers in our neediest schools and reward them for results. Let’s use research, data, and technology to guide innovation like we do in business and medicine. Let’s make a college degree affordable and accessible to all.
Today, we celebrate a powerful movement that declares grade-level skills the bare-minimum for life in our democracy and today’s economy. We celebrate a movement that declares that education is, in fact, the new civil right.
During my final year, I will do everything in my power to propel this movement forward.
But ultimately, it’s up to all of us to make sure it lives on.
We are hearing all kinds of rhetoric from the campaign trail: proposals to “scrap” NCLB, to “overhaul” the law, or to “turn around” education in just three years.
As a parent, taxpayer, and voter I want more than a sound bite or quick fix. I want someone who recognizes that NCLB has sparked a more sophisticated dialogue that’s driving real improvement for all students.
We have to ask, which comes first, politics or kids?
No Child Left Behind is not just a catchy phrase. It’s a statement about who we are, and what kind of country we want to be.
It’s interesting this election season, everybody’s talking about change. With this law, we got change; in fact, we got one of the biggest changes in education history.
And today, we’ve reached a tipping point. It’s up to us to define our future. If that future does not have accountability at its very core, then we’ll all lose most importantly, the kids.
Thank you. Now I’m happy to answer your questions.
The national dashboard, Mapping America’s Educational Progress 2008 is available online at: http://www.ed.gov/nclb/accountability/results/progress/nation.html
Grants Forecast
Be sure to review the FY 2008 Grants Forecast (as of January 11) at http://www.ed.gov/fund/grant/find/edlite-forecast.html, which lists virtually all programs and competitions under which the Department has invited or expects to invite applications for awards and provides actual or estimated dates for the transmittal of applications under these programs. The lists are in the form of charts — organized by program office — and will be updated regularly through July 2008. (Note: This document is advisory only and not an official application notice of the U.S. Department of Education.)
Meanwhile, applications are available for the Arts in Education-Model Development and Dissemination Grant Program (see http://www.ed.gov/programs/artsedmodel/) and the Arts in Education-Professional Development for Arts Educators Grant Program (see http://www.ed.gov/programs/artsedprofdev/).
Web Site on State Education Reforms from the National Center for Education Statistics
The State Education Reforms Web site, which draws primarily on data collected by organizations other than the National Center for Education Statistics, compiles and disseminates data on state-level education reform efforts in four areas: 1) standards, assessment, and accountability; 2) school finance reforms; 3) resources for learning; and 4) state support for school choice options. Specific reform areas include student and teacher assessments, adequate yearly progress, statewide exit exams, highly qualified teachers, open enrollment laws, and charter schools.
http://nces.ed.gov/programs/statereform/
Projections to 2016
Anxious to look ahead? The National Center for Education Statistics’ “Projections of Education Statistics to 2016” projects key statistics, including student enrollment, graduates, teachers, and expenditures for elementary and secondary schools and degree-granting institutions. For example, K-12 enrollment rose 16% between 1991 and 2004 and is projected to increase an additional 9% between 2004 and 2016. Also, college enrollment rose 22% between 1991 and 2005 and is projected to increase an additional 17% by 2016. For more information, please go to http://nces.ed.gov/programs/projections/projections2016/.
Doing What Works
Earlier this month, the Department launched a “Doing What Works” web site (http://dww.ed.gov/) to provide educators with recommendations on effective teaching practices to improve student achievement. The site has a user-friendly interface to quickly identify teaching practices that have been found effective by the agency’s research arm, the Institute of Education Sciences (IES), and similar organizations. It also cites examples of possible ways—although not necessarily the only ways—this research may be used to help students reach their academic potential. For example, teachers interested in successful strategies for helping English language learners can watch a video of eight techniques that teachers at one school use to teach vocabulary. Classroom scenes, student reactions, and graphic aids can all be viewed. In the future, similar resources will be available in the areas of cognition and learning, early childhood education, literacy, math and science, high school reform, and school restructuring.
