September, 2005 Special Educator e-Journal -

• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• The National Center on Secondary Education and Transition
• The National Collaborative on Workforce and Disability for Youth
• The National Dissemination Center for Children with Disabilities
• The National Institute of Health
• The National Organization on Disability
• 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. Office of Special Education
• U.S. Department of Health and Human Services
• Wrightslaw.com

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this month’s e-Journal

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Job Opportunities through NASET

Latest Job Postings in the NASET Career Center:

Job Location: Beverly Hills, CA
Job Category: Special Education Teacher – Elementary
Title: Teacher for Judaic or Secular (English) Subjects

Description: Special Education Program beginning this semester (2005) at Hillel Hebrew Academy in Beverly Hills. Looking for a qualified Special Education Teacher for a small class of 4th grade boys. Must be able to think out of the box, lively, make these kids enjoy and love learning. Energetic boys with various Learning Disabilities. Must be able to keep them all engaged at their various levels. Ability to teach Hebrew a big plus.

Contact:
Aviva Ebner
Harkham Hillel Hebrew Academy
9120 West Olympic Blvd
Beverly Hills, CA 90212

Email: sdgindi@aol.com
Telephone: 310 276-9135

Job Location: Oakland, CA
Job Category: Special Education Teacher – Elementary
Title: Special Education Program Specialist

Description: Aspire Public Schools is a fast growing, high paced not-for-profit charter school organization. Aspire Public Schools was founded in 1998 to enrich student lives and reshape public school systems. Aspire increases the academic performance of California’s diverse K-12 students through personalized learning experiences, and develops outstanding educators to catalyze change in public schools. Aspire is seeking to hire a Special Ed Program Specialist, as well as a number of other special education positions. To find out more and to apply, please go to www.aspirepublicschools.org. Thanks!

Qualifications:
Strong communication and community-building skills
Bilingual/Bi-literate—English/Spanish
Outstanding training and presentation abilities
Deep knowledge of Special Education laws, compliance requirements, and program design
Strong problem analysis and problem resolution at both a strategic and functional level
Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed

2) Minimum educational level:
Bachelor’s Degree; Masters preferred
Valid California Special Education credential

3) Experience required:
5+ years experience in Special Education
Proficiency with MS Office

Contact:
John Lemanski
Aspire Public Schools
426 17th St
Suite 200
Oakland, CA 94612
Telephone: 510-251-1660 Ext. 108
Fax: 510-251-1670
email: john.lemanski@aspirepublicschools.org
Homepage: https://www.aspirepublicschools.org/

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Upcoming Conferences and

Events

September, 2005

September 20, 2005
Designing Effective Support Plans for Students with Problem Behavior
1:00-2:30 PM Central Time (Teleconference)
This teleconference, offered by TASH in partnership with the Arc of the U.S., will discuss classroom and school-wide approaches to behavior change; ways to include the student, family members, and others in the process of designing a quality program; ways to avoid increasing restrictions in an effort to decrease behavior; how to determine if the program is working; and how to re-evaluate interventions if the program is not making a positive difference. Registration is required and a registration fee does apply.
https://www.tash.org/teleconferences/pbs/index.htm

September 20, 2005
High Schools: Expanding the Promise of No Child Left Behind (NCLB)
7:00-8:00 PM Central Time
(Television Broadcast)

The U.S. Department of Education offers a monthly satellite television series focusing on NCLB. September’s show will explore how U.S. high schools need to change to meet the demands of the 21st century; the impact NCLB has had on younger students and how the Act can be expanded to high schools; high school strategies which are positively affecting the achievement gap; effective models of high school reform; and what parents should be doing to help their middle school- and high school-aged children succeed in the new school year. To participate, locate a facility with satellite downlink capabilities, call your local cable access station or school board channel and give them the satellite coordinates, or visit the site’s Registration Gateway for local viewing options. Registration is required.
https://registerevent.ed.gov/downlink/event-flyer.asp?intEventID=189

September 21-24, 2005
18th Annual “Growing Pains” National Independent Living Conference for Adults and Youth
Atlanta, GA (Conference)
Presenters at this conference will include leaders and experts in the field of independent living. Independent living specialists, foster care professionals, residential counselors, social service administrators, program managers, and agency directors are invited to attend. Sponsored by the Daniel Memorial Institute.
https://www.danielkids.org/sites/web/content.cfm?id=276

September 21-24, 2005
2005 National Summit on Developmental Disabilities–Many Voices, One Vision
Location: Washington Hilton and Towers Washington, DC
Sponsor: Alliance for Full Participation, LLC (AFP)
Contact: Alliance for Full Participation
c/o Carol Walsh
202 Lexington Drive
Silver Spring, MD 20901
(301) 706-6252
E-mail: walshworks@mindspring.com
Web: www.allianceforfullparticipation.org/news/060604.asp
Abstract: The purpose of the 2005 Summit is to create a spirit of partnership and collaboration that will lead to a vision and road map for achieving full participation that can be embraced by all stakeholders, including self advocates, family members, providers, professional and public officials (both elected and appointed official) at the federal, state and local levels,” said James F. Gardner, PhD, President and CEO of The Council on Quality and Leadership, and chairman of the AFP Program Committee. “Activities leading up to and after Summit will strengthen the collaboration within the developmental disabilities field in order to achieve our goal of inclusive communities for all.”

September 22-23, 2005
ALLIANCE FOR FULL PARTICIPATION SUMMIT 2005: MANY VOICES, ONE VISION
LOCATION: Hilton Washington and Towers, Washington DC
ABSTRACT: Through an innovative combination of networking discussion, plenary sessions, and a fully interactive and facilitated town hall meeting, the Alliance for Full Participation Summit will be organized around three seminal themes: Leadership, Community membership and self determination, and Enhancing the quality of supports and services.
COST: Ensure your participation. Early registration is only $299 and is now available.
FOR MORE INFORMATION: Visit our web site at www.AllianceForFullParticipation.org to register, learn more about our state team network, or find out more about “Many Voices, One Vision”.

September 22-24, 2005
CCBD International Conference on Behavioral Disorders
Location: Omini Mandalay Hotel Dallas (Irving), TX
Sponsor: International Council for Children with Behavioral Disorders (CCBD)
Contact: Dr. Lyndal M. Bullock
University of North Texas
P.O. Box 310860
Denton, TX 76203-0860
(940) 565-3583
(940) 565-4055 (FAX)
E-mail: bullock@coe.unt.edu
Web: www.unt.edu/behavioraldisorders/home.html (click on CCBD)
Abstract: Topics will include: data-based instructional decision-making, outcomes of educational reforms, differentiating curriculum/instruction within general education settings, use of technology in instruction, effective classroom management and instruction, development and utilization of home-school-community partnerships, implementation of systems care, demonstration of collaborative systems, and implementation of effective services for youth in juvenile correction settings.

September 23-24, 2005
The National Autistic Society International Conference 2005: Facing the Challenge, Meeting the Challenge
Location: Novotel London West Hotel Hammersmith London, UK
Sponsor: The National Autistic Society
Contact: Conference Office
The Coach House
21 St Johns Road
Richmond
Surrey
TW9 2PE
Telephone: +44 (0)20 8334 6503
+44 (0)20 8334 6517
E-mail: nas@meeting-point.co.uk
E-mail: Info@nas2005.org.uk
Web: www.nas2005.org.uk
Abstract: The National Autistic Society International Conference 2005 event seeks to provoke interesting debate, provide opportunities to hear of developments in the field of autism and to learn more about the best practice in the care and education of people with ASD. The explosion in the numbers of identified individuals and the subsequent pressure on care takers and families and those that deliver services is now being acknowledged world wide.

September 28-29, 2005
IDEAS 508 Conference
Washington, DC (Conference)
IDEAS 2005 is a two-day educational conference and technology showcase focusing on Sections 501, 504, and 508 of the Rehabilitation Act; specifically, the critical education, policy, and technology initiatives facing the government community. Participants will get up-to-date compliance and technical information on Sections 501, 504, and 508 and their relationship with the Americans with Disabilities Act. Registration is free. Presented by PostNewsweek Tech Media, which offers focused national publications, Web sites, trade shows, and conferences for the government market on management issues and technology.
https://www.ideas508.com/index.cfm?fuseaction=Custom.Content&MenuID=1000

September 29, 2005
Yes, Youth with Disabilities Can Travel Abroad
2:00-3:00 PM Central Time (NCSET Teleconference Call)
During this teleconference, presenters will discuss frequently asked questions about international exchange programs and provide background on how international exchange relates to youth with disabilities. The presenters will also discuss steps for incorporating global education into U.S. student plans, a school’s responsibilities regarding foreign exchange students with disabilities, and international resources and activities. Presented by Michele Scheib, Project Specialist, and Melissa Mitchell, Outreach and Training Coordinator, of Mobility International USA. To participate, dial 703-639-1162 a few minutes before the call begins, and refer to the “NCSET Teleconference Call” if asked by the operator.
https://www.ncset.org/teleconferences/default.asp#sept

October, 2005

October 5-7, 2005
2005 PEPNet Institute: 10 Years of PEPNet: Building on the Past, Preparing for the Future
Arlington, VA (Conference)
The Promising and Effective Practices Network (PEPNet), an initiative of the National Youth Employment Coalition, is a resource on what works in programs that link youth to work and education for a successful transition to adulthood. The PEPNet Institute provides a forum for learning and networking for youth professionals, including practitioners, state and local policymakers, researchers, and WIA representatives.
https://www.nyec.org/pepnet/Institute2005/

October 8-9, 2005
3rd Annual ADHD Conference – Making the Most of Life
Tukwila, WA (Conference)
Over 30 presenters, including national authorities, physicians, psychologists, therapists, coaches, professional organizers, and other ADHD specialists will be featured at this conference. Adults and children with ADHD, parents and other family members, physicians, therapists, teachers, and coaches are invited to attend. Sponsored by ADD Resources.
https://www.addresources.org/conference_2005.php

October 11, 2005
What Families Need to Know About Behavior Problems and Positive Behavior Support—Demanding Quality Supports for our Sons and Daughters
1:00-2:30 PM Central Time (Teleconference)
This teleconference, offered by TASH in partnership with the Arc of the U.S., will address why people behave in challenging ways and how behaviors are changed. Registration is required and a registration fee does apply.
https://www.tash.org/teleconferences/pbs/index.htm

October 13-15, 2005
Florida CEC 2005 Annual Conference, “Magic on the Beach: Discovering the Treasures of Exceptional Education”
Location: Holiday Inn-Cocoa Beach Oceanfront Resort, Cocoa Beach, FL
Contact: Dan Ezell, University of Central Florida,
1519 Clearlake Road, Cocoa, FL 32922-6598,
321/433-7943, fax 321/433-7946,
dezell@mail.ucf.edu
Information on the Web at www.ffcec.org

October 14-15, 2005
WRIGHTSLAW BOOT CAMP SPONSORED BY THE LEARNING DISABILITIES OF CT
LOCATION: Sheraton Four Points Meriden, 275 Research Pkwy, Meriden, CT 06450
ABSTRACT: The Wrightslaw two day Boot Camps are designed to meet the needs of parents, educators, health care providers, advocates, and attorneys who represent children with disabilities. These programs focus on four areas: special education laws, tests & measurements to measure progress & regression, SMART IEPs and advocacy tactics & strategies.
FOR MORE INFORMATION: Call the Learning Disabilities Association of Connecticut at (860) 560-1711 or visit www.wrightslaw.com/speak/05.09.ct.htm for more information.

