April 2008 – Special Educator e-Journal

Table of Contents

Message from the Executive Directors

NASET Award Nominations Now Being Accepted

This Just In…….

Q and A: Questions and Answers on Serving Children With Disabilities Placed by Their Parents at Private Schools

Calls to Participate

Special Education Resources

Update From the U.S. Department of Education

Upcoming Conferences, Workshops, and Events

Funding Forecast and Award Opportunities

Latest Career Center Classifieds

Acknowledgements

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Message from the Executive Directors

Dr. Roger Pierangelo & Dr. George Giuliani

Welcome to the April 2008 edition of the NASETSpecial 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.

Membership in NASET is growing faster each day, both with renewals and new members. We thank all of you for referring your colleagues to us. NASET is dedicated to meeting all of the needs of special educators throughout the world.

In March, NASET started a weekly publication to keep you current regarding topics of interest happening throughout the world in special education.  NASET’sWEEK in REVIEW is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

Starting in April, NASET is providing another new e-Publication titled the NASETAUTISM SPECTRUM DISORDER SERIES. This NASET monthly e-publication will provide the latest information on autism spectrum disorders.  The most recent research on autism reveals a tremendous rise in its incidence, with reports of it occurring in 1 to every 150 children (Center for Disease Control, 2007).  Given the dramatic rise in numbers, it is inevitable that special education professionals will be working with students with autism spectrum disorders throughout their entire careers.  The NASETAUTISM SPECTRUM DISORDER SERIES is a monthly education resource that will focus on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies. We hope you find this series both informative and helpful.

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 April, 2008 edition of the NASETSpecial Educator e-Journal. 

Sincerely,

Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors

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Coffee Shop Prepares Teens for Work Force: Special Education Students Get Jolt of Job Experience at School Gig
When Wheat Ridge High School sophomore Marcella Moreno leaves school at the end of the day, she hurries to work at a Mexican restaurant near her house. But when she’s not there, Moreno sharpens her business skills at Joe Pit, her school’s new student-run coffee shop.  “You learn a lot about measuring, doing things right,” she said, pausing from counting a stack of bills in the lock box on Joe Pit’s counter. Moreno and about 15 other students are part of the new Joe Pit program, designed to give special-education students a chance to practice filling out job applications, providing good customer service and running a business smoothly. Students apply to work during free periods or during one of the related-career classes taught by special-education coordinator Anna Taylor. To read more, click link below:
http://www.jeffconews.com/Articles-i-2008-03-27-205947.114125_Coffee_shop_prepares_teens_for_work_force.html 

Forum to Focus on Resources for Children with Special Needs
From homes and boats to brides and pets, the calendar is jammed with events designed to bring together folks with a shared passion. So, two Shelby County women asked: Why not have a gathering that brings together families of special-needs children with those dedicated to providing needed services?  On April 5, parents will mingle with therapists, neuropsychologists, education and law specialists in just such an event. The daylong forum, titled “Identifying Resources for Children with Special Needs,” is sponsored by Le Bonheur Children’s Medical Center. To read more, click link below: http://www.commercialappeal.com/news/2008/mar/27/forum-to-focus-on-resources-for-special-needs/

Doug Flutie on Football, Autism
Heisman Trophy winner and former NFL quarterback Doug Flutie, founder of the Doug Flutie, Jr. Foundation for Autism (www.dougflutiejrfoundation.org), was in town Thursday to help kick off the 15th season at Jerry’s Habima Theatre.
The theatrical company, at the Marcus Jewish Community Center of Atlanta, is directed and produced by professionals featuring actors with developmental disabilities.

At the benefit reception before the production of “Footloose,” Flutie engaged patrons in a discussion of his autistic son, Doug Jr., 16.  “We can’t put limitations on children,” said Flutie. He shared a story of how a therapist helped Doug Jr. windsurf, even though he doubted his son would be able to do it.
To read more, click link below:
http://www.ajc.com/living/content/shared-blogs/ajc/social/entries/2008/03/27/doug_flutie_on_football_autism.html 

School Teachers and Therapists Uninformed of Learning Disabilities: Teachers Union
Teachers and therapists at nearly a third of the city’s 1,400 schools were not properly informed about learning disabilities and other student problems in their classrooms.

That’s according to a city teachers union study that state education officials have affirmed.”We’re talking about the basic pages that direct staff how to instruct students,” said Carmen Alvarez, a union vice president who conducted a study that found 415 of the city’s schools did not comply with state and federal laws requiring schools to tell teachers of kids’ special needs. The law says all teachers and therapists must receive copies of their students’ Individualized Education Programs, or IEPs, which spell out a child’s special needs.  “If the IEP said they were allergic to something or if there was a requirement that, when they get tested in an exam, they have time and a half or a separate location, if you don’t give that to the general education teachers, how are they going to help them?” Alvarez said. To read more, click link below:
http://www.nydailynews.com/ny_local/education/2008/03/28/2008-03-28_school_teachers_therapists_uninformed_of.html

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IDEA and its implementing regulations contain a number of significant changes from the preexisting law and regulations for parentally-placed private school children with disabilities. Section 612(a)(10)(A) of IDEA and 34 CFR §§300.130 through 300.144 now require that the local educational agency (LEA), after timely and meaningful consultation with private school representatives, conduct a thorough and complete child find process to determine the number of parentally-placed children with disabilities attending private schools located in the LEA. These requirements make clear that the obligation to spend a proportionate amount of IDEA Part B funds to provide services to children with disabilities enrolled by their parents in private schools now refers to children enrolled by their parents in private elementary schools and secondary schools “in the school district served by a local education agency.” Other key changes relate to the consultation process, calculation of the proportionate share, and standards applicable to personnel providing equitable services.

A. Consultation With Private School Representatives and Representatives of Parents of Parentally-Placed Private School Children With Disabilities

Authority: The requirements for consultation are found in the regulations at 34 CFR §300.134.

Question A-1:What guidance is available on how to carry out the consultation process? Are there any consultation models available?

Answer: In March 2006, OSEP issued a document entitled “Questions and Answers on Serving Children With Disabilities Placed by Their Parents at Private Schools.” This document provides guidance on the requirements for the consultation process. In addition, the website http://idea.ed.gov provides a topic brief and a video clip describing specific changes in the requirements in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) for parentally-placed private school children with disabilities. There are a number of ways to carry out the consultation process. OSEP, however, does not endorse any specific consultation model.

B. Equitable Services

Authority: The requirements for equitable services are found in the regulations at 34 CFR §§300.132 and 300.137-300.138.

Question B-1: Define equitable services.

Answer: Equitable services are services provided to parentally-placed private school children with disabilities in accordance with the provisions in IDEA and its implementing regulations at 34 CFR §§300.130 through 300.144.

The regulations at 34 CFR §300.137(a) explicitly provide that children with disabilities enrolled in private schools by their parents do not have an individual right to receive some or all of the special education and related services they would receive if enrolled in the public schools. Under the Act, LEAs only have an obligation to provide parentally-placed private school children with disabilities an opportunity for equitable participation in the services funded with Federal Part B dollars that the LEA has determined, after consultation, to make available to its population of parentally-placed private school children with disabilities.