Calls to Participate
Suggest New Topics for the What Works Clearinghouse to Study
The U.S. Department of Education’s What Works Clearinghouse is soliciting ideas for topics that could be studied in the future. It currently studies beginning reading, elementary and middle school math, early childhood education, dropout prevention, English language learning, and character education. Should tackle other academic subjects like adolescent literacy, high school math, science, history and social studies, or writing? Should it expand to include postsecondary or adult education? Should it tackle topics in special education? Should it examine approaches to the professional development of teachers and principals, or school-level issues such as how to turn around low-performing schools?
http://ies.ed.gov/ncee/wwc/help/webmail/feedback.asp
Young Adults with Multiple Learning and Cognitive Disabilities: Apply to the University of Iowa R.E.A.C.H Program
The University of Iowa R.E.A.C.H Program educates young adults with multiple learning and cognitive disabilities, helping them reach their full potential through a 2-year, comprehensive, campus-based certificate program. It seeks to create a living-learning experience where participants are taught the skills necessary for being independent, engaged, contributing members of their communities. Applications for Fall 2008 are now available. Application deadline: March 1, 2008 – http://www.education.uiowa.edu/reach/
Special Education Resources
A Summary of the Research on the Effects of Test Accommodations
Report – http://cehd.umn.edu/NCEO/OnlinePubs/technicalreports.html
This report from the National Center on Educational Outcomes summarizes test accommodations research published from 2005-2006, covering 32 published research studies. It identifies promising directions in research and provides suggestions for future studies. Highlights from the report include: researchers conducted primary data collection in over 70% of the studies, rather than using existing data sets; the most commonly studied accommodations were extended time, oral accommodations, and computerized administration; most oral presentation and timing accommodations had a positive effect on scores; and testing accommodations noted on a student’s IEP do not always match those provided or used in instruction.
EDFacts:Special Education in the New National Education Data System
Brief
http://projectforum.org/docs/EDFactsSpecialEducationintheNewNationalEducationDataSystem.pdf
This In-Depth Policy Analysis from the National Association of State Directors of Special Education describes the U.S. Department of Education’s (DOE) development of a repository for K-12 education data, EDFacts. It summarizes interviews with seven state special education directors and/or data managers, and each state’s EDFacts coordinator, regarding the state’s submission of special education data via EDFacts. Findings regarding state staffing, interaction between general and special education divisions, effect of EDFacts on SEA structure and operations, changes in special education reporting, technical assistance from the DOE for the transition to EDFacts, and the benefits and challenges of EDFacts are reported. Available in PDF (13 pages, 192 KB).
Culturally Responsive Practices in Schools: The Checklist to Address Disproportionality – Checklist
http://dpi.wi.gov/sped/doc/disp-cadse-cklst.doc
The Wisconsin Department of Public Instruction, the Madison Metropolitan School District, and the University of Wisconsin-Oshkosh created this checklist to help state staff learn about issues and practices that may help to mitigate the overrepresentation of racially, culturally, ethnically, and linguistically diverse students in special education programs. Available in Word (51 pages, 468 KB).
Evaluation of the Ticket To Work Program:Assessment of Post-Rollout Implementation and Early Impacts, Volume 1– Evaluation Report
http://www.mathematica-mpr.com/premium-publications/pdfs/TTWpostrolloutvol1.pdf
Mathematica Policy Research has released an evaluation of the Ticket to Work Program (TTW). The report examines experiences of Beneficiaries, State Vocational Rehabilitation (VR) Agencies, Employment Networks (ENs), and the Social Security Administration (SSA) during the TTW rollout period from 2002-2004. Overall, Mathematica found that the TTW Program did not have a significant impact on the way VR does business or on the practices of ENs in the community. However, TTW did begin a fundamental shift within SSA toward focusing on improving the earnings of beneficiaries. Available in PDF (301 pages, 2.5 MB).