October 15-19, 2005
Ready to Learn: Helping Students Survive and Thrive
Santa Clara, CA (Conference)
This conference, sponsored by the Education Alliance and the National Dropout Prevention Network, focuses on Comprehensive Student Support: the combination of academic rigor and relevant curriculum with interventions that build relationships with students. Comprehensive Student Support has been proven to produce improved yearly progress (AYP) in all subgroups.
https://www.edualliance.org/2005/readytolearn/

October 19, 2005
Research-Based Tools and Strategies for Improving Outcomes for Secondary Youth with Disabilities
Albuquerque, NM (NCSET Capacity Building Institute)
This day-long institute will provide researchers, state transition coordinators, educators, families, and other interested stakeholders with information on research results and interventions that improve outcomes for secondary youth with disabilities. The morning of the institute will focus on findings of the National Longitudinal Transition Study-2, as well as perspectives of youth about what works in helping them succeed. The afternoon sessions, small-group facilitated discussions, will provide participants opportunities to interact with researchers who will share their knowledge regarding how schooling, career preparation, youth development/youth leadership, family involvement, and connecting activities can improve outcomes for secondary youth with disabilities. This institute will precede the Division on Career Development and Transition (DCDT) Conference, October 20-22, Albuquerque Convention Center. It is hosted by DCDT (of the Council for Exceptional Children) and NCSET.
https://www.ncset.org/institutes/oct_19_05.asp

October 17-19, 2005
Louisiana CEC Conference
“Planting Seeds That Thrive in 2005”
Location: Sheraton Baton Rouge Convention Center Hotel, Baton Rouge, LA
Contact: Jackie Cefalu David,
104 Brushwood Dr, Lafayette, LA 70503,
337/988-3304, fax 337/993-3441, davidjd@cox-internet.com
Information on the Web at : www.lacec.org

October 19, 2005
Research-Based Tools and Strategies for Improving Outcomes for Secondary Youth with Disabilities
Location: Albuquerque, NM (NCSET Capacity Building Institute)
Abstract: This institute will provide researchers, state transition coordinators, educators, families, and other interested stakeholders with information on research results and interventions that improve outcomes for secondary youth with disabilities. The morning of this day-long institute will focus on findings of the National Longitudinal Transition Study-2, as well as perspectives of youth about what works in helping them succeed. The afternoon sessions, small-group facilitated discussions, will provide participants opportunities to learn from and interact with researchers who will share their knowledge regarding how the key areas of schooling, career preparation, youth development/youth leadership, family involvement, and connecting activities can improve outcomes for secondary youth with disabilities. This institute will precede the Division on Career Development and Transition (DCDT) Conference, October 20-22, AlbuquerqueConvention Center. It is hosted by DCDT (of the Council for Exceptional Children) and NCSET. More information will be posted as it becomes available. Contact Donna Johnson at NCSET at 612-624-1143 or johns042@umn.edu with questions.

October 20-22, 2005
Reaching New Heights: Improving Student Outcomes in a Diverse World
Location: Albuquerque, NM (Conference)
Abstract: The Division on Career Development and Transition (DCDT), a division of the Council for Exceptional Children, will host its thirteenth international conference to present informative discussions, presentations, and research to national, state, and local professionals, leaders, and families on critical issues facing children, adolescents, and young adults with disabilities as they prepare for adult life. DCDT is a membership organization for persons and families interested in career and vocational issues for students with disabilities.
https://www.dcdt.org

October 26-29, 2005
2005 NADD Annual Conference: From Genes to Policy: The Many Faces of Dual Diagnosis
St. Louis, MO (Conference)
Participants in this conference will consider mental and behavioral disorders from a biopsychosocial perspective, exploring the multidirectional impact of culture, policy, and life experiences on genes and development. Sponsored by the National Association for the Dually Diagnosed (NADD), an association for persons with developmental disabilities and mental health needs.
https://www.thenadd.org/content/conferences/22all.shtml

New York State Federation Convention, “Special Education: An Island of Stability in a Sea of Educational Reforms.”
Date: October 27-29, 2005
Location: Long Island Marriott, Melville, NY.
Contact: John Szolnoki, 51 Holmes Ave, Hartsdale, NY 10530-1339, 914/949-8879, fax 914/834-6617, johnszolnoki@aol.com.
Information on the Web at www.nyscec.org.

October 28, 2005 – October 29, 2005
First National Symposium on IEP Facilitation
Eugene, OR
(Symposium)
The Consortium for Appropriate Dispute Resolution in Special Education (CADRE), serving as the National Center on Dispute Resolution in Special Education, will host The First National Symposium on IEP Facilitation. Symposium invitees include state dispute resolution coordinators, directors of special education, dispute resolution practitioners, parent advocates, attorneys, educators, service providers, parents, and others interested in creating effective agreements that benefit educational and early intervention programs for infants, children, and youth with disabilities.
https://www.directionservice.org/cadre/IEPSymp.cfm

October 28-29, 2005
Third Annual Applied Autism Research & Intervention Conference
Location: Hilton Arlington Hotel Arlington, Va
Sponsor: Organization for Autism Research (OAR)
Contact: Organization for Autism Research (OAR)
2111 Wilson Boulevard, Suite 600
Arlington, VA 22201
(703) 351-5031
Caitlin McBrair
cmcbrair@autismorg.com
www.researchautism.org/conf.asp
Abstract: The OAR Conference will feature presentations and workshops by autism professionals, researchers and experts on various subjects related to education and intervention across the lifespan. With this Conference, OAR will expand the format to include dual tracks on each day. On Friday, October 28, the tracks will be Current Research and Research to Practice. Day 2, October 29, will be more practically focused with presentations and workshops organized along two tracks: Autism and High-functioning Autism/Asperger Syndrome.

October 28-29, 2005
First National Symposium on IEP Facilitation.
Eugene, OR
Hosted by CADRE.
Find out more at:
https://www.directionservice.org/cadre/IEPSymp.cfm

November, 2005

November 1, 2005
School-Wide Approaches to Positive Behavior Supports
1:00-2:30 PM Central Time
(Teleconference Call)
This teleconference, offered by TASH in partnership with the Arc of the U.S., will present the core features of school-wide positive behavior support (PBS) and recent research/evaluation outcomes from schools implementing school-wide PBS. Emphasis will be given to a) strategies for implementing school-wide PBS with sensitivity to cultural diversity, b) the importance of self-assessment procedures, and c) the impact of school-wide PBS on student social behavior, students’ perception of school safety, and student academic outcomes. Registration is required and a registration fee does apply.
https://www.tash.org/teleconferences/pbs/

November 3-4, 2005, 2005
Pennsylvania CEC 46th Annual Convention, “Successful Children, Successful World”
Location: Hershey-Harrisburg Holiday Inn, Grantville, PA
Contact: Darlene Perner, Bloomsburg University of PA, Navy Hall,
400 E. Second Street, Bloomsburg, PA, 17815,
570-389-4075 dperner@bloomu.edu .
Information on the Web at www.pacec-sped.org.

November 4-6, 2005
ZERO TO THREE: 20th National Training Institute
Location: Hilton Washington Washington, DC
Sponsor: ZERO TO THREE
Contact: ZERO TO THREE
National Center for Infants, Toddlers and Families
2000 M Street, NW, Suite 200
Washington, DC 20036
(202) 638-1144
Web: www.zerotothree.org
Abstract: ZERO TO THREE’s mission is to promote the healthy development of our nation’s infants and toddlers by supporting and strengthening families, communities, and those who work on their behalf. ZERO TO THREE is dedicated to advancing current knowledge; promoting beneficial policies and practices; communicating research and best practices to a wide variety of audiences; and providing training, technical assistance and leadership development. ZERO TO THREE is a national non-profit organization.

November 5, 2005
WRIGHTSLAW SPECIAL EDUCATION LAW AND ADVOCACY TRAINING PROGRAM SPONSORED BY FAMILY NETWORK ON DISABILITIES
LOCATION: Woodland Baptist Church, 9607 State Road 70 East, Bradenton, FL 34202
ABSTRACT: The Wrightslaw training programs are designed to meet the needs of parents, educators, health care providers, advocates, and attorneys who represent children with disabilities. These programs focus on four areas: special education laws, tests & measurements to measure progress & regression, SMART IEPs and advocacy tactics & strategies.
FOR MORE INFORMATION: For more information, call Mary Smith at (941) 928-0682 or visit www.wrightslaw.com/speak/05.11.fl.htm.

November 7, 2005
Towards a More Literate Nation: Raising the Bar for Reading and Writing in the High Schools
Washington, DC
(Symposium)

In this symposium, participants will consider the challenges involved in bringing life to the sort of curriculum outlined in the Alliance for Excellent Education’s landmark 2004 publication, “Reading Next.” What kinds of professional development, incentives, and supports will secondary school teachers—in all academic content areas—need in order to provide truly effective literacy instruction to all students? What kinds of school, district, state, and national policies should be considered to support this evolution in teaching?
https://www.all4ed.org/events/index.html#Toward

November 7-8, 2005
DLD Annual Conference, “Bridging the Gap Between Research and Practice.”
Location: The Mills House Hotel, Charleston, SC.
Contact: ExecDir@TeachingLD.org.
Information on the Web at www.teachingld.org.

November 8-13, 2005
TED Annual Conference
Location: Holiday Inn By the Bay, Portland, ME
Contact: gmk@cisunix.unh.edu

November 9-12, 2005
28th Annual TED Annual Conference and 1st Annual TED/TAM Conference, “The New Era of Accountability: Challenges and Opportunities.”
Location: Holiday Inn By the Bay, Portland, ME.
Contact: gmk@cisunix.unh.edu.
Information on the Web at https://www.tedcec.org.

November 9-12, 2005
THE INTERNATIONAL DYSLEXIA ASSOCIATION’S 56TH ANNUAL CONFERENCE “READING IN THE ROCKIES”
LOCATION: Adams Mark Hotel, Denver, Colorado
ABSTRACT: Attend the premier event in the field of learning disabilities! Listen to hundreds of noted experts in the LD field, covering topics such as diagnosis, teaching approaches, math, spelling, comprehension, ADHD, social issues, early intervention and more. Visit our exhibit hall and learn about teaching resources, assistive technologies, schools with programs for students with learning disabilities, and other related items. Share information with co-workers, colleagues, professionals and others. All session and exhibits will in at the Adams Mark Hotel.
FOR MORE INFORMATION: For more information, call IDA at 1-800-ABC-D123, e-mail us at info@interdys.org or visit our website at www.interdys.org. For room reservations, call the hotel at 303.893.3333 or 1.800.444.2326 and identify yourself as attending The International Dyslexia Association conference so that the appropriate room rate will be applied. Look for additional information about the conference in the Spring 2005 issue of Perspectives.

November 11-12, 2005
16th Annual CASE Conference
Location: Marriott Mountain Shadows, Scottsdale, AZ
Contact: Luann Purcell, Executive Director, Council of Administrators of Special Education
1005 State University Dr, Fort Valley, GA 31030
478/825-7667
lpurcell@bellsouth.net

November 14-15, 2005
“It’s My Life” Conference
Baltimore, MD
(Conference)

Sponsored by Casey Family Programs, this conference is based on “It’s My Life,” a youth-centered framework designed to guide transition services for young people who “age out” of foster care and other substitute care. The conference will highlight services that improve young people’s changes of being successful once they leave their support systems. Presenters will include youth and alumni of care.
https://www.casey.org/Resources/Projects/ItsMyLife/

November 14-17, 2005
Youth Matters, Performance Counts: 6th Annual Youth Development Symposium
Chicago, IL
(Symposium)

This symposium will offer best practices and program guidance for workforce development professionals who serve youth, and leadership growth opportunities for the youth they serve. Sponsored by the National Association of Workforce Development Professionals and the Heartland States in partnership with the Great Lakes Employment and Training Association and the National Youth Employment Coalition.
https://www.theeventconn.com/events/conf.php?get=info&eid=16

November 17-19, 2005
2005 CEDS Conference, “Educational Assessment: Looking Forward, Reaching Further.”
Location: Alexandria, VA.
Information on the Web at www.unr.edu/educ/ceds.

November 20-22, 2005
Kentucky CEC Conference
“Gaining on the Gap with an Unbridled Spirit!”
Location: Galt House East, Louisville, KY
Contact: Marinell Kephart, PO Box 76091, Highland Heights, KY 41076-0091, fax 859/431-3760, kyceccc@fuse.net.
Information on the Web at www.kycec.org.