The consultation process is important to ensure the provision of equitable services. Consultation among the LEA, private school representatives, and parent representatives must address how the consultation will occur throughout the school year so that parentally-placed children with disabilities identified through child find can meaningfully participate in special education and related services. How, where, and by whom special education and related services will be provided for parentally-placed private school children with disabilities is determined during the consultation process.

Equitable services for a parentally-placed private school child with disabilities must be provided in accordance with a services plan. A services plan must describe the specific special education and related services that will be provided to a parentally-placed private school child with disabilities designated to receive services.

C. Services Plans

Authority: The requirements for services plans are found in the regulations at 34 CFR §§300.132(b) and 300.138(b).

Question C-1:How often must a services plan be written?

Answer: IDEA and its implementing regulations do not specify how often a services plan must be written. As provided in 34 CFR §300.138(b)(2)(ii), a services plan must, to the extent appropriate, be developed, reviewed and revised in accordance with the IEP requirements in 34 CFR §§300.321 through 300.324. The regulations at 34 CFR §300.324(b)(1) require that a child’s IEP be reviewed periodically and not less than annually, to determine whether the annual goals for the child are being achieved; and to be revised as appropriate. The Department, therefore, believes that generally a services plan should be reviewed annually and revised, as appropriate.

Question C-2:Must the parent of a parentally-placed private school child participate in the development of a services plan?

Answer: As provided in 34 CFR §300.138(b)(2)(ii), a services plan must, to the extent appropriate, be developed, reviewed and revised in accordance with the requirements in 34 CFR §§300.321 through 300.324. Therefore, to the extent appropriate, the meeting to develop a services plan should be conducted in accordance with 34 CFR §300.321. Under 34 CFR §300.321(a)(1), the parents of the child are required participants. Given the emphasis on parent involvement in IDEA, the Department believes that parents should participate in the meeting to develop the services plan for their child.

D. Due Process

Authority: The requirements for how due process and State complaints apply to children parentally-placed in private schools are found in the regulations at 34 CFR §300.140.

Question D-1: Under what circumstances may a parent file a complaint under the private school provisions?

Answer: As provided in 34 CFR §300.140(b), a parent of a child enrolled by that parent in a private school has the right to file a due process complaint regarding the child find requirements in 34 CFR §300.131, including the requirements in 34 CFR §§300.300 through 300.311. Such a complaint must be filed with the LEA in which the private school is located and a copy forwarded to the SEA. The due process provisions in section 615 of the Act and 34 CFR §§300.504 through 300.519 of the regulations do not apply to issues regarding the provision of services to a particular parentally-placed private school child with disabilities an LEA has agreed to serve, because there is no individual right to services for parentally-placed private school children under IDEA. Disputes that arise about equitable services are, however, properly subject to the State complaint procedures in 34 CFR §§300.151 through 300.153. As provided in 34 CFR §300.140(c), a parent may file a signed written complaint in accordance with the State complaint procedures alleging that an SEA or LEA has failed to meet the private school provisions, such as failure to properly conduct the consultation process.

E. Child Find and Individual Evaluations

Authority: The requirements for child find for parentally-placed private school children with disabilities are found in the regulations at 34 CFR §300.131.

Question E-1:Is it possible for a parent to request evaluations from the district where the private school is located as well as the district where the child resides?

Answer: The Department recognizes that there could be times when parents request that their parentally-placed child be evaluated by different LEAs if the child is attending a private school that is not in the LEA in which they reside. For example, because most States generally assign the responsibility for making FAPE available to the LEA in which the child’s parents reside, and because that could be an LEA that is different from the LEA in which the child’s private school is located, parents could ask two different LEAs to evaluate their child for different purposes at the same time. Although there is nothing in IDEA that prohibits parents from requesting that their child be evaluated by the LEA responsible for FAPE for purposes of having a program of FAPE made available to the child at the same time that the parents request that the LEA where the private school is located evaluate their child for purposes of considering the child for equitable services, the Department does not encourage this practice. Note that a new requirement at 34 CFR §300.622(b)(3) requires parental consent for the release of information about parentally-placed private school children between LEAs. Therefore, as a practical matter, one LEA may not know that a parent also requested an evaluation from another LEA. However, the Department does not believe that the child’s best interests would be served if parents request evaluations of their child by the resident school district and the LEA where the private school is located, even though these evaluations are conducted for different purposes. Subjecting a child to repeated testing by separate LEAs in close proximity of time may not be the most effective or desirable way to ensure that the evaluations are meaningful measures of whether a child has a disability or of obtaining an appropriate assessment of the child’s educational needs.

Question E-2: Does the LEA where the private school is located have an obligation to make an offer of FAPE?

Answer: The LEA where a child attends private school is responsible for ensuring equitable participation. If a parentally-placed private school child also resides in that LEA, then the LEA would generally be responsible for making FAPE available to the child, unless the parent makes clear his or her intent to keep the child enrolled in the private elementary or secondary school located in the LEA. If a parentally-placed private school child resides in a different LEA, the district in which the private elementary or secondary school is located is not responsible for making FAPE available to that child.

If a determination is made through the child find process by the LEA where the private school is located that a child needs special education and related services and a parent makes clear his or her intent to keep the child enrolled in the private elementary or secondary school located in another LEA, the LEA where the child resides need not make FAPE available to the child.

F. Highly Qualified Teachers in Private Schools

Authority: The requirements for highly qualified teachers in private schools are found in the regulations at 34 CFR §§300.18(h) and 300.138(a).

Question F-1:Who must meet the “highly qualified teacher” requirements? If an LEA hires a teacher to provide special education services to children with disabilities placed by their parents in private schools, does the teacher have to meet the “highly qualified teacher” requirements?

Answer: The regulations at 34 CFR §300.138(a) clarify that personnel providing equitable services required by IDEA to children enrolled in private schools by their parents must meet the same standards as personnel providing services in the public schools, except that private elementary and secondary school teachers who are providing equitable services to parentally-placed private school children with disabilities do not have to meet the highly qualified special education teacher requirements in 34 CFR §300.18. If the responsible LEA contracts with private school teachers to provide equitable services to children with disabilities enrolled by their parents in private schools, those private school teachers do not have to meet the highly qualified special education teacher requirements. However, if public school personnel provide equitable services to private school children on or off the premises of the private school, those public school personnel must meet the highly qualified teacher requirements.

Question F-2: Can States go beyond IDEA’s requirements and require teachers in private schools to hold certain credentials or certifications?

Answer: The regulations at 34 CFR §§300.18(h) and 300.138(a) make clear that private school teachers do not have to meet the same highly qualified teacher requirements as teachers who are employed by public agencies. IDEA is silent regarding additional credentials or certifications that each State may require under State law.

Therefore, States may go beyond IDEA requirements and require teachers in private schools to hold certain credentials or certifications. If a State establishes requirements that exceed those required by Part B of the Act or the Federal regulations, the State is required by 34 CFR §300.199(a)(2) to identify in writing to the LEAs located in the State and to the Secretary that such rule, regulation, or policy is a State imposed requirement, which is not required by Part B of the Act or the Federal regulations.