Free Online Leadership Course from the American Academy of Pediatrics
Online Course
http://tinyurl.com/2vqllu
Learn more about leadership in a free trial of this online course from the American Academy of Pediatrics. Assess your own leadership skills and learn about tools that can help you improve them. Participants in this course will use a defined conceptual model of leadership to examine their own leadership style; learn to use leadership tools to identify goals and barriers to change; learn to identify the potential for conflict, then understand and apply various approaches to manage and resolve it; and learn to identify and build upon the diverse styles and skills of team members in order to achieve goals.
High Schools for Equity: Policy Supports for Student Learning in Communities of Color – Report
http://www.srnleads.org/press/pdfs/hsfe_report.pdf
This report describes a study conducted by the School Redesign Network at Stanford University which examined five California schools that achieve great success with low-income students of color. The report presents practices and policies that similar schools can use to improve both the day-to-day learning experiences and educational outcomes of their students. The five schools, which include both district-run and charter-operated schools in large cities, do not have selective admission requirements, serve primarily minority and low-income students, graduate students at higher rates than the state average, and send more than 80% of their students to college. Available in PDF (124 pages, 1.3 MB).
Involving Families as Advisors Toolkit – Toolkit
http://www.cshcn.org/resources/famadvisor.cfm
The Center for Children with Special Health Care Needs developed this toolkit from resources and materials used with its Family Consultant Project, which is a model for sustaining meaningful involvement of family members as expert consultants. The Project was founded on the assumption that the involvement of patients and their families in the design, implementation, and evaluation of pediatric healthcare services, programs, and policies makes a significant difference. This toolkit provides resources and handouts to help involve families as advisors or consultants in organizations.
Post-School Outcomes: Response Rates and Nonresponse Bias –
Document
http://www.psocenter.org/Docs/Products/WestatRespNonRespFINAL.pdf
This document from the National Post-School Outcomes Center and Westat provides guidance for states regarding writing about Indicator 14 in their SPP/APR and working with post-school outcomes data. Available in PDF (13 pages, 796 KB).
This is Health Care Transition (2007) –Video
http://video.ichp.ufl.edu/tihct.php
The Institute for Child Health Policy (ICHP) at the University of Florida developed this video in order to help youth and young adults with chronic health conditions and their families be better prepared for adulthood, especially the move from pediatric to adult-oriented health care. It can be viewed on the Web or downloaded for later viewing. ICHP has also developed an online brochure that describes and provides access to all of it health care transition products which is available at: http://hctransitions.ichp.ufl.edu/hct-promo/
Twenty-Seventh Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Parts B and C – Report
http://www.ed.gov/about/reports/annual/osep/2005/parts-b-c/index.html
The U.S. Department of Education must report to Congress annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities per the Individuals with Disabilities Education Act (IDEA). Volume 1 of the report focuses on the children and students being served under IDEA, including trends in numbers and percentages of infants, toddlers, preschool, and school-age children served; educational environments of preschool-age children; declassification of elementary school-age students; and characteristics of secondary students served for emotional disturbance. Volume 2 contains state-level data profiles.
Update from The National Center for Special Education Research
Facts From NLTS2:Orientation and Mobility Skills of Secondary School Students With Visual Impairments
http://ies.ed.gov/ncser/pdf/20083008.pdf
This report was released by the National Center for Special Education Research (NCSER) on January 23, 2008. Orientation refers to one’s ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one’s ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. This report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). It also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities.
Perceptions and Expectations of Youth With Disabilities.A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2)
http://ies.ed.gov/ncser/pubs/20073006/index.asp
Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2): released on September 11, this report from NCSER provides a picture of the self-representations and expectations of youth with disabilities, how they differ across disability categories and demographic groups, and how they compare with youth in the general population. The National Longitudinal Transition Study-2 (NLTS2), funded by IES, was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. This report presents findings drawn primarily from telephone interviews or self-administered mail surveys collected from youth when they were ages 15 through 19. The report addresses questions such as how youth with disabilities describe their feelings about themselves and their lives, their secondary school experiences, their personal relationships, and their expectations for the future.