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National Resources of Interest in

Special Education

Assistive Technology and Students With Disabilities

The National Center for Learning Disabilities recently hosted a live chat with special education technology expert Dr. Dave Edyburn. The transcript of the chat is now available on the Web. It includes Dr. Edyburn’s tips and resources for getting the most out of assistive technology for students with disabilities.
https://www.ldtalk.org/transcripts/transcript_081705.html

Diverse — Issues in Higher Education (August 2005)

Since 1984, “Black Issues In Higher Education” magazine has addressed issues of access and equity in U.S. higher education. With the August 25, 2005 edition, the magazine became “Diverse — Issues In Higher Education,” expanding its focus to include matters affecting all people of color. To obtain a complimentary copy of the new magazine, e-mail subscriptions@cmapublishing.com, call 703-385-2980, or write to Diverse, Suite B-8, 10520 Warwick Ave., Fairfax, VA, 22030. Be sure to include your full mailing address.
https://www.diverseeducation.com/

Education on the Web

This Web page from Help for Schools is a searchable database of over 3,000 human-indexed education-related Web sites in more than 500 categories. It includes a search engine and an index based on the following categories: government agencies, professional organizations and associations, topic specific sources, technical assistance organizations, community organizations and foundations, and state specific sources.
https://www.helpforschools.com/EdonWeb/

Express Yourself! Assessing Self-Determination in Your Life

Express Yourself! is a user-friendly self-assessment for people who want to know how much choice and control they have in their lives. Areas covered include finances, housing, transportation, employment, community integration, medical treatment, and mental health care. Users can pinpoint life areas where they’d like to have more control and decision-making power, and then learn how to get started by using action-planning and Web-based resources. Published by the National Research and Training Center on Psychiatric Disability, University of Illinois at Chicago. Available in PDF (11 pages, 70 KB).
https://www.psych.uic.edu/uicnrtc/sd-self-assessment.pdf

Meeting the Challenge: Getting Parents Involved in Schools

In this newsletter, the Center for Comprehensive School Reform and Improvement offers research-based advice and resources designed to help schools and districts foster successful parent involvement.
https://www.centerforcsri.org/index.php?%20option=com_content&task=view&id=130&Itemid=5

Parents’ Satisfaction with Their Children’s Schooling

This Fact Sheet from the U.S. Office of Special Education Programs (OSEP) reports the results of the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 regarding the satisfaction of parents of students with disabilities with their children’s education, services, teachers, and schools, as well as with the efforts made by schools to keep them informed of their children’s performance. Available in PDF (7 pages, 516 KB).
https://www.nlts2.org/pdfs/fact_sheet6_06_05.pdf

Survival Guide for New Teachers: How New Teachers Can Work Effectively with Veteran Teachers, Parents, Principals, and Teacher Educators

This online book from the U.S. Department of Education includes “the reflections of award-winning first-year teachers who talk candidly about their successes and setbacks, with a particular emphasis on the relationships they formed with their colleagues, university professors, and their students’ parents.” The book includes suggestions about “how new teachers can foster supportive professional relationships and what they stand to gain from them.”
https://www.ed.gov/teachers/become/about/survivalguide/

The Autistic Child

This issue of InFocus, a newsletter providing an in-depth analysis of emerging issues in health in schools, describes autism, issues unique to families with children with autism, issues in educating children with autism, and public policy related to autism. Published by the Center for Health and Health Care in Schools.
https://www.healthinschools.org/focus/2005/no2.htm

The Self-Determination of Youth with Disabilities

The National Longitudinal Transition Study-2 investigated self-determination among 16- to 18-year-olds with disabilities using items selected from The Arc’s Self-Determination Scale. This Fact Sheet reports youths’ responses about the extent to which their behavior reflects autonomy, self-regulation, self-realization, and psychological empowerment. Available in PDF (8 pages, 235 KB).
https://www.nlts2.org/pdfs/fact_sheet7_06_05.pdf

Tips for Special Education Teachers

This page, from Teachers Helping Teachers, includes tips for opening a special education class, modifying the elementary school curriculum for students with special needs, mainstreaming special education students into extracurricular activities, working with paraeducators, keeping records, setting up a language arts program for special education students, managing instructional time in the resource room, and more.
https://www.pacificnet.net/%7Emandel/SpecialEducation.html

Web Sites

Association for Supervision and Curriculum Development

The Association for Supervision and Curriculum Development (ASCD)’s Web site contains many helpful resources for educators. Its homepage currently features resources for “Starting the New School Year Right.”
https://www.ascd.org/portal/site/ascd/

FirstGov.gov

FirstGov.gov is the U.S. government’s official Web clearinghouse, providing easy access to all the federal government’s online information in English and Spanish. Users can find government forms; federal grants for states and school districts; information regarding federal education programs; statistics from the Census Bureau and Labor Department; information on laws, regulations, and court decisions; and contact information for members of Congress. Users can also access federal libraries and photo archives and the site has links to financial aid information, internship opportunities, and federal jobs.
https://www.firstgov.gov/

Kathy Schrock’s Guide for Educators

Kathy Schrock’s Guide for Educators from discoveryschool.com is a categorized list of Web sites for enhancing curriculum and professional growth. It includes links to sites on more than 20 subjects, links to search engines and subject directories, and links to teacher helpers, among other resources.
https://school.discovery.com/schrockguide/

P. Buckley Moss Foundation for Children’s Education

The mission of the P. Buckley Moss Foundation for Children’s Education is to promote the integration of the arts into all educational programs, with a special focus on children who learn in different ways. The Foundation’s Web site includes information about the Foundation, the Foundation’s annual conference, various “learning barriers” (such as ADHD, emotional disabilities, learning disabilities, autism, hearing impairments, and MR) and awards and grants, and as well as links to resources in arts education.
https://www.mossfoundation.org/

Student Financial Aid on the Web

This Web site from the U.S. Department of Education includes information for students from elementary school to graduate school; information for returning students, international students, parents, and counselors; and information on preparing for postsecondary education, choosing a postsecondary school, applying to that school, applying for financial aid, receiving financial aid, and repaying financial aid.
https://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp

Bellevue Community College Launches the Nation’s First Higher Education Degree Program for Students with Developmental Disabilities

Bellevue Community College in Bellevue, WA now offers a 90-credit Associate in Essential Studies degree through which high-functioning individuals with learning, cognitive, and intellectual disabilities can demonstrate mastery of an established body of knowledge and gain the skills for lifetime success. The degree program, called Venture, includes 52 separate courses in academics, social and life skills, and workforce development.
https://www.bcc.ctc.edu/venture/

Essential Tools: Community Resource Mapping
(NCSET Essential Tool)

This guide provides step-by-step instructions on understanding, planning, and engaging in the coordination of community resources that support the transition of youth with disabilities into adult life. Designed for use at the federal, state, and local levels, this document provides numerous practical tools and resources for initiating a resource mapping process.
https://www.ncset.org/premium-publications/essentialtools/mapping/default.asp

Becoming a Resilient Family: Child Disability and the Family System
(Monograph)

This monograph from the National Center on Accessibility addresses not only how having a child with a disability can impact the family system, but also how families can use their circumstances to become more resilient and healthy. It also includes recommended reading for both adult and child family members.
https://www.ncaonline.org/monographs/17family.shtml

Changes Over Time in the Early Postschool Outcomes of Youth with Disabilities (Report)

This report focuses on out-of-school youth and their experiences with work, school, and social activities and how these experiences have changed over time. It compares findings for youth who were represented in the National Longitudinal Transition Study with those of youth represented in the National Longitudinal Transition Study-2.
https://www.nlts2.org/reports/str6_report.html

Disability Rights Online News from the Civil Rights Division of the U.S. Department of Justice (Newsletter)

Disability Rights Online News is a bi-monthly update about the activities of the Civil Rights Division of the U.S. Department of Justice in the area of disability rights. The Division enforces laws prohibiting discrimination based on disability in employment, housing, access to businesses serving the public, access to government programs and services including voting and public transportation, and unconstitutional conditions in institutions of confinement.
https://www.usdoj.gov/crt/ada/disabilitynews.htm

Family Involvement in the Educational Development of Youth with Disabilities (Report)

This report from the National Longitudinal Transition Study-2 provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities.
https://www.nlts2.org/reports/familyinvolve_report.html

Helping the Student with Diabetes Succeed (Guidebook)

The National Diabetes Education Program developed this guide to educate and inform school personnel about diabetes, how it is managed, and how each member of the school staff can help meet the needs of students with the disease. Available in PDF (88 pages, 762 KB).
https://www.ndep.nih.gov/diabetes/pubs/Youth_SchoolGuide.pdf

Knowledge Path: Locating Community-Based Services to Support Children and Families (Online Resource Directory)

This “knowledge path” or online resource directory from the National Center for Education in Maternal and Child Health at Georgetown University is designed to help service providers and families find national, state, and local resources that can address child and family needs. It is comprised of links in the following categories: education/special needs, health and wellness, mental health and well-being, family support, parenting, child care/early childhood education, and financial support.
https://www.mchlibrary.info/KnowledgePaths/kp_community.html

The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Report)

The National Dropout Prevention Center for Students with Disabilities, in partnership with the What Works in Transition Systematic Review Project at Colorado State University, has released a new report, “The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities.” Sixteen studies intervening with 791 youth with behavioral disorders, attention deficit/hyperactivity disorders, and learning disabilities were reviewed for this report. Available in PDF (49 pages, 306 KB).
https://www2.edc.org/ndpc-sd/cognitive/report.pdf

Listservs

SAMHSA Consumer Affairs Listserv

This is the listserv of the Office of the Associate Director of Consumer Affairs of the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA). The Office of Consumer Affairs supports the participation of mental health consumers in all aspects of policy, planning, and grant activities of SAMHSA’s Center for Mental Health Services (CMHS). This listserv provides news and information about CMHS activities in support of the meaningful participation of consumers at all levels in the mental health care system.
https://www.mentalhealth.samhsa.gov/listserv/

SAMHSA E-News

This is the listserv of the Office of Communications of the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA). SAMHSA is responsible for improving the accountability, capacity, and effectiveness of the Nation’s substance abuse prevention, addictions treatment, and mental health service delivery systems.
https://www.mentalhealth.samhsa.gov/listserv/

Sites of the School Days (S.O.S.)

This listserv from Kathy Schrock’s Guide for Educators consists of weekly messages describing education-related Web sites and suggestions for how to use them in the classroom.
https://school.discovery.com/schrockguide/sos.html

Funding Forecast

Federal grants, award opportunities, foundation funding, and more. Take a look at these great new opportunities for accessing support to make a difference!