G. Expenditures

Authority: The expenditure requirements are found in the regulations at 34 CFR §300.133.

Question G-1: Is the proportionate share that the LEA must expend to provide equitable services to children with disabilities placed by their parents in private schools different from the calculation required in previous years?

Answer: Yes, the revisions to IDEA in 2004 made a significant change in the manner in which the proportionate share is calculated. The major change is that the calculation is based on the total number of children with disabilities who are enrolled in private schools located in the LEA whether or not the children or their parents reside in the LEA.

The proportionate share is now calculated as follows: (1) For children aged three through 21, an amount that is the same proportion of the LEA’s total subgrant under section 611(f) of the Act as the number of private school children with disabilities aged three through 21 who are enrolled by their parents in private, including religious, elementary schools and secondary schools located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged three through 21.

(2) For children aged three through five, an amount that is the same proportion of the LEA’s total subgrant under section 619(g) of the Act as the number of parentally-placed private school children with disabilities aged three through five who are enrolled by their parents in a private, including religious, elementary school located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged three through five.

Appendix B of the regulations provides a helpful example of how to make this calculation.

Question G-2:Which children does an LEA use to make its proportionate share calculation?

Answer: Children who have been evaluated and found eligible for special education and related services, not just those children who receive services through an IEP or services plan, should be included in the calculation. As discussed at 34 CFR §300.133(a), an LEA needs to know the total number of private school children with disabilities who are enrolled by their parents in private elementary schools and secondary schools located in the LEA and the total number of children with disabilities enrolled in public and private elementary schools and secondary schools located in the LEA.

Question G-3: May an LEA expend more than the proportionate share of Part B funds on children with disabilities placed by their parents in private schools?

Answer: As discussed above, each LEA is required to spend a minimum amount of its subgrant under Part B for children with disabilities placed by their parents in private schools. As long as the LEA meets all the other requirements of the Act, including providing FAPE to children with disabilities, it is permissible for an LEA to spend more than the minimum amount of Part B funds. In addition, as provided in 34 CFR §300.133(d), State and local funds may be used to supplement, but not supplant, the proportionate share of Federal funds required to be expended on children with disabilities placed by their parents in private schools.

Question G-4:If an LEA does not expend the entire proportionate share of Part B funds on children with disabilities placed by their parents in a private school that closes, what must the LEA do with those unexpended funds?

Answer: Under 34 CFR §300.133(a), each LEA is required to spend a minimum amount of its subgrant under Part B on children with disabilities placed by their parents in private elementary and secondary schools. As provided in 34 CFR §300.133(a)(3), if an LEA has not expended all of the proportionate share of its Part B subgrant by the end of the fiscal year for which Congress appropriated the funds, the LEA must obligate the remaining funds for special education and related services to children with disabilities placed by their parents in private schools during a carry-over period of one additional year. A reduction in the number of children, for example, when a school closes after the start of the school year, does not excuse the LEA from spending its proportionate share to provide equitable services to children with disabilities placed by their parents in private schools.

Question G-5: Can an LEA require another LEA to pay for the services of a parentally-placed private school child with a disability from another State?

Answer: Section 300.133(a) clarifies that the LEA where a private school is located is responsible for spending a proportionate amount of its subgrant under Part B on special education and related services for children enrolled by their parents in private elementary and secondary schools located in the LEA. There is no exception for out-of-State children with disabilities attending a private school located in the LEA. Therefore, out-of-State children with disabilities must be included in the group of parentally-placed children with disabilities whose needs are considered in determining which parentally-placed private school children with disabilities will be served and the types and amounts of services to be provided. Another LEA may not be charged for child find and equitable services even if the child with a disability resides in another State.

Nothing in IDEA precludes an LEA from contracting with a third party to fulfill its obligations to ensure equitable participation. This includes contracting with a student’s LEA of residence as a third party provider.

Question G-6:How can the public find out the amount an LEA must expend to meet its proportionate share of Part B funds?

Answer: This information should be readily available from the LEA or SEA. As required by 34 CFR §300.134(b), the consultation process must include a determination of the proportionate share of Federal funds available to serve parentally-placed private school children with disabilities, including how the proportionate share of funds will be calculated.

Question G-7: Will the Federal/State allocation of Part B funds have to be adjusted to include parentally-placed private school children with disabilities receiving equitable services?

Answer: Federal Part B funds are allocated under the Grants to States and Preschool Grants for Children with Disabilities programs to States, and from States to LEAs, based on a statutory formula that considers the amount of program funds received in a prior year (the base year) and population and poverty allocations (see 34 CFR §§300.703, 300.705, 300.807 and 300.816). Each LEA calculates the proportionate share it must spend on parentally-placed private school children with disabilities based on the LEA’s subgrant. Because Part B funds are allocated to States and LEAs using a statutory formula that is not based on a child count, the amount of Part B funds allocated to States and LEAs cannot be adjusted to include the number of private school students with disabilities receiving equitable services. Adjustments in State funding could be made depending on each State’s laws and funding mechanisms.

Question G-8: How are the “Maintenance of Effort” requirements affected when equitable services are no longer provided with State and local funds to children with disabilities placed by their parents in private schools? How are the “Maintenance of Effort” requirements affected for an LEA that only used State and local funds in previous years to provide equitable participation to children with disabilities placed by their parents in a private school?

Answer: In accordance with the regulations at 34 CFR §300.133(d), State and local funds may supplement, and in no case supplant, the proportionate share of Federal funds required to be expended for children with disabilities placed by their parents in private schools. This is a new requirement in IDEA. Prior to the reauthorization of IDEA, if an LEA spent more than the Federal proportionate share of funds using State and local funds, the LEA was not required to spend any Federal Part B funds on parentally-placed private school children. This is no longer permissible.

An LEA that previously used only State and local funds to provide equitable services to children with disabilities placed by their parents in a private school and now uses Federal Part B funds to provide equitable services must meet the maintenance of effort requirements in 34 CFR §300.203. The exceptions to the maintenance of effort requirements in 34 CFR §300.204 do not apply to funds used for equitable participation of parentally-placed private school children with disabilities. Therefore, the total or per capita amount of State and local funds expended for the education of children with disabilities, including the amount previously expended for equitable services to children with disabilities placed by their parents in private schools, would have to be maintained, unless adjustments are permitted as discussed in 34 CFR §300.205.

H. General

Question H-1:When making a determination regarding the services that an LEA will provide a child with disabilities placed by their parents in a private school, could an LEA decide to only provide services to students from their LEA or their State?

Answer: LEAs have discretion to determine how the proportionate share of Federal Part B funds will be expended so long as the consultation requirements in 34 CFR §300.134 are followed for all parentally-placed private school children. LEAs cannot determine, outside of the consultation process, that the proportionate share of Federal Part B funds for equitable services can only be expended to meet the needs of children who are residents of that LEA or State.

Question H-2: Section 300.139(a) states that services to parentally-placed private school children with disabilities may be provided on the premises of the private school, including religious schools, to the extent consistent with law. How is “the extent consistent with law” determined?