Facts From NLTS2:Secondary School Experiences of Students With Autism
http://ies.ed.gov/ncser/pubs/20073005/index.asp
The National Center for Special Education Research at the Institute of Education Sciences has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism. Some of the major facts include the following:
1. Ninety-seven percent of the secondary school students with autism attend public schools. Overall, 84 percent attend regular schools that serve a wide variety of students, and about 12 percent attend special schools that serve only students with disabilities. The other 4 percent attend charter, magnet, alternative, hospital, or home schools.
2. Ninety-two percent of the students with autism take at least one academic subject in a given semester. Most take language arts (89 percent) and mathematics (90 percent); somewhat fewer take social studies (69 percent) or science (67 percent).
3. Overall, 33 percent of secondary school students with autism receive the standard general education grade-level curriculum used for other students in their general education academic classes. However, almost half of students with autism (47 percent) have teachers who report making “some modifications” to the general education curriculum. For another 12 percent, “substantial modifications” are made to the general education curriculum they receive, and 8 percent receive a specialized curriculum.
Upcoming Conferences, Workshops, and Events
February 2008
Resilience – Building Strength for Life: National Association of School Psychologists (NASP) Annual Convention
Date: February 6-9, 2008
Location: New Orleans, LA
Website: www.nasponline.org
Learning and the Brain Conference: Using Brain Research to Enhance Learning, Attention and Memory
Date: February 7-9, 2008
Location: San Francisco, CA
Website:www.edupr.com/brain19.html
Quality Matters:Our Commitment to All Learners
Date: February 7 – 10, 2008
Location: New Orleans, LA
Website:www.aacte.org
The Literacy and Social Development Connection:Using Effective Instruction to Improve Outcomes for Children and Adolescents with Challenging Behavior
Forum
Date: February 8, 2008 – February 9, 2008
Location: Norfolk, VA
Website:http://www.behavioralinstitute.org/ccbdforum.htm
Abstract: Teachers, supervisors, assessment personnel, administrators, and other professionals with responsibility for the delivery of effective services to students with challenging behaviors; teacher educators who design and implement personnel preparation programs and others responsible for staff development; and researchers who study effective programming for students with challenging behaviors are invited to attend this professional development forum, sponsored by the International Council for Children with Behavioral Disorders.
2008 Conference on Inclusive Education: Designing Classrooms for Success
Conference
Date: February 14, 2008 – February 16, 2008
Location: Denver, CO
Website:http://www.peakparent.org/conferences.asp
Abstract: Are you interested in increasing student achievement? Do you want to learn concrete strategies that support students in inclusive classrooms, how to build collaborative relationships between families and schools, or how to engage students at all levels of the curriculum? Then join PEAK Parent Center for its 2008 Conference on Inclusive Education and experience its world-class presenters and strategy-packed, hands-on sessions on planning and teaching using the principles of Universal Design.
21st Annual Research Conference: A System of Care for Children’s Mental Health: Expanding the Research Base
Conference
Date: February 24, 2008 – February 27, 2008
Location: Tampa, FL
Website:http://rtckids.fmhi.usf.edu/rtcconference/
Abstract: This conference, presented by the Research & Training Center for Children’s Mental Health, will facilitate the exchange of ideas for improving service systems for children with serious emotional and behavioral disturbances and their families and will elevate the discussion to identify specific strategies for creating comprehensive, integrated services systems matched to the context of the communities they serve. Researchers, evaluators, administrators, policymakers, planners, advocates, educators, service providers, and family members are invited to attend.