Federal Grant Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2005 and Fiscal Year 2006

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 2005 and 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.
https://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2004-2006 Discretionary Grant Application Packages

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

Funding Resources

New Funding Opportunities from the Corporation for National and Community Service

The Corporation for National and Community Service (CNCS) provides grants to national and local nonprofits, schools, government agencies, faith-based and other community organizations, and other groups committed to strengthening their communities through volunteering. This page provides links to current grant opportunities from CNCS.
https://www.nationalservice.org/for_organizations/funding/index.asp

Grants for Teaching and Learning Resources and Curriculum Development from the National Endowment for the Humanities

The National Endowment for the Humanities supports projects that improve specific areas of humanities education and serve as national models of excellence. Projects must draw upon scholarship in the humanities and utilize scholars and teachers as advisers. Applications from projects that offer solutions to problems frequently encountered by teachers are especially sought. Grants range from $1,000-$100,000. Application deadline: October 14, 2005.
https://www.neh.gov/grants/guidelines/teachinglearning.html

President’s Environmental Youth Awards

The President’s Environmental Youth Awards program, sponsored by the U.S. Environmental Protection Agency, recognizes young people across the country that complete projects which demonstrate their commitment to the environment. Application deadline: October 31, 2005.
https://epa.gov/enviroed/awards.html

Additional Funding and Award Opportunities

National Organization on Disability 2005 Accessible America Award
Accessible America, an award competition administered by the National Organization on Disability, recognizes and promotes replication of exemplary practices that communities use to facilitate the comprehensive involvement of citizens with disabilities in community life. Any city, town, or county in the U.S. and its territories may apply for the award. Application deadline: October 31, 2005.
https://www.nod.org/

Prudential Spirit of Community Awards

The Prudential Spirit of Community Awards honor young people in middle and high school for outstanding volunteer service to their communities. Applicants must be students in grades 5-12 in any state, the District of Columbia, or Puerto Rico. Applicants must have engaged in a volunteer activity that occurred at least partly during the twelve months prior to the date of application. Application deadline: October 31, 2005.
https://www.prudential.com/overview2/0%2C2155%2CintPageID%25253D8983%252526blnPrinterFriendly%25253D0%2C00.html?furl=%2Fspirit

GRAMMY Signature Schools

The GRAMMY Signature Schools program of the GRAMMY Foundation annually honors exceptional public high school music programs around the country. In addition, the GRAMMY Signature Schools Enterprise Award provides underserved music programs to receive grants based on financial need. Grants for both programs range from $1,000-$25,000. Application deadline: October 22, 2005.
https://www.grammyintheschools.com/gits_loader.html

Henry B. Betts Awards for Benefit to the Disability Community

The Henry B. Betts Award from the American Association of People with Disabilities (AAPD) and the Rehabilitation Institute of Chicago honors a living individual who has significantly improved the quality of life for people with disabilities in the U.S. and around the world. The honoree will receive an unrestricted $50,000 cash award. Nomination deadline: October 7, 2005.
https://www.aapd.com/awards/awards06/betts_app06.html

Harris Wofford Awards for Service and Service Learning

Youth Service America and State Farm Companies Foundation are soliciting nominations for the 2006 Harris Wofford Awards. The Awards recognize extraordinary achievement in three categories: youth (ages 5-25), organizations (nonprofits, corporations, foundations), and media (organization or individual) for actively contributing towards “making service and service-learning the common expectation and common experience of every young person.” Nomination deadline: October 12, 2005.
https://www.ysa.org/awards/award_grant.cfm

Presidential Award for Reading and Technology from the International Reading Association

The Presidential Award for Reading and Technology, sponsored by PLATO Learning and administered by the International Reading Association, honors K-12 educators who are making outstanding and innovative use of technology in reading education. Application deadline: November 15, 2005.
https://www.reading.org/association/awards/teachers_presidential.html

Youth Visions for Stronger Neighborhoods: Community Problem-Solving Using Multimedia Technology

The 2006 Youth Visions for Stronger Neighborhoods grants program from CTCNet (Community Technology Centers’ Network) will award grants to eight community technology programs throughout the U.S. that want to offer multimedia training for youth. Organizations that serve at-risk youth (ages 14-18), are engaged in community partnerships, and have experience providing video and other multimedia training are eligible to apply. Application deadline: September 30, 2005.
https://www.ctcnet.org/youthvisions/

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National Center on Secondary

Education and

Transition News

Calls to Participate

Apply to Become a Member of the National Council on Disability’s (NCD) Youth Advisory Committee

The Youth Advisory Committee of NCD, a 12-member committee of youth ages 16-25, is seeking new members. The Youth Advisory Committee ensures that NCD’s policy recommendations and activities give consideration to the perspectives of young people with disabilities. To apply to become a member of the Youth Advisory Committee, send (1) a resume, (2) a letter of recommendation, and (3) a cover letter detailing your leadership experiences and your disability-oriented experiences by e-mail to youth@ncd.gov or by postal mail to YOUTH-YAC Recruiting, National Council on Disability, 1331 F Street, Suite 850, Washington, DC 20004. Application deadline: September 18, 2005. For more information: Contact Isaac Huff, Youth Advisory Committee Chair at I_Huff@superaleja.org or Rebecca Hare, Youth Advisory Committee Vice-Chair at harer@iel.org.

Help Identify Barriers to Routine Health Care for People with Disabilities

The Rehabilitation Research and Training Center (RRTC) on Health and Wellness at Oregon Health and Science University invites persons with disabilities to take a brief online survey to help them identify barriers that impede access to routine health care for people with disabilities. The information gathered from the survey will be used to develop an accessibility checklist for healthcare providers to use in evaluating health clinics. Deadline for participation: September 30, 2005.
https://www.surveymonkey.com/s.asp?u=515131089111

Submit a Presentation Proposal for Multiple Perspectives on Access, Inclusion, and Disability Conference

The organizing theme for this conference, sponsored by the Ohio State University (OSU), will be “Personal Perspectives & Social Impact: The Stories We Tell.” It will be held at OSU on April 17-18, 2006. The goal of the conference is to encourage presenters and participants to reflect on how personal experiences create and transform social, cultural, and legal realities. Proposals must be received by October 1, 2005.
https://ada.osu.edu/conferences/2006callforpapers.htm

Submit a Session Proposal for the National Center for Culturally Responsive Educational Systems (NCCRESt) 2006 National Conference

NCCRESt seeks session proposals for its upcoming conference, “Creating Opportunities to Learn: A Forum for Addressing Disproportionality,” which will take place February 15-17, 2006 in Denver, CO. Proposals must be submitted electronically and received by October 31, 2005.
https://www.nccrest.org/events/disproportionality.html

Submit a Presentation Proposal for the 17th Annual National Youth-At-Risk Conference

The National Youth-At-Risk Conference, “Successful Programs for Empowering Youth: Overcoming Poverty, Violence, and Failure,” is soliciting proposals for presentations addressing the conference’s five topical strands: academic achievement, social and emotional skills, safety and violence prevention, mental and physical health, and family and community. The conference will be held March 5-8, 2006 in Savannah, GA. Deadline for proposal submission: September 19, 2005.
https://ceps.georgiasouthern.edu/conted/yar2006.html

Professional Development for Transition Personnel: Current Issues and Strategies for Success (Information Brief)

After more than two decades of federal transition legislation, students with disabilities continue to have significantly poorer postschool outcomes as compared to their peers without disabilities. One reason for these outcomes is that educators are inadequately prepared to provide the services required under the Individuals With Disabilities Act (IDEA). This brief provides an overview of critical issues related to transition professional development and highlights current models of improving results for youth by supporting practitioners with in-service and pre-service training.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2440

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No Child Left Behind News

News Show Offers Back-To-School Tips

The U.S. Department of Education’s monthly television program begins the season with a special “Back-to-School” edition that focuses on high school learning. The September show of Education News Parents Can Use will offer parents of middle and high school-aged students tips on course selection; questions to ask teachers and principals; and advice for keeping students on track.

The broadcast will showcase teachers and administrators from schools that are successfully applying the No Child Left Behind principles of high standards for all students and evidence-based approaches to learning. It will also highlight such programs as State Scholars, Advanced Placement, Community College Access/Dual Enrollment, International Baccalaureate and other promising initiatives designed to increase the rigor and relevance of the high school years.

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 options, including webcasts, visit www.ed.gov and click on “Press Room,” then “Audio & Video,” or call toll-free (800) USA-LEARN.

The Facts About K-12 Education Funding

The cost of funding education in America’s public elementary and secondary schools is the topic of a recently revised publication from the Education Department.

10 Facts About K-12 Education Funding provides an overview of how kindergarten through 12th-grade education is funded in the United States. This full-color brochure includes an explanation of each fact along with a graph to illustrate it. For instance, one graph breaks down the amount of funding provided for education by federal, state and local levels.

According to the brochure, in the 2004-05 school year, 83 cents out of every dollar spent on education is estimated to come from state and local contributions. The federal government’s share is 8.3 percent, which has risen by more than one-third since 1990-91, when it was 5.7 percent.

The brochure also specifies the funding levels under the No Child Left Behind Act, which has increased every year since it was enacted in January 2002—from $22 billion to the $25.3 billion proposed for fiscal year 2006. Federal dollars under NCLB are sent to states and school districts through a variety of programs, as described briefly in the publication, including Title I (for high-poverty schools), Reading First, Improving Teacher Quality Grants, and English Language Acquisition.

For other facts about funding public education, download a copy of 10 Facts About K-12 Education Funding at www.ed.gov, or order it toll-free at (877) 4ED-PUBS with identification number EA 0484B.

From the U.S. Department of Education-Facts and Terms Every Parent Should Know About NCLB

Here are some key facts and terms that you should know about how this historic law helps your child:

THE FACTS ABOUT NO CHILD LEFT BEHIND
• Funding: No Child Left Behind gives school districts more money. In fact, President Bush and Congress are spending more money than ever before on the education of America’s children.
• Flexibility: No Child Left Behind gives states and school districts more control and more flexibility to use resources where they are needed most. Principals and administrators will spend less time filling out forms and more time helping your child learn.
• Accountability: No Child Left Behind holds schools and school districts accountable for results. Schools are responsible for making sure your child is learning.
• School District Report Cards: No Child Left Behind gives parents report cards so they can see which schools in their district are succeeding and why. With this information, No Child Left Behind gives parents, community leaders, teachers, principals, and elected leaders the information they need to improve schools.
• Public School Choice: No Child Left Behind may let you transfer your child to another public school if the state says that your child’s school is “in need of improvement.” Your school district may pay for transportation for your child. Contact your child’s school district to find out if your child has this opportunity.
• Extra Help with Learning: No Child Left Behind may also provide your child with free tutoring and extra help with schoolwork if the state says your child’s school has been “in need of improvement” for at least 2 years. This extra help is often referred to as Supplemental Educational Services. Contact your child’s school district to find out if your child qualifies.
• Parental Involvement: No Child Left Behind requires schools to develop ways to get parents more involved in their child’s education and in improving the school. Contact your child’s school to find out how you can get involved.
• Measuring Knowledge: No Child Left Behind requires states to test your child in reading and math every year in grades 3-8. Your child will also be tested at least once in high school. The tests will help you, your child, and your child’s teachers know how well your child is learning and when he or she needs extra help.
• Scientifically Based Research: No Child Left Behind focuses on teaching methods that have been proven by research to work. There will be no more experimenting on children with educational fads.
• Reading First: No Child Left Behind provides more than one billion dollars a year to help children learn to read. Reading First is the part of No Child Left Behind that is dedicated to ensuring all children learn to read on grade level by the third grade. Reading First provides money to states and many school districts to support high quality reading programs based on the best scientific research. Contact your child’s school district to find out if its reading program is based on research.
• Teacher Quality: No Child Left Behind provides funding to help teachers learn to be better teachers.

TERMS EVERY PARENT NEEDS TO KNOW

• Title I — This is the part of No Child Left Behind that supports programs in schools and school districts to improve the learning of children from low-income families. The U.S. Department of Education provides Title I funds to states to give to school districts based on the number of children from low-income families in each district.
• State Assessments — This refers to the tests developed by your state that your child will take every year in grades 3-8 and at least once in high school. Using these tests, the state will be able to compare schools to each other and know which ones need extra help to improve. Contact your child’s school or school district to find out more details about your state’s tests.
• Adequate Yearly Progress (AYP) — This is the term No Child Left Behind uses to explain that your child’s school has met state reading and math goals. Your school district’s report card will let you know whether or not your child’s school has made AYP.
• School in Need of Improvement — This is the term No Child Left Behind uses to refer to schools receiving Title I funds that have not met state reading and math goals (AYP) for at least two years. If your child’s school is labeled a “school in need of improvement,” it receives extra help to improve and your child has the option to transfer to another public school, including a public charter school. Also, your child may be eligible to receive free tutoring and extra help with schoolwork. Contact your child’s school district to find out if your child qualifies.
• Supplemental Educational Services (SES) — This is the term No Child Left Behind uses to refer to the tutoring and extra help with schoolwork in subjects such as reading and math that children from low-income families may be eligible to receive. This help is provided free of charge and generally takes place outside the regular school day, such as after school or during the summer.
• Highly Qualified Teacher (HQT) — This is the term No Child Left Behind uses for a teacher who proves that he or she knows the subjects he or she is teaching, has a college degree, and is state-certified. No Child Left Behind requires that your child be taught by a Highly Qualified Teacher in core academic subjects.