Answer: Services offered to parentally-placed private school children with disabilities may be provided on-site at a child’s private school, including a religious school, to the extent consistent with law, or at another location. The Department believes that, in the interests of the child, LEAs should provide services on-site at the child’s private school so as not to unduly disrupt the child’s educational experience, unless there is a compelling rationale for these services to be provided off-site. The phrase “to the extent consistent with law” is in section 612(a)(10)(A)(i)(III) of the Act. The Department interprets this to mean that the provision of services on the premises of a private school must take place in a manner that would not violate the Establishment Clause of the First Amendment of the U.S. Constitution and would not be inconsistent with applicable State constitutions or laws.

Question H-3:What obligation, if any, do districts have to serve 3 through 5-year-old children who are parentally-placed in private preschools?

Answer: An LEA’s obligation to provide equitable services to three through five- year-old parentally-placed private school children with disabilities depends on whether a child is enrolled in a private school or facility that meets the definition of “elementary school” in IDEA and the final regulations. “Elementary school” is defined at 34 CFR §300.13 as a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law. Accordingly, three through five-year-old children with disabilities that are enrolled by their parents in a private school or facility that meets the State’s definition of “elementary school” would be considered parentally-placed and the equitable participation provisions would apply. A child aged three through five enrolled by his or her parents in a private school or facility that does not meet the State’s definition of “elementary school” would not be eligible to be considered for equitable services. However, the State’s obligation to make FAPE available to such children remains. Section 612(a)(1) of IDEA requires that States make FAPE available to eligible children with disabilities aged three through twenty-one in the State’s mandated age range (34 CFR §300.101). Because many LEAs do not offer public preschool programs, particularly for three- and four-year-olds, LEAs often make FAPE available to eligible preschool children with disabilities in private schools or facilities in accordance with 34 CFR §§300.145-300.147. In these circumstances, there is no requirement that the private school or facility be an “elementary school” under State law.

In some instances, an LEA may make FAPE available in the private preschool program that the parent has selected. If there is a public preschool program available, the LEA of residence may choose to make FAPE available to a preschool child in that program. If the group of persons making the placement decision, as specified in 34 CFR §300.116(a)(1), places the child in a public or private preschool program and the parents reject the public agency’s offer of FAPE because they want their child to remain in the private preschool program they have selected, the public agency is not required to provide FAPE to that child. The parent may challenge the public agency’s determination of what constitutes FAPE for their child using the State complaint and due process procedures available under IDEA.

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Enter an Educational Case Study Competition
http://www.eepc2008.com/casestudy.htm
In connection with the Effective Education Partnerships Conference (EEPC), DeHavilland Associates is presenting a case study competition. The company has published three hypothetical case studies: one for businesses, one for schools, and one for partnership organizations. Entrants must identify key issues and describe how they would resolve the challenges presented in the case study. Winners will receive $500 and recognition at the EEPC conference. Anyone working in the field of community/school partnerships is eligible to submit an entry; entrants do not need to attend the July 10-11 EEPC conference in Fairfax, VA. Entry deadline: May 15, 2008.

Young Adults Ages 17-20: Apply to Sit on State Farm’s Youth Advisory Board for Service-Learning
http://www.statefarmyab.com/index.php
State Farm is accepting applications for its youth advisory board, a group of 30 young adults ages 17-20 from across the U.S. and Canada. The board creates and oversees a signature service-learning initiative to address pressing issues that have a direct impact on communities. It identifies these issues, oversees the site selections and grantmaking process, provides technical assistance to the site grantees, and assists with communications and outreach. Students selected to serve on the board will serve as associate members in 2008 (and receive a $3,000 scholarship), with the option to serve as board members in 2009 (and receive a $5,000 scholarship). Application deadline: April 18, 2008.

Take a Quiz: How Much Do You and Your Community Do to Support Public Education?
http://www.givekidsgoodschools.org/main/act.cfm 
Take the Give Kids Good Schools quiz—10 questions designed to gauge how actively respondents support public education and how involved they think their communities are. You can chart the responses online.

Young Playwrights With and Without Disabilities: Enter VSA’s Playwright Discovery Program
http://www.vsarts.org/x244.xml
The VSA arts Playwright Discovery Program invites students with and without disabilities in grades 6-12 to examine the ways in which disability affects their own and others’ lives through the art of playwriting. Playwrights may write from their own experience or about the life of another person or fictional character. Entries may be the work of an individual student or a group or class of students. The winning play will be professionally produced at the Kennedy Center for the Performing Arts and the winning playwright will receive $2,000 and a trip to Washington, DC, to see his/her play performed. Playwrights must be U.S. citizens or permanent residents. Entry deadline: April 11, 2008.

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“It Happened to Me” Book Series for Teens
http://tinyurl.com/2wgolg
The “It Happened to Me” book series from Scarecrow Press is designed for youth searching for answers to questions related to social issues, certain illnesses, and lifestyles. The volumes—which include books on asthma, cystic fibrosis, diabetes, epilepsy, learning disabilities, organ transplants, physical disabilities, and self-advocacy—include direct, up-to-date information, riveting teen views, and lively illustrations. Each book offers reading lists, Web sites, and an index. They contain loads of expert information by acclaimed writers to help parents, guardians, and especially teens understand the tough challenges that many teens face.

2008 Summer Camp Guide from the Family Center on Technology and Disability
http://www.fctd.info/resources/newsletters/index.php
This issue of the Family Center on Technology and Disability’s newsletter is dedicated to the summer camp experience for children with disabilities. It includes an interview with Charlie Becker, Executive Director of Camp Courageous of Iowa, as well as resources that provide information on a range of summer camp resources. Summer camps across the nation and organizations that support the summer camp experience for children with special needs are highlighted.

After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It  
http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief10/
This issue of the “Issues and Opportunities in Out-of-School Time Evaluation” research brief from Harvard Family Research Project draws on seminal research and evaluation studies to address two questions: 1) Does participation in after school programs make a difference, and, if so, 2) what conditions appear to be necessary to achieve positive results? It concludes with a set of discussion questions about the evolving role of after school programming. An executive summary and research companion document are also available. The “Siblings of Children with Developmental Disabilities After School Support Program” is one of the programs examined.

At-Risk Portal from the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC)
http://www.neglected-delinquent.org/nd/resources/library/atrisk.asp
NDTAC’s At-Risk Portal is home to the Center’s prevention resources devoted to youth defined as at-risk. The Portal includes reports and briefs that examine various risk factors affecting youth, population data and other statistics, prevention and intervention strategies, and further readings on at-risk youth. 
 
Avoidable Losses: High-Stakes Accountability and the Dropout Crisis  
http://epaa.asu.edu/epaa/v16n3/v16n3.pdf
This Education Policy Analysis Archives article finds a strong association between high-stakes accountability and dropping out. “Losses of low-achieving students help raise school ratings under the accountability system,” the researchers note. The article focuses on the Texas school system, which was the model for the federal No Child Left Behind Act. Available in PDF (48 pages, 320 KB).