NCES Winter Forum and 21st Annual Management Information Systems Conference
Date: February 25, 2008 – February 29, 2008
Location: Burlingame, CA
Website:http://ies.ed.gov/whatsnew/conferences/?id=290&cid=2
Abstract: The National Center for Education Statistics (NCES) will sponsor a 2-day meeting of the membership of the National Forum on Education Statistics on February 25-26, to be immediately followed by the 21st Annual Management Information Systems (MIS) Conference. The MIS Conference provides concentrated information about best practices, innovative ideas, current issues, and practical how-to advice about MIS for K-12 education. It brings together people who work with information collection, management, transmittal, and reporting in school districts and state education agencies. This year, the MIS Conference will offer more than 80 presentations, demonstrations, and workshops conducted by practitioners from K-12 information systems.
Learning Disabilities of America (LDA)’s Annual International Conference
Date: February 27-March 1, 2008
Location: Chicago, IL
Website:www.ldaamerica.org
March 2008
Association of Maternal & Child Health Programs (AMCHP) Conference
Date: March 1-5, 2008
Location: Alexandria, VA
Website:www.amchp.org
National Youth-At-Risk Conference
Date: March 2-5, 2008
Location: Savannah, GA
Website:www.nationalyouthatrisk.com
BRIGHTER TOMORROWS
Conference
Dates: March 7-8, 2008
Location: Saint Martin’s University * Norman Worthington Conference Center
5300 Pacific Ave. SE * Lacey, WA 98503
WebSite: http://www.WyattsHouse.org
Telephone: (360) 507-0944
Email: info@wyattshouse.org
Abstract: Brighter Tomorrows is the annual conference-fundraiser of The Wyatt Holliday Foundation, an Olympia-based nonprofit which assists families of children with special needs through advocacy, education and support. The conference takes place near Washington State capitol, bringing together professionals and families to learn from those specializing in various educational, medical, therapeutic and legal fields of interest. This year there is emphasis on special education law and the Pete Wright due process DVD will be shown. For more details please contact us!
Learning Differences Conference:Executive Function in the 21st Century Classroom – Innovative Strategies for Student Success
Date: March 7-8, 2008
Location:Cambridge, MA
www.gse.harvard.edu/ppe
Technology & Persons with Disabilities Conference
Date: March 10-15, 2008
Location: Los Angeles, CA
Website:www.csun.edu/cod/conf/index.html
National Abandoned Infants Assistance Resource Center Conference (NAIARC): Strengthening Connections
Date: March 12-14, 2008
Location: San Francisco, CA
Website:http://aia.berkeley.edu
People on the Move:Using All Transportation Options (ADA and Beyond –Training
Date: March 12, 2008 – March 13, 2008
Location: New Orleans, LA
Website:http://projectaction.easterseals.com/site/PageServer?pagename=ESPA_people_move
Abstract: Each year, Easter Seals Project ACTION (Accessible Community Transportation In Our Nation) offers five of these trainings providing teachers and trainers the basic tools needed to expand community transportation options. Human service providers, transportation providers, school personnel, individuals who use community transportation, and advocates who support community change are invited to apply to attend.
Reinventing Schools:Courageous Leadership for Positive Change – Association for Supervision and Curriculum Development (ASCD) Annual Conference
Date: March 15-17, 2008
Location: New Orleans, LA
Website:www.ascd.org
Association for Childhood Education International (ACEI)’s Annual International Conference and Exhibition:Beyond Standards – Reaching Every Child’s Potential
Date: March 26-29, 2008
Location: Atlanta, GA
Website:www.acei.org
April 2008
Juvenile Bipolar Disorder: Under Diagnosed, Under Treated, Under Discussion
Date(s): April 18th and 19th 2008
Location: Austin Convention Center, Austin Texas
Sponsor: dbh Neuroscience Seminars
Contact Information: Phone – 925-648-2649, FAX – 925-648-2650 e-mail – info@behaviorquest.com
Website:www.dbhnss.com Registration online encouraged
Abstract: Our featured presenters are Demitri and Janice Papolos authors of, “The Bipolar Child”. David Miklowitz, PhD author of “Bipolar Disorder; Family Focused Treatment”, and Steven Mattis PhD, neuropsychologist and expert in the executive processing that are frequently deficits in this population.