Title II Reports on the Quality of Teacher Preparation

The Secretary’s Fourth Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom

The Secretary’s Fourth Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom presents the most current information for all 50 states, the District of Columbia, and the outlying areas on the quality of novice teachers entering the education field. The report, required by the Title II accountability provisions of the Higher Education Act, was released this past summer. The 2004 data show states continue to make gains in strengthening teacher education standards and accountability in teacher certification, as well as in expanding alternative pathways to the teaching profession. The report also highlights innovative projects across America that are helping to meet our national No Child Left Behind goal of a highly qualified teacher in every classroom by the end of the 2005-2006 school year.

For additional data and information from the Title II accountability system on meeting the highly qualified teachers challenge, go to www.title2.org.

State Reports On The Quality Of Teacher Preparation

Title II of the Higher Education Act requires three annual reports on the quality of teacher preparation. Schools of education are to report to states the pass rates of their graduates on state certification assessments and other program data in April. States in turn are required to report to the U.S. Department of Education information on certification and licensure requirements, pass rates on state assessments disaggregated and ranked by institution, and other information in October. The Department is making the state reports readily accessible through the Web at www.title2.org.

The required reports due in October of each year were submitted by all states, the District of Columbia, Puerto Rico, and outlying territories. These state reports include information on:

• State certification and license requirements for completers of regular and alternate teacher preparation programs
• Statewide pass rates on state assessments of graduates of teacher preparation programs, and quartile rankings of their institutions of higher education based on their pass rates
• Number of teachers on waivers or emergency/temporary permits (allowed to teach without having an initial full certificate or license)
• Information on teacher standards and their alignment with student standards
• Criteria for identifying low-performing schools of education

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U.S. Department of Education

News

“Hurricane Help for Schools” website Established by U.S. Department of Education

The U.S. Department of Education has announced that the needs of students affected by Hurricane Katrina will be met and has launched a “Hurricane Help for Schools” website to serve as a nationwide clearinghouse of information. The Department will work with states and communities to welcome children and enroll them in schools as quickly as possible; the education process will be stabilized for all students; and parents will be offered guidance and support. The Department is also looking at ways to redirect existing funds toward relief efforts. Other ways of helping include: affected student loan borrowers may delay payments; deadlines for higher education programs have been extended; and on a case-specific basis, the Department will relax certain reporting provisions of the No Child Left Behind Act (NCLB) for affected states. Visit: https://hurricanehelpforschools.gov/factsheet.html

Teachers Ask the Secretary

A new feature on the U.S. Department of Education webpage will allow teachers to learn about professional development, state academic standards, best practices, and success stories under the No Child Left Behind Act (NCLB). The link, Teachers Ask the Secretary, will also provide a forum for teachers to list their questions and concerns. This new feature is one of many interactive tools for teachers, including online eLearning courses, a searchable online database, and electronic Teacher Updates. Visit: https://www.ed.gov/teachers/how/reform/teachersask/index.html

News for Teachers: Make Use of the FREE Web Site–Federal Resources for Educational Excellence

The Federal Resources for Educational Excellence (FREE) web site (https://www.ed.gov/free/index.html) makes it easy to find teaching resources on federal government Web sites. The site was developed with the cooperation of more than 35 federal agencies and is updated each week with new materials and highlights.

FREE offers quick access to more than 1,500 resources in the arts, sciences, history and other subjects from the Library of Congress, National Archives, Smithsonian, NASA, the National Science Foundation and other federal agencies. More information about the U.S. Department of Education’s Teacher-to-Teacher Initiative is available at our web site: https://www.ed.gov/teachers/how/tools/initiative/about/information.html.

Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies.

NetDay, a national education technology group, has released Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies. From responses of over 55,000 K-12 students, four themes emerged in the report: 1.digital devices (particularly small, voice-activated, multi-functional devices); 2. access to computers and the internet (high-speed, wireless Internet access for use in school or home); 3. intelligent tutors (providing help with math and other homework, as well as access to a single information resource); and 4. ways to learn and complete school work using technology (e-books, distance learning, and personalized learning). To learn more, visit: https://www.nationaledtechplan.org/documents/visions_20202.pdf

The Future of Assessment

On October 10 and 11, the Educational Testing Service (ETS) will focus on The Future of Assessment at its 2005 Invitational Conference in New York. Participants will discuss improving teacher quality, how students learn best, and the “new era of assessment and accountability” since the inception of No Child Left Behind. To learn more, visit:
https://www.ets.org/aboutets/invitational/

Teacher-to-Teacher Training Corps Seeks Teachers and School Leaders

The U.S. Department of Education has announced the formation of the Teacher-to-Teacher Training Corps. The corps will consist of effective teachers and practitioners who will provide on-site technical assistance and regional workshops for teachers and districts over the next 12 months. This team is an expansion of the Teacher-to-Teacher Workshops that have been offered in cities across the nation for the past two summers.

We are looking for teachers and school leaders who are using scientifically based research strategies and have data to demonstrate effectiveness. Trainers will share the research underlying these practices and their experience with implementing them in classrooms and schools. The goal of the Teacher-to-Teacher Training Corps is to support district level professional development efforts by providing demonstrations by expert teachers and administrators of ways to improve academic performance through increased content knowledge and improved pedagogical skill. Participants should leave sessions with ready-to-use strategies and an understanding of why and when those strategies are effective.

Members of the Teacher-to-Teacher Training Corps will be eligible to participate in workshops for teachers during 2005 and 2006. They will also be eligible to make presentations at the Department’s summer workshops in 2006 and work with interested districts in ways that align with and support continuing district efforts during the school year and summer. Sessions in each site will be aligned to districts’ academic goals and student data. It may be that a district’s needs are best met with monthly in-service for its literacy coaches. It may be that a district wants the corps to work with secondary math teachers on several districtwide in-service days. Or, it may be that a district wants a series of Saturday offerings for its science teachers.
The members of the corps will also support participants through e-mail mentoring, e-Learning presentations, webcasts and follow-up visits, some of which have already begun with the Teacher-to-Teacher workshop providers.

To apply for this corps, you must submit a complete proposal, which should include your PowerPoint presentation and handouts. You may be asked to modify the presentation content or format for particular audiences (teachers, administrators or trainers) and district goals. In order to be considered for the Teacher-to-Teacher Training Corps, your proposal must be received by October 10, 2005. Please visit: https://www.ed.gov/teacherinitiative for additional information about submitting your presentation.

If you are selected, the U.S. Department of Education will provide travel, accommodations, and a $1,000 honorarium for planning, preparation and participation for each training event. You will have the flexibility to determine the level of your participation in workshops scheduled around the country during 2005 and 2006.

Guidelines
• We are looking for presenters who weave content and pedagogy together.
• Presentations in the content areas of reading, writing, mathematics, science, arts, history, civics and foreign language are of particular interest.
• We are interested in research-based classroom strategies that help teachers to differentiate instruction, to teach successfully in inclusive or mainstream classrooms, to work well with English-language learners, to use technology to help meet standards, to use data to increase student achievement, and to take advantage of learning strategies that improve student behavior. Sessions on pedagogy must be embedded in a content area; they should not be stand-alone presentations.
• We are also interested in sessions on school leadership, professional learning communities, analysis of student work, teacher evaluation strategies, strategic planning, assessment and the use of data.
• Each presentation should include relevant research.
• Each presentation should include evidence that your work has made a difference in student achievement.
• Each presentation should be interactive and use principles of adult learning.
• Each presentation should be 90 minutes long; however, you may be asked to adapt It to fit the needs of a district.
• If you work directly with students, you must be highly qualified according to your state’s definition in order to participate. Please include proof of this with your application.

All presentations will be reviewed by the U.S. Department of Education.
More information on the Department’s Teacher-to-Teacher Initiative is posted on the Web at:

https://www.ed.gov/teachers/how/tools/initiative/about/information.html. You may also wish to view workshop sessions from our e-Learning at https://www.paec.org/teacher2teacher/. Forward any questions to teacherquality@westat.com or call (888) 831-1338.

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Update from the National

Institute of Health

Information on Coping with Traumatic Events

The National Institute of Mental Health conducts research not only on a wide range of mental health disorders, but also on the reactions that occur in a time of crisis or terror. We have studied the reactions of people following the September 11, 2001 terrorist attack on the Twin Towers; the Oklahoma City bombing; wars in the Middle East; and natural disasters such as tornados, floods, and fires. Now, in the disastrous aftermath of Hurricane Katrina, we face a new challenge, a new crisis.

The NIMH is focused on providing information gained from research. We have compiled this information to assist you, your family, and friends. We have also provided sources of help. We have special information for helping children that many parents and organizations have found useful.

While this will be a long and difficult period for those who have suffered so greatly, it is important to remember that, as a nation, we have tremendous capacity and have surmounted past crises with diligence and commitment. Although we recognize the serious nature of psychological responses to trauma and we emphasize the need to recognize those requiring specialized assistance, we have some good news. We have learned from research both in this country and in other countries that have had extensive wars or crises that people are amazingly resilient. For all of the information on this topic provided by the NIMH, visit: https://www.nimh.nih.gov/healthinformation/traumaticmenu.cfm

For Researchers: NIMH and NIH Response to Hurricane Katrina
NIH has posted a page for investigators and institutions on the NIH Response to Hurricane Katrina (https://grants.nih.gov/grants/katrina/index.htm), which is intended to be a resource for the biomedical and behavioral research community. Look there for:

• NIH Guide Notices and other information of particular relevance to investigators and their institutions; and
• related information, such as links to other Federal sites and links to professional societies that are facilitating interactions between affected investigators (including students, postdocs, etc.) and investigators offering assistance.
Conducting Research in Response to Hurricane Katrina
Anticipated Research Topics in Relation to Hurricane Katrina
Examples of research topics include:
• Research on the settings in which direct and indirect victims/survivors present for care, including studies of the impact of co-locating mental health services into non-traditional mental health settings (e.g., shelters, churches, community centers, work settings, health clinics, schools, etc) on access, referral, acceptability, use and outcome of services;
• Studies to identify factors that promote or impede effective health provider training in screening, assessment, referral, and treatment;
• Studies of the dissemination, use and outcome of evidence-based practices;
• Novel research on intervention and treatment to reduce the risk of psychopathology symptom severity, and disability;
• Research on the organization and delivery of care by mental health and non-mental health providers and Federal, state, and local agencies.

Applying for an NIMH RAPID Research Grant
PAR-02-133 RAPID ASSESSMENT POST-IMPACT OF DISASTER (RAPID)
Release Date: July 24, 2002
National Institute of Mental Health (NIMH)

NIMH has extended the RAPID program announcement to remain active until December 2, 2005. In response to the extraordinary events surrounding Hurricane Katrina, the RAPID grants program will be used with maximum funding flexibility. Potential applicants should communicate with program contacts before submitting a RAPID application, to determine whether the proposed work meets the guidelines of this program, whether requested RAPID funding is likely to be available, and whether the idea should be considered for initial submission through the traditional NIH/NIMH application process.

Administrative Supplements

NIMH will consider administrative supplements to existing NIMH funded research projects on a case-by-case basis. Eligible studies include but are not limited to behavioral and neuroscience research relevant to stress and behavior, epidemiological and risk factor research, and clinical trials. There are limits to supplemental funding both in terms of scope and resources; interested investigators should contact their Project Officer at NIMH before requesting supplemental support.