Coglink: Personalized Email Designed for Simplicity of Use
http://www.coglink.com/
Coglink is an email program designed for use by individuals with brain injury or cognitive disabilities. This program helps the user build a community of email partners. The email software is personalized to include only the people the user wants to exchange email with. Those who send spam and viruses are excluded. With Coglink, email messages are sent in a few steps, with no hidden windows or distracting pop-up screens. Coglink includes a free training program that helps users learn basic mouse, keyboarding, and emailing skills. Cost for use: $10/month.

ED Pubs: Order Free U.S. Department of Education Publications
http://www.edpubs.ed.gov/Default.aspx
The ED Pubs Web site allows visitors to identify and order U.S. Department of Education products. All publications are provided at no cost to the general public by the U.S. Department of Education. ED Pubs offers more than 6,000 titles. Items include brochures, CD–ROMs, grant applications, newsletters, posters, research reports, videotapes, and financial aid products.

National Center for Technology Innovation
http://www.nationaltechcenter.org/
The National Center for Technology Innovation (NCTI), funded by the U.S. Office of Special Education Programs (OSEP), seeks to advance learning opportunities for individuals with disabilities. Its Web site includes information on the following topics: accessibility, assistive technology, collaboration, commercialization, design, developing a research agenda, the digital divide, disability, education, evaluation, evidence, grant-writing, implementation, leadership, marketing, research, technology transfer, and universal design.

TAcommunities.org
http://www.tacommunities.org/
TAcommunities.org is the home of the Communities of Practice (CoPs) supported by the Technical Assistance and Dissemination Network and the Office of Special Education Programs, U.S. Department of Education. The CoPs provide resources and assistance to states on issues affecting students with disabilities, and also extend TA to the states through peer-led collaboration. The CoPs include Data – Part C and B, Exiting – Part B, Fetal Alcohol Spectrum Disorders, Identification – Part C, Least Restrictive Environment (LRE) – Part B, Part C Settings – Services in Natural Environments, Preschool LRE – Part B and 619, and Response to Intervention (RTI).

Bilingual Autism Resource Guide / Guia Bilingüe de Recursos Sobre Autismo
http://asdatoz.com/autismResourceGuide.html
This Web page from www.asdatoz.com includes links on the following topics: What is autism? (¿Qué es Autismo?); Early Signs of Autism (Señales Tempranos de Autismo); Websites of Autism-Related Organizations (Sitios del Internet de Organizaciones Dedicados al Autismo); Special Education (Educación Especial); Medical and Biomedical Interventions and the Science Behind Autism (Intervenciones Médicos y Biomedicos, y la Ciencia de Autismo); Parent Training and Support (Entrenamiento y Apoyo Para Padres); For Teachers and Other Professionals (Para Maestros y Otros Profesionales); Regional and Local Resources (Recursos Regionales y Locales); International organizations (Organizaciones internacionales); and Books in Spanish (Libros en español).

High School/High Tech Program Guide  
http://www.dol.gov/odep/pubs/publicat.htm#pubs
The High School/High Tech Program provides opportunities for students with all types of disabilities to explore exciting careers in science, mathematics, and technology. A new High School/High Tech Guide is now available. Learn how to implement statewide High School/High Tech programs, and read about one of the program’s success stories. Available in PDF and Word.

Keeping Pace With K-12 Online Learning: A Review of State-Level Policy and Practice  
http://www.nacol.org/docs/KeepingPace07-color.pdf
This report from the North American Council for Online Learning (NACOL) states that although online learning is growing rapidly and most states offer high-quality options, more oversight is needed, particularly to ensure access to online learning for all students.  Available in PDF (148 pages, 1.9 MB).

Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans: Issue No. 1: They’re Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools  
http://www.publicagenda.org/LessonsLearned1/
This report from Public Agenda and the National Comprehensive Center for Teacher Quality finds that, compared to new elementary school teachers, new high school and middle school teachers are more concerned about administrative support, more frustrated by student motivation and behavior, less likely to see teaching as a lifelong career choice, and less likely to believe that all students can achieve in school.

Let’s Talk: Runaway Prevention Curriculum
http://www.1800runaway.org/educators/prevent_kit.html
This curriculum from the National Runaway Switchboard (1-800-Runaway) is designed to help teachers and community-based professionals educate youth about alternatives to running away. It is comprised of 14 modules: communication and listening, adolescent development, personal influences, peers, families: roles and responsibilities, runaway reality, national safe connections, community response and responsibility, anger management, stress reduction, drugs and alcohol, sexuality and sexual orientation, internet safety and fun, and future life planning.

Making The Case! Real-Life School and Classroom Scenarios for Facilitating Conversations Between Teachers and Policymakers
http://teachersnetwork.org/tnli/cases/makingthecase.pdf
This compilation of case studies, written by MetLife Fellows (full-time teachers) and published by the Teachers Network Leadership Institute (an ongoing initiative of The Teachers Network supported by the MetLife Foundation), introduces a way for teachers to ensure that their voice informs and influences education policymaking. The goal: to ensure that policy supports teaching and learning for all students. The 19 cases are designed to facilitate conversations with policymakers so they understand how policy plays out in real classrooms and experience first-hand the unintended consequences of current national, state, and local education policies. Available in PDF (23 pages, 380 KB).

National Assessment of Title I: Final Report
http://ies.ed.gov/ncee/pubs/20084012/index.asp
This report presents findings from the Congressionally-mandated National Assessment of Title I, including key findings on the implementation of the program under No Child Left Behind, and follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of third- and fifth-grade students.

National Conference Participation Among Family Leaders: Resources from the Early Intervention Family Alliance  
http://www.eifamilyalliance.org/projects.htm
The Early Intervention Family Alliance has created two resources regarding family leaders’ participation in national conferences: a brief that explains the process and benefits of national conference participation by family leaders, and a conference-attendance-planning checklist for family leaders.

Resources on Children with Special Health Care Needs from Safer Health Care for Kids
http://www.aap.org/saferhealthcare/resources_13.html
This Web page from the American Academy of Pediatrics’ “Safer Health Care for Kids” initiative includes links to two resources regarding children with special health care needs: a brief summarizing a workshop on “Children with Special Health Care Needs: Measuring and Monitoring Quality,” and a Webinar on Family Centered Care and Patient Safety.

Safe Schools and the Family Educational Rights and Privacy Act (FERPA)
http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools/index.html
This Web page from the U.S. Department of Education links to documents describing FERPA guidance on emergency management, including links to the following brochures: Balancing Student Privacy and School Safety: A Guide to FERPA for Elementary and Secondary Schools; and Parents’ Guide to FERPA: Rights Regarding Children’s Educational Records.

Series on Learning Disabilities from Voice of America  
http://tinyurl.com/2g29dd
The Voice of America (VOA), which first went on the air in 1942, is a multimedia international broadcasting service funded by the U.S. government through the Broadcasting Board of Governors. VOA broadcasts more than 1,000 hours of news, information, educational, and cultural programming every week to an estimated worldwide audience of more than 115 million people. It recently ran a series of stories on learning disabilities. The stories are written in VOA’s Special English, which uses a core vocabulary of 1,500 words; short, simple sentences; active voice; and no idioms. MP3 and RealAudio files of the stories are also available.