Funding Forecast, Grants, and Award Opportunities
Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
FY 2006-2007 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/
This site, from the Department of Education, provides information on grant competitions that are currently open.
HP Technology for Teaching Grants
http://www.hp.com/hpinfo/grants/us/programs/tech_teaching/index.html
The HP Technology for Teaching Grants support K-12 public schools in the U.S. that use a collaborative, team-based approach to implementing technology integration projects. The projects must focus on using technology to teach, rather than on teaching students to use technology. Each grant is worth about $40,000. HP will select approximately 110 schools to receive the equipment and professional development support they need to effectively integrate technology into their instruction. Preference will be given to projects that address mathematics and/or science, and to schools that serve a high proportion of low-income students relative to their district or state. Application deadline: February 14, 2008.
Intel Schools of Distinction Awards for Excellence in Math and Science Education
http://www.intel.com/education/schoolsofdistinction/
Each year, Intel honors U.S. schools that have demonstrated excellence in math and science education as Intel Schools of Distinction. One elementary, one middle, and one high school in each of two categories—math and science—receives $10,000 cash grants and more than $100,000 in products and services. One of these six schools receives an additional $15,000 grant and additional products and services. Eligible schools meet or exceed benchmarks, including national mathematics and science content standards. The awards program is open to K-12 public, private, charter, and parochial schools in the U.S.; DoDEA Schools; and BIA schools. Application deadline: February 14, 2008.
STOP Hunger Scholarships: Recognizing and Honoring Students for Community Service
http://www.helpstophunger.org/scholarships/index.asp
The STOP Hunger Scholarships recognize students who have made a significant impact in the fight against hunger and its root causes in the U.S. Applicants must be enrolled in an accredited U.S. educational institution (kindergarten through college) and must have performed volunteer service affecting hunger in the U.S. at least within the last 12 months. The volunteer work must have been for the benefit of non-family members. Up to five students will each receive a $3,000 scholarship as well as a $3,000 grant made in their name to the local hunger-related charity of their choice. Application deadline: February 29, 2008.
Young Eco-Hero Awards
http://www.actionfornature.org/eco-hero/ecoheroawards.html
Action for Nature’s International Young Eco-Hero Awards recognize the individual accomplishments of young people (ages 8-16) whose personal actions have significantly improved the environment. Action For Nature awards cash prizes of up to $500 to young Eco-Heroes from around the world for their outstanding accomplishments in environmental advocacy, environmental health, research, or protection of the natural world. Eligible applicants are conducting self-initiated projects which concern environmental health, advocacy, research or protection of the natural world. The project should have reached completion, or a significant stage. Application deadline: February 28, 2008.
Allstate Foundation Grants for Safe and Vital Communities; Economic Empowerment; and Tolerance, Inclusion, and Diversity
The Allstate Foundation supports national and local programs regarding Safe and Vital Communities (including youth anti-violence); Economic Empowerment (including financial and economic literacy); and Tolerance, Inclusion, and Diversity (including teaching tolerance to youth, and alleviating discrimination). Nonprofit, tax-exempt organizations under Section 501(c)(3) of the Internal Revenue Code are eligible to apply. The Foundation has no deadlines for submission; proposals may be submitted throughout the calendar year.
http://www.allstate.com/citizenship/foundation/funding-guidelines.aspx
Brookdale Foundation Grants for Relatives as Parents Local and State Programs – The Brookdale Foundation’s Relatives as Parents Program (RAPP) encourages and promotes the creation or expansion of services for grandparents and other relatives who have taken on the responsibility of surrogate parenting when the biological parents are unable to do so. The Foundation provides Local and State Seed Grants for RAPP. Deadline for submission of local proposals: January 10, 2008. Deadline for submission of state proposals: February 8, 2008.