Issues to Consider

Research in relation to Hurricane Katrina will be difficult and requires careful consideration of the special challenges presented when collecting information following a disaster. Foremost among these challenges is the need for investigators to attach the highest priority to standards of privacy, dignity, and courtesy in their interactions with participants who were affected in any way by an event under study. Only through research that is conducted in accordance with such standards will we gain information needed to enhance our capability to heal the psychological wounds that may be associated with disasters and to prevent long-term or recurring psychological distress.
Any information gathering activities in this context must acknowledge and adhere to the imperatives of doing no harm, placing the care and safety of victims and survivors above all else, and coordinating with local assistance efforts.

For more information on conducting research in the context of disaster, please see Ethical Issues Pertaining to Research in the Aftermath of Disaster.

Program Contacts

Farris K. Tuma, Sc.D.
Program Chief
6001 Executive Boulevard, Room 7111
MSC 9632
301-443-3648
ftuma@mail.nih.gov

Rajni Agarwal, MA
Psychologist
6001 Executive Boulevard, Room 7111A
MSC 9632
301-443-3648
RajniAgarwal@mail.nih.gov

For Researchers: NIMH and NIH Response to Hurricane Katrina
https://www.nimh.nih.gov/researchfunding/hurricanekatrina-research.cfm

Cognitive Therapy Reduces Repeat Suicide Attempts by 50 Percent

Recent suicide attempters treated with cognitive therapy were 50 percent less likely to try to kill themselves again within 18 months than those who did not receive the therapy, report researchers supported by the National Institutes of Health’s (NIH) National Institute of Mental Health (NIMH) and the Center for Disease Control and Prevention (CDC). A targeted form of cognitive therapy designed to prevent suicide proved better at lifting depression and feelings of hopelessness than the usual care available in the community, according to Gregory Brown, Ph.D., Aaron Beck, M.D., University of Pennsylvania, and colleagues, who published their findings in the August 3, 2005 Journal of the American Medical Association (JAMA).

“Since even one previous attempt multiplies suicide risk by 38-40 times and suicide is the fourth leading cause of death for adults under 65, a proven way to prevent repeat attempts has important public health implications,” said NIMH Director Thomas Insel, M.D.

To achieve a large enough sample to reliably detect differences in the effectiveness of interventions, the researchers first screened hundreds of potential suicide attempters admitted to the emergency room of the Hospital of the University of Pennsylvania in Philadelphia, ultimately recruiting 120 patients into the study.

Averaging in their mid-thirties, 61 percent of the participants were female, 60 percent black, 35 percent white, and 5 percent Hispanic and other ethnicities. Most had attempted to kill themselves by drug overdosing (58 percent), with 17 percent by stabbing, 7 percent by jumping, and 4 percent by hanging, shooting or drowning. Seventy-seven percent had major depression and 68 percent a substance use disorder.

After a clinical evaluation, each participant was randomly assigned to one of two conditions: cognitive therapy or usual care — services available in the community. Cognitive therapy was developed by Beck in the 1970s and has been applied successfully in a wide variety of psychiatric disorders. Those in the cognitive group were scheduled to receive 10 outpatient weekly or biweekly cognitive therapy sessions specifically developed for preventing suicide attempts. The sessions helped patients find a more effective way of looking at their problems by learning new ways to handle negative thoughts and feelings of hopelessness. In a relapse-prevention task near the end of their therapy, they were asked to focus directly on the events, thoughts, feelings and behaviors that led to their previous suicide attempts and explain how they would respond in a more adaptive way. If they passed this task successfully, their cognitive therapy ended; if they were unsuccessful, additional sessions were provided.

Both groups were encouraged to receive usual care from clinicians in the community and were tracked by study case managers by mail and phone throughout the 18 month follow-up period. The case managers offered referrals to — but not payment for — local mental health and drug abuse treatment and social services.

About half of the participants in both groups took psychotropic medications and about 13 to 16 percent received drug abuse treatment. About 27 percent of those in the usual care group received psychotherapy outside of the study, compared to 21 percent of those also receiving cognitive therapy.

Over the year-and-a-half follow-up period, only 24 percent (13) of those in the cognitive therapy group made repeat suicide attempts, compared to 42 percent (23) of the usual care group. Although the groups did not differ significantly in suicidal thoughts, those who received cognitive therapy scored better on measures of depression severity and hopelessness, which the researchers suggest “may be more highly associated with a reduced risk of repeat suicide attempts.”

“We were surprised by the amount of energy and resources it takes to reach out to individuals who attempt suicide,” noted Brown. “This population lacks a positive attitude toward the mental health system and often fails to show up for scheduled appointments. However, the combination of cognitive therapy plus case management services was effective in preventing suicide attempts.” He suggests that cognitive therapy’s short-term nature makes it a good fit for treatment of suicide attempters at community mental health centers.

“Suicide and suicide attempts are serous public health problems that devastate individuals, families and communities,” added Dr. Ileana Aria, Director, CDC’s National Center for Injury Prevention and Control. “This research provides valuable insight for those treating people at risk, so that they can learn adaptive ways to handle stress and resolve their problems and thereby reduce the likelihood they will resort to suicidal behavior as a solution.”

Childhood Exposure to Second Hand Smoke Has Long Lasting Effects

A new study finds early life exposure to second-hand smoke can produce life-long respiratory problems. The study of 35,000 adult non-smokers in Singapore found that those who lived with a smoker during childhood had more respiratory problems, including chronic cough. Study participants who reported eating more fruit and soy fiber as adults seemed to be protected against some of the negative health effects often associated with early tobacco exposure.

Individuals 18 or younger, living with one or more smokers, were more than twice as likely to suffer from chronic dry cough as adults, according to a new study published by researchers at the National Institute of Environmental Health Sciences (NIEHS), a part of the National Institutes of Health, the University of Minnesota, and the National University of Singapore. This paper, which appears online in “Thorax”, is the largest study to date on the effects of childhood exposure to environmental tobacco smoke (ETS) on later respiratory disease, and the first to include data on dietary intake.

“This research adds to a growing body of evidence that exposure to second-hand smoke early in life has health consequences that can last a lifetime,” said Dr. David Schwartz, Director of the NIEHS. “In addition to finding ways to reduce the exposure of children to tobacco smoke and other environmental pollutants, we also need to look for ways to reduce the disease burden.”

The data for this study were collected from the Singapore Chinese Health Study, a population of men and women of Chinese ethnicity ranging in ages from 45 to 74 at enrollment, who live in Singapore. The 35,000 non-smokers provided information regarding ETS before and after age 18, a medical history including information on respiratory symptoms of chronic cough, phlegm production and asthma diagnosis, as well as information on dietary intake.

Chronic cough was defined as occurring on most days for at least three months of the year and lasting more than two years in a row. More than 45 percent of the study participants reported having fathers who smoked, and 19 percent reported having mothers who smoked. The researchers found that more smokers in the home during childhood, was linked to a greater incidence of chronic cough, and chronic phlegm.

“Because we had previously found in this Singaporean population data suggesting that a diet high in fruit and soy fiber may reduce the incidence of chronic respiratory symptoms, we decided to study the impact of fiber on problems associated with early tobacco exposure,” said NIEHS researcher Stephanie London, M.D. “We actually found that people who ate even a small amount of fruit fiber had less chronic cough related to environmental tobacco smoke.”

Study participants who ate more than 7.5 grams of fiber each day had fewer health effects associated with ETS. This is equivalent to eating about two apples a day. Dr. London pointed out that the average weight of the Singapore study participants was 127 lbs. She also added that most Singaporeans get their fiber from fruits, vegetables and soy.

“Fiber may have beneficial effects on the lung,” said Dr. London. “It seems to have the ability to reduce blood glucose concentrations, reduce inflammation, and enhance antioxidant processes. All of these may help to protect the lung against environmental insults, such as ETS in childhood. However, the possible benefits of fiber should not lessen the importance of reducing exposure to environmental tobacco smoke.”

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Helping Your Child Series

Teachers—Do you have parents whom you know who need assistance working with their children? The Helping Your Child publication series aims to provide parents with the tools and information necessary to help their children succeed in school and life. These booklets feature practical lessons and activities to help their school aged and preschool children master reading, understand the value of homework and develop the skills and values necessary to achieve and grow. Below are the various booklets in the helping Your Child Series. They can be found at https://www.ed.gov/parents/academic/help/hyc.html

Helping Your Child Learn History

The booklet is designed to help families prepare their children to achieve the lifelong task of finding their place in history by helping them learn what shaped the world into which they were born. Employing the latest research, the booklet is largely comprised of activities that can be experienced at home or in the community for children in preschool through grade 5, yet also features information about the basics of history; practical suggestions for how to work with teachers and schools to help children succeed in school; and a list of federal sources, helpful Web sites and suggested books for parents and children.

Helping Your Child Learn Science

Every day is filled with opportunities to learn science—without expensive chemistry sets or books. Parents don’t need degrees in chemistry or physics to help their children learn science. All that is needed is a willingness to observe and learn with them, and, above all, to make an effort and take the time to nurture their natural curiosity. This booklet provides parents of children ages 3 through 10 with information, tools and activities they can use in the home and community to help their child develop an interest in the sciences and learn about the world around them.

Helping Your Child Learn Mathematics

Our increasingly technological world demands strong skills in mathematics, not only in the workforce but also in everyday life, and these demands will only increase over the lifetimes of our children. The major portion of this booklet is made up of fun activities that parents can use with children from preschool age through grade 5 to strengthen their math skills and build strong positive attitudes toward math.

Helping Your Child Become a Reader

Other than helping your children to grow up healthy and happy, the most important thing that you can do for them is to help them develop their reading skills. This booklet offers pointers on how to build the language skills of young children, and includes a list of typical language accomplishments for different age groups, suggestions for books, and resources for children with reading problems or learning disabilities.

Helping Your Child With Homework

Homework can help children to develop positive study skills and habits, improve their thinking and memory abilities, and encourage them to use time well, learn independently, and take responsibility for their work. This booklet helps parents of elementary and junior high school students understand why homework is important and makes suggestions for helping children complete assignments successfully.)

Helping Your Preschool Child

How well children will learn and develop and how well they will do in school depends on a number of things, including their health and physical well-being, social and emotional preparation, and language skills and general knowledge of the world. This booklet highlights techniques parents can use to encourage their children to develop the skills necessary for success in school and life by focusing on activities that make learning fun.

Helping Your Child Succeed in School

Every child has the power to succeed in school and in life and every parent, family member and caregiver can help. This booklet provides parents with information, tools and activities they can use in the home to help their child develop the skills critical to academic success.

Helping Your Child Through Early Adolescence

Learning as much as you can about the world of early adolescents is an important step towards helping your child through the fascinating, confusing and wonderful years from ages 10 through 14. Based on the latest research in adolescent development and learning, this booklet addresses questions, provides suggestions and tackles issues that parents of young teens generally find most challenging.

Helping Your Child Become a Responsible Citizen

Just as children must be taught to read and write, solve math problems, and understand science concepts and events in history, so must they be guided in developing the qualities of character that are valued by their families and by the communities in which they live. This booklet provides information about the values and skills that make up character and good citizenship and what you can do to help your child develop strong character. It suggests activities that you and your school-aged children can do to put those values to work in your daily lives and tips for working with teachers and schools to ensure that you act together to promote the basic values that you want your child to learn and use.

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Back to School Checklist:

Questions and Tips for Parents,

Schools and the Community

ACADEMIC CURRICULUM AND ACHIEVEMENT

• Does the school have a written academic mission or credo that guides the behavior of both adults and students at the school? Does the school set high standards for students and stress continuous improvement over time?
• Does the school district have written guidelines on the amount of homework given for each grade level?
• How many students in your child’s school are performing at grade level (proficient) in either reading or mathematics? How many are performing at grade level in both subjects?
• How does the achievement level of your child’s school compare with the districtwide and statewide achievement levels?
• Are test scores rising or falling compared to the previous year? Has the percentage of students achieving proficiency increased or decreased?
• How many special education, minority, Limited English Proficient or economically disadvantaged students are achieving at grade level (proficient) in either reading or mathematics? How does this figure compare with districtwide and statewide levels? Are test scores rising or falling compared to the previous year?
Under No Child Left Behind, states determine whether a school has made Adequate Yearly Progress by comparing the percentage of students (see above) meeting proficiency standards with the statewide goals. A school may still meet its AYP target if it reduces the percentage of students “below proficient” by 10 percent from the previous year while making progress in bringing all students up to grade level.
• Were all students in your child’s school tested this year?
At least 95 percent of the students in each group must take the test for the school-wide results to be valid.
• What percentage of students graduate from your child’s high school? How many attend college? How do graduation and college attendance rates compare to the previous year? How do they compare to the districtwide and statewide averages?
• What percentage of students are taking challenging pre-college courses in language arts, mathematics and science? How does this compare to districtwide and statewide averages?
• Does your child’s high school offer courses and programs to prepare graduating students for the workforce?
• What percentage of juniors and seniors took college entrance tests such as the SAT and the ACT? How does this compare to districtwide and statewide averages? Did scores increase or decline over the previous year?