Service as a Developmental Opportunity: Building Connections for Vulnerable Youths  
http://www.transad.pop.upenn.edu/downloads/service%20as%20developmtl%20oppty%20for%20at-risk%20youth.pdf
This article from the National Youth Leadership Council explores how civic engagement can smooth the transition to adulthood among marginalized and vulnerable young adults. Available in PDF (11 pages, 128 KB).

Transitioning Out of High School: A Quick Stats Fact Sheet  
http://www.betterhighschools.org/docs/NHSC_TransitionsOutFactSheet.pdf
This fact sheet from the National High School Center provides statistics describing the current status of high school graduates’ readiness for life after high school. It highlights some of the challenges and opportunities facing high school students after graduation as well as some of the consequences and implications for America’s under prepared high school graduates. Available in PDF (5 pages, 100 KB).

Youth with Disabilities in the Foster Care System—Barriers to Success and Proposed Policy Solutions  
http://www.ncd.gov/newsroom/premium-publications/2008/FosterCareSystem_Report.html
This report from the National Council on Disability examines the unique challenges older youth with disabilities face as they negotiate the foster care system.

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In an effort to serve you better, the U.S. Department of Education’s ED Pubs (Education Publications) web site has undergone an extensive redesign. The web site combines bold colors, strong lines and a greater amount of “white space” to give it an eye-catching, modern look. The shopping process has been improved by adopting the latest in eCommerce “shopping carts,” making it easier to order publications and provide concise, accurate shipping information. The capabilities of “your account” have been extended to realize a more user-friendly environment tailored to your preferences. Please visit them at http://edpubs.ed.gov to see for yourself. If you had previously registered on the site, no need to re-register, your user name and password will work and your order history is still available!

New features include:

1. News—this section highlights one or two “newsworthy” items, such as information about new pub releases, announcements by Secretary Spellings, etc. The items will have relevancy to publications and the ability to quickly find all publications related to a “news” item. Check back often because the information will be updated regularly.

2. Featured Items—this section highlights 3-6 publications that are orderable directly from the home page. Each item displays a thumbnail image and title. By clicking the title you can view the publication’s detailed information page. Featured items will be updated every 1-2 weeks.

3. Hot Topics—this section lists items in response to current events, key ED initiatives, and other timely information. By clicking on a hot topic the system will run a search and find all publications that relate to the topic.

4. Find Publications By—the links to audience, education level, language, publication type, and subject allow you to quickly find publications related to the groupings. For example, a principal could click on audience and then select “principals” to find all publications that are intended for him/her; a teacher searching for posters could click on publication type and then select “posters” from the list of terms.

5. Students/Parents/Teachers/Administrators:  these menu items listed near the top of the page allow you to quickly find publications that are intended for you. In order to make the search results more manageable you can further refine your group by education level (e.g., elementary, middle, high, college/university, etc.) and subject (e.g., English, math, science, and social studies).

6. Español:  this section links to publications that are written in Spanish and a Spanish version of the FAQs.

7. Breadcrumbs:  this tool aids you in navigating the site. It is listed below the header and before the main content. You can click on any item in the breadcrumb trail and return to that page.

8. Zoom:  this allows you to quickly view a larger publication cover image.

9. Quantity:  the ability to add the desired number of copies from any page. The system will validate the quantity entered and let you know if the number is above the maximum that is allowed.

Over the next several months, the U.S. Dept. of Education will continue to fine tune the site and we encourage you to check back frequently to see our progress, check out the latest news items, and browse the new arrivals.
Of course, if you have any problems or questions please feel free to call the U.S. Dept. of Education at 1-877-4ED-PUBS (433-7827). Our professional, knowledgeable Customer Service Representatives are available to assist you Monday through Friday from 9:00am to 6:00pm EST. If you aren’t able to call during this time, please feel free to leave us a voicemail or simply send an email to edpubs@edpubs.ed.gov. You can expect a response within 1 business day.

President Urges Congress To Reauthorize Law:  State Address, 2009 Budget Focus on Strengthening NCLB
In his eighth and final State of the Union address on Jan. 28, President Bush urged Congress to pass bipartisan legislation that would strengthen the No Child Left Behind Act (NCLB).

“Six years ago, we came together to pass the No Child Left Behind Act, and today no one can deny its results,” he said. “Last year, fourth- and eighth-graders achieved the highest math scores on record. Reading scores are on the rise. African-American and Hispanic students posted all-time highs. Now we must work together to increase accountability, add flexibility for states and districts, reduce the number of high school dropouts, provide extra help for struggling schools.

“Members of Congress: The No Child Left Behind Act is a bipartisan achievement. It is succeeding. And we owe it to America’s children, their parents, and their teachers to strengthen this good law.”

Demonstrating his continued commitment to improving education, which ranked first among his domestic priorities upon taking office, the president proposed an increase in funding for NCLB to $24.5 billion in his 2009 budget request, representing an increase of 41 percent since 2001. In addition, now that NCLB has helped identify the areas of greatest need, the budget aims to help build on this progress by focusing resources where they will make the greatest difference. Among the highlights:

• $14.3 billion for Title I Grants to ensure high-poverty schools have the resources needed to help all students reach proficiency
• $491.3 million for Title I School Improvement Grants to help turn around low-performing schools
• $1 billion for Reading First State Grants to improve the reading skills of K-3 students in high-poverty, low-performing elementary schools through research-based instructional methods
• $300 million for Pell Grants for Kids, a new K-12 scholarship program that would allow low-income students attending schools in restructuring or that have high dropout rates to transfer to local private schools or out-of-district public schools
• $200 million for the Teacher Incentive Fund to reward principals and teachers who raise student achievement and work in hard-to-staff schools
• $11.3 billion to maintain the federal contribution toward meeting the cost of special education under the Individuals with Disabilities Education Act (IDEA)
• $175 million for programs aimed at improving math and science instruction.

A full summary of President Bush’s 2009 education budget request is available at http://www.ed.gov/about/overview/budget/budget09/.

Standing on Solid Ground:  New Orleans School Reopens to High Demand
Consider a school in one of the most challenging districts in the country, where unemployment, dropout and poverty rates surpass national levels. Then picture one of the worst hurricanes in American history hitting the area—displacing the school’s 715 students and their families along with hundreds of thousands of residents, destroying blocks of homes and taking countless lives. Suppose that the storm forced the closing of this relatively new public school, which stood as the hope of a community where no major bank, supermarket or large commercial investment existed. Now imagine its students’ futures.

Yet, despite the waters of Hurricane Katrina that flooded more than 80 percent of the students’ city in August 2005, Dr. Martin Luther King, Jr. Charter School for Science and Technology now stands “on solid ground,” says Principal Doris Hicks. King is the first—and, so far, the only—school to reopen this school year in New Orleans’ Lower Ninth Ward.

“Because of the fact that each year we have made improvements,” adds Hicks, who has been King’s leader since its 1995 opening. “We think we have everything to be a very, very effective school.”