http://www.brookdalefoundation.org/relativesasparents.htm
Freida J. Riley Teacher Award
The Christopher Columbus Fellowship Foundation is seeking nominations for the Freida J. Riley Teacher Award, given annually to an American teacher who works with a physical disability, teaches in an especially challenging educational environment, or has performed a heroic act by making an exceptional personal or physical sacrifice on behalf of students. The award comes with a prize of $10,000. Nomination deadline: February 4, 2008.
http://www.columbusfdn.org/freidajriley/default.asp
Latest Career Center Classifieds
K-12 Special Education Teaching Jobs
Nationwide Locations
Job Category: Teacher (K – 12)
Description:
Carney, Sandoe & Associates is an educational recruitment firm that places teachers and administrators in private, independent and like-kind (charter, magnet, pilot and merit) schools across the nation and worldwide. We have placed over 20,000 teachers and administrators in independent schools since 1977.
CS&A has hundreds of special education positions available each year. All fees are paid by the client school; personal and professional placement services are free to the candidate.
Apply online at: www.carneysandoe.com
Requirements:
Candidates will need a degree in special education. Experience working with children between the ages of 5-18 is preferred. The ability to coach or direct extracurricular activities is very helpful.
Benefits:
Compensation and benefit packages will be different at each school and will typically depend on geographical location, experience and level of degree. Benefit packages will include the following: Medical, and 401K (TIAA-CREF), and may include dental, housing, relocation, tuition remission and professional development.
Contact:
Jonathan K. Ball
Director of Recruitment
Carney, Sandoe & Associates
Phone: 800-225-7986
Email: jonathan.ball@carneysandoe.com
Website: www.carneysandoe.com
_________________________________________________
PART-TIME TUTORS WANTED
Description: Columbia College Chicago’s Writing Center is seeking qualified, experienced, and enthusiastic tutors to help support our ESL, Reading, and LD students through one to one sessions. Applicants must be able to demonstrate effective tutoring with persons of diverse socioeconomic, cultural, disability, and ethnic backgrounds. Tutors must also have excellent written and interpersonal skills, be able to follow through with paperwork, and be open to other writing center duties.
Minimum academic qualifications for ESL tutors: Master’s degree in Applied Linguistics.
Minimum academic qualifications for Reading tutors: Master’s degree in Reading or Special Education or a Specialist certificate.
Minimum academic qualifications for LD tutors: Master’s degree in Learning Disabilities or Special Education.
Columbia College Chicago encourages female, GLBT, disabled, international and minority classified individuals to apply for all positions.
Contact: Send CV and cover letter to: nmeola@colum.edu
_________________________________________________
SEIT – Mono and Bilingual Spanish
Description: Special Education – SEIT Providers needed – immediate openings. Permanent/Professional/Initial Special Education certificate required. English and/or bilingual (Hebrew, Yiddish, Spanish, Russian – extension). ABA a plus. Brooklyn all areas, P/T, F/T, top salary and benefits.
Requirements: Permanent/Professional/Initial Special Education certificate required.
Benefits: Top benefits
Contact:seligs@optonline.net
fax: 718-627-1855 ATTN: Susan
Acknowledgements
Portions of this month’s Special Educator e-Journal were excerpted from:
- Committee on Education and the Workforce
- FirstGov.gov-The Official U.S. Government Web Portal
- National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at http://www.ncset.org/enews. NCSET is funded by the U.S. Department of Education, Office of Special Education Programs.
- National Collaborative on Workforce and Disability for Youth
- National Dissemination Center for Children with Disabilities
- National Institute of Health
- National Organization on Disability
- Substance Abuse and Mental Health Services Administration
- U.S. Department of Education
- U.S. Department of Education-The Achiever
- U.S. Department of Education-The Education Innovator
- U.S. Department of Labor
- U.S. Food and Drug Administration
- U.S. Office of Special Education
- U.S. Department of Health and Human Services
The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASETSpecial Educator e-Journal.