HELPING PARENTS AND STUDENTS

• Do you receive information from your child’s school? Are brochures, progress reports and other forms of information regularly sent home with your child, mailed or e-mailed to you from the school district? Is this information available on the Internet? Is it detailed yet easy to understand?
• Does the school inform parents when their child is falling behind academically? Does the school make information on student performance available to parents and the community?
• Does the school offer afternoon, weekend or summer school instruction for students who need extra help in reading/language arts or math?
• Does the school welcome parental involvement and make it easy for parents to participate? Are regular parent-teacher meetings scheduled?
• Does your school periodically survey parents to determine satisfaction with their child’s teachers, administration and programs?
• Does the school offer interpreters for parents who do not speak English? Does it provide information in more than one language?
• Does the district inform parents of the choices and options available to them under the No Child Left Behind Act?

Under No Child Left Behind, parents of children in a school receiving federal Title I funds that has not made adequate yearly progress in reading/language arts or math for two consecutive years may transfer them to another public or public charter school within their district. Contact your school district to find out about your school’s choice plan and whether your child has the opportunity to attend a school that would better meet his or her needs.

After three consecutive years of underperformance, the district must offer free supplemental services, such as tutoring and after-school instruction, to economically disadvantaged children. Contact your school district to learn if your child is eligible or to receive a list of approved supplemental service providers.

TEACHER TRAINING AND QUALITY

• Does your child’s teacher hold a degree in the subject he or she is teaching? How many of your school’s teachers meet the Highly Qualified Teacher standards under No Child Left Behind? How many teachers hold only emergency credentials? Does the school inform parents of their teachers’ quality and credentials?

Under No Child Left Behind, teachers in core academic areas must be highly qualified in those subjects by the end of the 2005-06 school year. A highly qualified teacher is one who has a bachelor’s degree, full state certification and demonstrated competency, as defined by the state, in each core academic subject he or she teaches.

• Does the district have a recruitment plan, including incentives, to ensure that every classroom has a highly qualified teacher?
• Does the district have a policy to encourage qualified professionals from other career areas to become classroom teachers?
• If a teacher is doing his or her job poorly, what procedures are in place for retraining, reassigning or replacing him or her? On average, how long does the process take?
• How much of the school’s budget is spent in the classroom, including for teachers’ salaries, books and supplies? How much is spent on administration and overhead?

STUDENT DISCIPLINE

• Is there an explicit student disciplinary policy? How does the school inform parents when their child has misbehaved and been placed in detention, suspended or expelled?
• Is a list of disciplinary rules available to parents, teachers and students alike?
• Does the school track attendance? What are the penalties for unexcused absences?
• How many incidents of violence, vandalism or substance abuse occurred on school property last year? How does that figure compare to the districtwide and statewide averages?
• Has your school been identified as a “persistently dangerous school”?
A child attending a “persistently dangerous school,” as defined by the individual state, is eligible for the public school choice options under No Child Left Behind, as is any student who has been the victim of a violent crime on the grounds of his or her school.

MEASURING THE PROGRESS OF STUDENTS WITH DISABILITIES

Measuring children’s progress with annual state assessments provides teachers and parents with objective information about each child’s strengths and weaknesses. With this knowledge, teachers can develop lessons to make sure each student meets state standards for his or her grade. Therefore, all children must participate in state assessments.

States can provide students with disabilities with “accommodations,” such as extra time, a separate room or the use of assistive technology, to ensure that the assessment measures the student’s knowledge and skills, rather than his or her disability. Also, a No Child Left Behind regulation allows schools and school districts the flexibility to measure the progress of students with the most significant cognitive disabilities with an alternate assessment based on alternate achievement standards.

• If your child has an Individualized Education Program (IEP), how will he or she participate in the state assessment?
• Who will decide whether your child takes the regular state achievement test or an alternate achievement test?
• Does the state assessment allow accommodations, such as increased time, a separate room or the use of assistive technology, that will allow your child to show what he or she knows and can do?

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Education Daily Still Seeking

NASET Members’

Input on NCLB

Steve Brown, a writer from Education Daily, sent NASET the following email:

I’m doing an article on modified assessments for the 2% flexibility under NCLB. I understand the Ed Dept. is referencing the modified assessment currently being used in Kansas as a model for other states seeking the flexibility. I was hoping you could help me get perspectives on this from teachers and parents. I know many parents are concerned that their children would be held to a lower standard under a modified assessment and are against them in general, whereas the states may be more interested in avoiding AYP failures.

As for specifically what I’m requesting, there are two questions I am seeking input on:

What are the implications of using the Kansas modified assessment nationwide for the 2 percent student population?

What general concerns are there about not holding this population accountable to the same standards as regular education students from the perspectives of both parents and teachers?

If you are interested in speaking with Mr. Brown at the Education Daily on this matter, please contact him via email at sgbrown@lrp.com or call/write him directly at:

Steve Brown
Education Daily
Fax: 703-516-9313
1901 North Moore St. Ste. 1106
Arlington, VA 22209

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National Education Magazine

Seeking Information

About Inclusion

Dear Dr. Giuliani, Vice President of NASET:

My name is Howard Kim. I am a freelance writer researching an article idea on a special education topic for publication. I am searching for a public school to profile that has done exceptional, innovative work in the area of inclusion. California, where I live and work, has made strides toward inclusion but with variable success.

I am hoping that I can find individuals who can cite a particular school anywhere in the country that has made notable advancements in this area. Can you help me?

Here’s the information: “Wanted: Information about an urban public school anywhere in the U.S. doing innovative, exceptional work with inclusion in special education. If chosen, the school will be profiled in a national education magazine. Please forward your suggestion to: Howard Kim at hkim995@aol.com, or 626 357 2286. Please include the full name, address, and phone number of the school and a brief explanation of the reasons for your choice.”

I would be grateful for any assistance/suggestions you might be able to render. It could be the names of colleagues, a Website, or a national organization such as NASET. Thank you.

Sincerely,
Howard Kim
Monrovia, CA
626 357 2286

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Controversial Issue in Special Education

Each issue of the NASET Special Educator e-Journal, we present a focus question on a current topic or controversial issue in special education. We will post the focus question on our home page, as well. We feel that having this type of discussion creates an insightful and thought provoking process where we can learn from each other and listen to each other opinions. If you respond, your thoughts, opinions, and suggestions will be posted in the following e-journal.

This month’s controversial issue question is:

Are we over-prescribing medication to children, especially to students in special education or those receiving 504 services diagnosed with ADHD? Are parents, teachers and administrators looking for medication to be the ultimate “cure-all” to solve their children’s/students’ problems?

Tell us your thoughts on this very controversial issue.

Submit all emails to our publications manager, Richard Scott. His email address is news@naset.org

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Letters to the Editor

In the August, 2005, Special Educator e-Journal, NASET presented this focus question to its members:

Does Inclusion Work?

We thank all of you who took the time to write us–Here are some of the responses we received:

Is Inclusion working? Absolutely, but not in all instances with all children and teachers. My most memorable experiences with inclusion came two years with students functioning 2-3 years below their chronological age. I worked collaboratively with their teacher and together we exposed those students to grade appropriate curriculum. When I was in the room I assisted or co-taught with the regular education teacher the warm-up, assisted with real life examples and hands on materials and then we quickly assessed student’s knowledge and application of those skills being taught. I then worked with small flexible groups of students based on need. It was during this time that I worked to reteach the skill, give additional practice and extend those real life connections for the students. I always came prepared to each class not with a lesson plan but additional hands on materials, games and strategies for helping students master the skill. As the special educator I realized my job was to “fill in” the gaps for specific students based on the goals and objectives on their IEP’s. The regular educator and I approached this task by giving additional instruction and application time to individual students on a skill that they were weak in during instructional time where that particular skill was incorporated into the lesson. For example, if we were teaching long division and a particular special education student struggled with subtraction with regrouping, this is where we would work to strengthen that skill, within the framework of applicable skills. We also work hard to help students make real world connections to each skill as well as encourage alternate and multiple strategies and approaches to solving problems. Our motto was “however you get to the correct answer is fine as long as you show your work and it works for you”. The students in this particular classroom viewed me as another teacher in the room, rather than an assistant or outsider. The benefits from this inclusion model were endless. The most evident and powerful were self-esteem and confidence. Those individuals that struggled to master curriculum in the past even in a small group setting in a special education resource room were learning alongside of their nonhandicapped peers and felt as if they belonged. Their classmates had opportunities to learn from them as well as praise them and receive praise from them for mastery of skills.

Administrators, on the other hand don’t always benefit the process. Administrators, especially those without special education experience and background have unrealistic expectations when observing and evaluating special education teachers working in inclusive models. Many administrators, in my experience, expect the “dog and pony” show, if you will when observing teachers. That is not the case in special education inclusion. I cannot, on a given day say which students I will work with in an inclusion classroom until I get there and we, the regular educator and I, determine, based on the skill being taught, which students require addition teaching and practice. Therefore, it is difficulty for me to script a lesson plan and identify those students in that lesson plan ahead of time. Rather, the most success has been experienced when we identify those students “on the spot” and flexibly regroup them each day based on their learning styles and the particular skill.

Basically, parents want to see academic growth. Most parents trust the special educator when they make recommendations of the setting for the specific instruction for their child. Others, though, feel that when their child is recommended for the inclusive setting, that that means less “small group or individual attention” for their child. I have had parents say to me, if you are making the progress you have indicated, why reduce services or put them back in the classroom, won’t they just regress and won’t their rate of progress slow down. Little do they realize the impact and benefits of having their child with their classmates as often as possible as well as the benefits the other children in their child’s class can gain from being with their child.
Many regular education teachers have a long way to go before inclusion, in whatever form, is perfect or near perfect. Many regular education teachers are very territorial about their class and students. They feel put down or feel their space has been invaded when inclusion is attempted. I have had regular education teachers say to me “work with whatever students you want”. The biggest pitfall to inclusion is the ignorance on the part of the regular education teacher of how the model or models are supposed to work to be successful. It is not special education teachers versus regular education teacher, rather with one another for the children. Together we can share the glory of guiding the children to becoming productive citizens. We have a lot of work to do!

Trish Crompton, special education teacher of 14 years in
Frederick, Maryland.

I am beginning my second year in a full inclusion, co-taught classroom. The first year was a very stressful year and I don’t feel it was properly managed. The range of abilities was extremely vast and much of the instruction was in homogenous small groups. Despite this, all children, regular and special education students, made incredible progress. I attribute this to the small group individualized instruction. The class I will be a part of this year does not have the same vast span in ability levels. I hope we will be able to do less homogeneous grouping within the class and have similar progress results.

I feel co-teaching within one grade is a far better model than the one I previously did. Previously I traveled among 5-6 classrooms throughout the day to service several children in these classes. There was no time to plan with the classroom teacher to meet the student’s needs. I didn’t not get to know the students in any one class well enough to really understand the extent of their needs. Not to mention, that these students got no specialized instruction when I was not in the room.

Yes, I believe inclusion can and does work when given the right environment, resources, and personnel to correctly carry it out.