Over the last several years, the percentage of King students reading on or above grade level has improved dramatically, from 44 percent of fourth-graders in 2002 to 84 percent last year. Gains in math and science have been just as impressive: from 36 percent to 77 percent, and 27 percent to 74 percent, respectively, during that time. Scores for eighth-graders were comparatively lower yet were still above state and district averages.

King has registered three-fourths of its pre-Katrina enrollment (compared to 40 percent at other city public schools) and an astonishing 98 percent of the original faculty, most of whom commute from Baton Rouge and other outlying areas where they have sought temporary housing. To accommodate displaced students, buses pick up children throughout the city.

Tonya Lewis, a native and resident of the Lower Ninth Ward, has three children at King. After evacuating to Houston with her family and remaining there for almost a year, she returned to New Orleans in July 2006 when she heard King would be reopening—even if it meant they would be living in a trailer. “I didn’t want to take my kids from a comfortable environment, and come back home and try to settle if I didn’t have anywhere really for them to go to school. … But Martin Luther King has such a strong foundation for the kids to come back to and at which to get an education,” says Lewis, who moved back into her newly roofed home earlier this year.

“It’s the nurturing and the kind of environment that Ms. Hicks has created here in this community—not just the school, but the community”—that has residents flocking back to the most heavily devastated area of the Crescent City, explains Hilda Young, who presides over the school’s governing board.

In the midst of boarded houses and empty lots—a landscape that still bears the damage from the costliest hurricane in the nation’s history—the two-story modern school building stands prominently. The state-of-the-art facility is equipped with several science and computer labs and a music room furnished with eight new pianos donated in honor of homegrown jazz artist Ellis Marsalis.

A public library was also built onto the school and a classroom dedicated as the Community Outreach Center. Open to the public during school hours, the center has been a meeting ground and resource for parents and community members.
Teacher Joseph Recasner, who joined King eight years ago after leaving a career as a firefighter, says, “It does my heart glad to know that a school can be more than a school. It can be more than an institution. It can be part of a person’s life.”

During King’s year-long closing, staff met at Recasner’s home and other places to discuss the future of the school. Although they were scattered across the country, through phone calls and small meetings in hotel rooms, Principal Hicks and her teachers worked on the most viable solution they thought would save their school: converting to a charter and joining the state-led Recovery School District, which promised higher standards. In return for greater accountability, charters, which must be approved by either local or state school boards, give community partners greater control over school operations, and give parents greater options in the public school system. (To support these efforts, the U.S. Department of Education awarded Louisiana nearly $40 million to bolster the charter school movement.)

With the new charter status, King added two middle school grades, becoming a pre-K-8 school. Still, while the old facility was being evaluated, the King team continued to work feverishly to find another location. Overturned desks and other furniture mired in mud obstructed the walkway on the first floor, and lab equipment and library books were lost in the 13 feet of water that engulfed the school. While awaiting restoration, King was temporarily housed on the second floor of a school a few miles away. On Sept. 18, 2006, King officially started classes, welcoming back to New Orleans 200 students.

“Early on in this journey we picked up the motto that we would come this far by faith,” says Recasner. “We couldn’t see our way. We didn’t know what we were going to face. But we knew what our objective was: to come home and provide a quality education for our children.” By fall 2007, the King family was back in their home school. Enrollment had almost quadrupled to 560 students.

Hicks also believes they were able to overcome such obstacles because of the bonds they formed, long before Katrina, through a school model known as the “Comer Process.” Developed nearly four decades ago by renowned child psychiatrist James Comer, the program uses an integrated approach to learning that relies on collaborative working relationships among parents, educators, policymakers and community members to strengthen the education environment for disadvantaged youths. It “is the umbrella that makes this school run so smoothly,” says Hicks, who introduced the model at the opening of King. Decisions—on curriculum, textbooks, budget, etc.—are built on a consensus rather than a decree, extending beyond just involving parents to empowering them as decision makers.

So it was fairly easy to reassemble after the storm, though some had evacuated as far away as California, for what they deemed as an essential mission. “We thought we were on a roll. We still think that,” says Hicks, who was born and raised in the neighborhood where King is located. “And we knew that, if we were not here to service the kids in the Lower Ninth Ward, well, who else was going to do that? … It’s about us coming back and hopefully making a difference.”

Secretary’s Corner

While No Child Left Behind (NCLB) continues to await congressional reauthorization, U.S. Secretary of Education Margaret Spellings (pictured above with California Governor Arnold Schwarzenegger and students at Otay Elementary School in San Diego) is traveling the country to carry forward the “movement to use standards and measurement to drive reform for every single student.”

On Jan. 10, Secretary Spellings delivered remarks on NCLB and the administration’s K-12 priorities for 2008 at the National Press Club Newsmaker Luncheon in Washington, D.C. Following is an excerpt of her remarks.

“… 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. …

“After decades of doling out federal dollars and hoping for the best, we’re now expecting and getting results. …

“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. …

“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. … 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.

“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.”
For the full Jan. 10, 2008, remarks, visit http://www.ed.gov/news/pressreleases/2008/01/01102008.html.

Teacher Ambassadors

Through April 7, the U.S. Department of Education is accepting applications for new fellowship positions that will give outstanding educators an opportunity to contribute their knowledge and experience to the national dialogue about public education as well as learn more about the process of education policymaking. Participants in the Teaching Ambassador Fellowships will collaborate with Department and other education officials to explore the most effective strategies and policies for improving public education. The program will offer two tracks: 1) up to 20 Classroom Fellows will continue teaching in their schools and be paid to perform additional fellowship duties for the Department; and 2) up to five Washington Fellows will become full-time employees of the Department in Washington, D.C. for the 2008-09 school year. Highly qualified K-12 public school teachers of all subjects who have spent at least three years in the classroom are eligible to apply. The selected candidates will be named by this summer and begin their terms in the fall. To learn more and find links to the application, visit http://www.ed.gov/programs/teacherfellowship/.

Mapping Progress

Six years after the passage of the No Child Left Behind Act (NCLB)—and midway to the national goal of having students on grade level or better in reading and math by 2014—the U.S. Department of Education recently unveiled a new resource that charts the educational progress of the country as a whole as well as by each state. The “National Dashboard: Mapping America’s Educational Progress 2008” is the title of brochures aimed at helping parents, policymakers and taxpayers better understand the unique educational strengths and weaknesses of each state. The brochures are available online for easy distribution and include data on key indicators such as student populations, schools that have made adequate yearly progress and those in need of improvement, funding, the number of highly qualified teachers and student performance on state exams. To view this new resource, visit http://www.ed.gov/nclb/accountability/results/progress/.

News Show on Math Education

The March edition of Education News Parents Can Use—the U.S. Department of Education’s live, monthly television program—discussed the strong foundation in math, science and technology education that every student needs to succeed in the global economy.

It is increasingly important for today’s high school graduates to have solid math and science skills—whether they are going directly to college or entering the workforce. The March broadcast featured the work of the National Mathematics Advisory Panel and included a discussion about the panel’s final report and how its findings will lead to more effective math instruction in classrooms nationwide. The show also spotlighted what the Department and other key partners are doing to promote math and science literacy through the American Competitiveness Initiative, and showcased the work of high-performing schools from around the country that are excelling in math education and already implementing the panel’s recommendations.

Each month, Education News Parents Can Use showcases: schools and school districts from across the country; conversations with school officials, parents and education experts; and advice and free resources for parents and educators. To learn about viewing this broadcast via webcast, visit http://www.ed.gov/edtv or call toll-free 1-800-USA-LEARN.

NCLB Update

Continuing her national tour, Secretary Spellings visited three more states to discuss critical issues in K-12 education: North Carolina (3/5), West Virginia (3/7), and New York (3/10). Moreover, maximizing the agency’s outreach, Deputy Secretary Ray Simon visited four states: Arkansas (3/10), Colorado (3/12), North Dakota (3/13), and New Mexico (3/14). At each location, they presented state-specific No Child Left Behind information from a new tool recently unveiled by the Department (see http://www.ed.gov/nclb/accountability/results/progress/). These two-page “dashboards” provide statistics on state and NAEP test scores, graduation rates, schools making Adequate Yearly Progress (AYP), highly qualified teachers, parents taking advantage of choice and supplemental educational service options, state participation in flexibility options, and more. The simple format, with charts and graphs, reveals bright spots as well as concerns. Next week, using feedback from these visits, the Secretary will announce a series of assessment and accountability actions.

On March 6, the Secretary delivered poignant remarks at the Reading First State Directors Conference. “Just last week, we learned that, for the first time, more than one out of every 100 Americans is incarcerated,” she said. “Reducing these numbers starts early. It starts with giving our young people the knowledge and skills to succeed in school and in the workforce. I don’t need to tell you that reading opens the door to history, science, literature, geography, and more. Reading opens the door to opportunity. So, instead of cutting funding for programs that are proven to work, let’s make them more available!” In Fiscal Year 2008, Congress cut funding for Reading First by 61%. President Bush has proposed restoring funding to $1 billion. For more information, please go to http://www.ed.gov/news/pressreleases/2008/03/03062008.html.

In a letter to Chief State School Officers (http://www.ed.gov/admins/lead/account/saapr5.pdf), Assistant Secretary for Elementary and Secondary Education Kerri Briggs announced the Department’s revised peer review process for science assessments. Responding to concerns that the process is not transparent and does not furnish timely feedback, she is offering states the opportunity to have face-to-face conversations with peers and receive technical assistance from these experts. Also, in keeping with changes made last fall, states may select one of the peers from the list of approved experts for the state’s review. This is the first year science assessments are required to be administered once each in grades 3-5, 6-9, and 10-12. The assessments are not included in determinations of AYP.

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Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008

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.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2007-2008 Discretionary Grant Application Packages

This site, from the Department of Education, provides information on grant competitions that are currently open.
http://www.ed.gov/fund/grant/apply/grantapps/index.html

Education Grants from the Kinder Morgan Foundation

http://www.kindermorgan.com/community/km_foundation.cfm
The Kinder Morgan Foundation provides grant funding to local, state, provincial, and regional educational institutions, libraries, and programs that provide ongoing support (e.g., Junior Achievement). Grants are primarily directed to educational programs for youth in grades K-12. The organization’s program must serve a community where Kinder Morgan (“one of the largest pipeline transporters and terminal operators in North America”) has a significant presence or business interest. U.S. applicant organizations must have 501(c)(3) status with the Internal Revenue Service. Grant amount: $1,000-$5,000. Application deadline: May 10, 2008.

Entertainment Software Association (ESA) Grants

http://www.theesa.com/foundation/grant.php
The ESA Foundation supports programs and opportunities that make a difference in the quality of life, health, and welfare of America’s youth. Organizations applying for a grant must: be tax-exempt under Section 501(c)(3) of the Internal Revenue Service Code; seek funding for a specific project or program that is or will be in two or more states and serves youth ages 7-18; and provide youth programs in one or more of the following areas: skills and personal development, general health and welfare, risk behavior prevention, education, and multimedia arts/technology-related or applied. Application deadline: April 15, 2008.

Gloria Barron Prize for Young Heroes

http://www.barronprize.org/
The Gloria Barron Prize for Young Heroes honors outstanding young leaders who have made a significant positive difference to people and our planet. Their leadership and courage make them true heroes and inspirations to us all. Each year, the Barron Prize selects 10 winners nationwide. Half of the winners have focused on helping their communities and fellow beings; half have focused on protecting the health and sustainability of the environment. Barron Prize winners each receive $2,000 to be applied to their higher education or to their service project. Nomination deadline: April 30, 2008.

Lemelson-MIT InvenTeams

http://web.mit.edu/inventeams/
Lemelson-MIT InvenTeams Grants foster inventiveness among high school students. InvenTeams comprised of high school students, teachers, and mentors collaboratively identify a problem that they want to solve, research the problem, and develop a prototype invention as an in-class or extracurricular project. Grants of up to $10,000 support each team’s efforts. InvenTeams are encouraged to work with community partners—specifically, the potential beneficiaries of their invention. Application deadline: April 25, 2008.

Sprint Ahead for Education Grants

http://www.sprint.com/citizenship/education/sprintahead/index.html
Through the Sprint Ahead for Education grant program, the Sprint Foundation will award grants to school districts and individual schools to fund the purchase of resource materials, supplies, equipment, and software that facilitate and encourage character education among K-12 students. All U.S. public schools (K-12) and U.S. public school districts are eligible to apply. Grants will be given in the following amounts: $5,000 (for schools) and $25,000 (for districts). Application deadline: April 15, 2008.

Youth Education and Science Education Grants from the American Honda Foundation

http://corporate.honda.com/america/philanthropy.aspx?id=ahf
The American Honda Foundation provides grants in the fields of youth education and science education to: K-12 educational institutions; accredited colleges and universities; community colleges and vocational/trade schools; scholarship and fellowship programs at selected colleges/universities or through selected non-profit organizations; other scientific and education-related non-profit tax-exempt organizations; gifted student programs; media concerning youth education and/or scientific education; private, non-profit scientific and/or youth education projects; other non-profit, tax-exempt, institutions in the fields of youth education and scientific education; and academic or curriculum development programs that emphasize innovative educational methods and techniques. Average grant amount: $46,000. Application deadline: May 1, 2008.

Butler-Cooley Excellence in Teaching Awards

http://www.turnaround.org/About/Awards.aspx
The Butler-Cooley Excellence in Teaching Awards Program honors teachers who exhibit: exceptional dedication and skill in shaping and influencing children’s lives through excellence in educational effort; capability to improve children’s educational performance; innovation in teaching methods resulting in solutions to challenging situations; inspiration and encouragement of students of all backgrounds and abilities; respect as a positive role model and professional by other teachers, colleagues, parents, and students; and selfless devotion and tireless efforts to improve the educational environment and quality of life in the school and community. Winners will receive $5,000. Application deadline: May 1, 2008.

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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.

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