In the July, 2005, Special Educator e-Journal, NASET focused its controversial issue on whether No Child Left Behind (NCLB) is working. The letters keep coming. We thank all of you who took the time to write us–Here are some of the responses we received:

I am a Special Education teacher in a middle school. My students are 7th and 8th graders with varying physical, emotional, academic, cognitive, and social disabilities.

How has NCLB affected my class or school? Well for starters, I am seeing more and more teachers teaching to the test. By this I mean they have changed the way that they have taught in the past to compliment a test that only scores what is written on a piece of paper. Students need to “show what they know” in various forms because one bad effect during the year can change how any student does on a test. Example: Johnny’s father died in April. Up to that point Johnny was an A student and enjoyed school, now he is depressed, cries all the time, and refuses to do any school work and subsequently fails the state assessment. Now the school has failed AYP, is told that they will lose funds, publishes this information in the newspaper, all assessment failing students are required to get tutoring (funds deducted from school budget) with no reimbursement from the Federal Government (even though NCLB clearly states that we are supposed to be getting funds that we have not received).

At the same time Special Education students are required to show growth through a portfolio because there is no alternative test. This portfolio in turns takes up to 50 hours or more to compile because of various state requirements which are ridiculous. If you want to see a sp ed students growth, ask their teacher for the data forms.

NCLB is not funded as it is mandated. Sp Ed is not funded as mandated either. More and more teachers are required to be the surrogate parents for students whose parents cannot parent or will not. We can only do so much with a child whose parent says “he is your problem till 3:15”.

Also what about the children with severe emotional/behavior problems and are autistic in the public school system? Those funds have falling by the wayside, but the students have not. Teachers are clearly asked everyday to do more and more with less funding and resources.

We are teachers because we love our students and want to see them become productive members of society. Do not short change us or our children.

Thank you, Brenda Cunningham
Chattaroy, Washington

Dear President Bush,

First, I’d like to tell you that I am a huge supporter of your presidency. I have voted for you, as well as stood in a long line to vote for your father. My husband and I have contributed monetarily to the Republican National Party. I have defended you and debated many democratic friends, neighbors and family members. However, I am devastated by the ramifications of the No Child Left Behind Act. Via this legislation, I feel that you have certainly not defended me or my profession as a special educator.

According to the No Child Left Behind Act, I am no longer a “highly qualified” teacher. No longer am I “certified” to be the “teacher of record” in my mildly intellectually disabled self contained classroom. As of August 15, 2005, the Georgia Professional Standards Commission changed my certification title. Allow me to list a few of my qualifications and accomplishments, and then you be the judge as to whether or not I am “highly qualified.”

1. I attended Georgia State University on a leadership and performance scholarship. (full academic scholarship)
2. I achieved a 4.0 GPA in college.
3. These are a few of the courses that I took: Advanced Composition (Honors), Calculus of Variable I, Introduction to American Government (Honors), European Literature (Honors), Biology (Honors)
4. I received the Roy M. Hall Award, the President’s Plaque, and the Nicholas R. Castricone Undergraduate Award while in college.
5. I passed the Teacher Certification Test with above average scores in all six subtests.
6. I passed the TPAI (teacher performance assessment instrument) my first year of teaching.
7. I taught special education for five years with successful job reviews.
8. One of those years, I mentored a student teacher.
9. After taking six years off to raise my three children (I’m sure you and Laura would respect that decision.), I returned to teaching in a regular education position at a small private Christian school. While teaching there, I received the “Raising the Standard” award. After three years at the private school, I returned to my true love of special education in the public school system.
10. Upon returning to the public school system, I achieved “exceeds standards” on my annual review.
11. As the years have passed, I have taken many staff development classes in order to keep my certificate current. I have even taken two technology classes as required by the state.
12. I am now developing a curriculum for special education students in order to teach them job skills. In fact, you can see my class at: www.mountaintopcafe.com . I want my students to be contributing members of society and obtain gainful employment after graduation.

I am confidant that I am “highly qualified.” After reading some of my accomplishments, I hope that you can understand my feelings of injustice and would agree that I am indeed “highly qualified.”

I would like to reiterate that test scores and awards are not the only measures of a good special educator. Those teachers, like me, who over the years have shown true compassion, love and patience to their students, deserve to be rewarded. My profession should be held in the highest regard, not slapped in the face with “you are not highly qualified.” There is already a shortage of special education teachers. We should not be asking the ones we already have to pay $100.00 to take another test. We should be giving them a thank you and pay raise.

Maybe you think that you have provided a way for veteran teachers to verify their competency. It is called HOUSSE. However, there are many flaws in this instrument. One of which is the “seven year recency of service limit.” Don’t punish women who have taken time away from their career to stay home and raise their children.

I will soon grow tired of defending you and “sticking up” for you, if I continue to get slaps in the face such as I have with the No Child Left Behind Act.

Sincerely,
Kelly J. Bramblett

P.S. My colleagues have lengthy lists of accomplishments for you to read as well!

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National Dissemination Center of

Children and Youth with

Disabilities (NICHCY) is the 2005

Recipient of NASET’s Highest

Organizational Honor

NASET is proud to bestow upon the National Dissemination Center of Children and Youth with Disabilities (NICHCY) its highest organizational honor, the 2005 Certificate of Excellence in Special Education Award. Given to one organization each year, it is bestowed upon NICHCY for its commitment and dedication to exceptional children, their parents, and educators throughout the United States.

NICHCY provides information to the nation on:
• disabilities in children and youth;
• programs and services for infants, children, and youth with disabilities;
• IDEA, the nation’s special education law;
• No Child Left Behind, the nation’s general education law; and
• research-based information on effective practices for children with disabilities.

NICHCY is deeply involved in collecting and disseminating information about effective educational practice for children with disabilities. This is intended to improve programs and services for the children, including infants and toddlers. In the past few years they have enhanced their website with:
• New research-related publications, such as Research Connections in Special Education and OSEP Digests;
• New Web pages devoted solely to what the research has to say on the topics our users tell us they need, such as literacy or educating students with specific disabilities (e.g., learning disabilities or AD/HD); and
• Listings in our online resource libraries about disability-related research findings to date and about ongoing research projects and their emerging results.

Upon receiving the news of the award, Dr. Suzanne Ripley, Director of NICHCY stated, “We are very pleased to receive this award, thank you so much. We are pleased that you find NICHCY information and services so useful and of course we are glad to be given this award.”

NASET congratulates the National Dissemination Center of Children and Youth with Disabilities on a very well-deserved award.

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President’s Message-

Dr. Roger Pierangelo

Dear NASET Members:

The end of August/ beginning of September normally marks the coming of a busy season: And for all of us here at NASET, it represents “back to school.” Yellow school buses begin to thump down neighborhood streets, and schoolyards are filled with students suited up with backpacks filled with new textbooks and fresh homework. These typical scenes were disrupted for students in the Gulf Coast region on August 28th, with the arrival of Hurricane Katrina. Instead, yellow school buses sped to bring people from the Gulf States to safe haven in communities across the country, and many students from hurricane-battered cities have had to find new schools to attend.

NASET has been keeping a very close watch on relief help for the victims of Hurricane Katrina. Our home page has numerous ways in which you can help the relief effort. We have also been monitoring what our national agencies have been doing to aid the victims of Katrina.

The Education and Workforce Committee of the U.S. House of Representatives has put together a website with resources available for students, schools, families, and communities. The site contains information from both the Committee and the federal government, including the U.S. Department of Education. https://edworkforce.house.gov/issues/109th/hurricane/katrina.htm

Hurricane Help for Schools can be accessed through the Department of Education’s Web site—www.ed.gov/katrina—and will serve as a clearinghouse of resources for Americans who want to help the students displaced by the hurricane. Each week, the Department’s Web site logs millions of page views.
“Across the country, we are seeing families, communities and schools open their hearts and doors to children displaced by Hurricane Katrina,” Secretary of Education, Margaret Spellings said. “We are committed to doing everything we can to help as local communities enroll these children in new schools. We must try to restore some sense of structure and normalcy to their lives as quickly as possible. And that includes helping schools accommodate these new students, who will need books, clothes and other supplies.”

The Web page is a forum where schools, companies and organizations across the country can come together and work to help students displaced by the hurricane. Companies and organizations can respond to the needs of students and send resources directly to them, and schools will be able to directly contact the companies and organizations offering help.

The Center for Education Reform has established a “Children’s Emergency School Hotline” (1-800-291-7809) to connect families seeking schools to schools in surrounding states that can immediately welcome their children. The organization has contacted every charter school in the states surrounding the affected areas, states where families are being taken, and other charters to identify available slots. https://www.edreform.com/index.cfm?fuseAction=section&pSectionID=5&CFID=1773921&CFTOKEN=47345067.

According to the National Institute of Mental Health, the initial response to a disaster like Hurricane Katrina rightly focuses on meeting the immediate material needs of survivors. As the nation addresses those needs, it must also prepare to meet the often acute emotional needs of both survivors and responders.

Relief workers can promote mental health by creating and sustaining an environment of safety, calm, connectedness to others, self-empowerment, and hopefulness. Workers should:

• Help people meet basic needs for food and shelter, and obtain emergency medical attention
• Provide repeated, simple, and accurate information on how to obtain these services
• Listen to people who wish to share their stories and emotions and withhold judgment
• Be friendly and compassionate even if people are being difficult
• Provide accurate information about the disaster and the relief efforts
• Help people contact friends or loved-ones
• Keep families together; keep children with parents or other close relatives whenever possible
• Give practical suggestions that steer people toward helping themselves
• If you know that more help and services are on the way, remind people of this when they express fear or worry
• We also know there are things to avoid doing, such as:
• Forcing people to share their stories with you, especially very personal details (this may decrease calm in people who are not ready to share their experiences)
• Telling people what you think they should be feeling, thinking, or doing now or how they should have acted earlier
• Making promises that may not be kept (broken promises decrease hope)
• Criticizing existing services or relief activities in front of people in need of these services (this may decrease hope or calm)

It’s very important to acknowledge that people often experience strong and unpleasant emotional and physical responses to disasters. Reactions may include combinations of hopelessness, helplessness, depression, sleeplessness, anxiousness, physical pain, confusion, fear, anger, grief, shock, guilt, mistrust of others, and loss of confidence in self or others. If these reactions last for more than a month, however, then a person may have Post-Traumatic Stress Disorder (PTSD).

PTSD is a sometimes debilitating mental health disorder that typically develops in a small percentage of people after exposure to an event in which grave physical harm occurred or was threatened. People with PTSD may repeatedly re-experience a traumatic event through flashback episodes, nightmares, or frightening and intrusive thoughts, especially when something reminds them of the trauma.

PTSD is not a condition that is merely “in people’s heads”: we know from research that the biological response to danger or threats — the so-called “fight or flight” response — malfunctions in people with PTSD, leaving them unable to turn off the intense emotional and physical sensations. They feel they are in danger even after it has passed.

The National Institutes of Health announced that it is expanding its round-the-clock telephone medical consultation service previously available to health care providers to all patients affected by Hurricane Katrina. Medical experts at NIH, academic medical centers and the nation’s medical professional societies are available 24 hours a day, 7 days a week, to provide medical consultations on a wide array of medical problems. The toll-free number is 1-866-887-2842.

There are as many responses to crisis as there are people affected. Most have intense feelings after a traumatic event but completely recover from the trauma; others are more vulnerable — especially those who have had previous traumatic experiences — and will need additional help. If there’s anything at all that you hear about that could aid the victims of Katrina, especially the children, please let us know so that we can disseminate it to our members.

On a much more positive note, we have put together another information-filled e-journal. As you will see, we cover a wide range of topics. We are also very pleased that many of you are starting to write letters to the editor on the controversial issues that we present in the e-journals. We hope you enjoy the September issue of the Special Educator e-Journal and we look forward to hearing back from you. Enjoy your final few days of the summer of 2005 and let’s all hope for a wonderful fall season.

Sincerely,

Dr. Roger Pierangelo, President

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