NCLB
No Child Left Behind Update
No Child Left Behind Fact Sheets
The U.S. Department of Education has collected all of the No Child Left Behind fact sheets on one webpage. Topics covered include academic subjects, information for parents, material on student achievement, and fact sheets on the supplemental educational services pilot programs and charter schools. Visit https://www.ed.gov/news/opeds/factsheets/index.html?src=gu
No Child Left Behind Fact Sheets include:
Academic Subjects
- Early Reading First and Reading First
- The Facts About…Math Achievement
- The Facts About…Science Achievement
Parents
- Back to School Checklist
- Facts Every Parent Should Know About NCLB
Achievement
- Nation’s Report Card Fact Sheet
- How NCLB Benefits African Americans
- How NCLB Benefits Hispanics
- The Facts About…Making Gains Every Year
- The Facts About…Measuring Progress
Additional Fact Sheets
- Helping Families by Supporting and Expanding School Choice
- Supplemental Educational Services Pilot Programs
- Teacher to Teacher Initiative
- The Facts About…Good Teachers
- The Facts About…Local Control and Flexibility
- The Facts About…School Safety
- The Facts About…Faith-Based Effort
- The Facts About…Investing In What Works
- The Facts About…Supporting Charter Schools
- The Facts About…English Fluency
- NCLB Provisions Ensure Flexibility and Accountability for LEP Students
- The Facts About…21st-Century Technology
- Fact Sheet on Major Provisions of Conference Report to H.R. 1 (NCLB)
No Child Left Behind Blue Ribbon Schools for 2005
Two hundred and ninety-five schools in the nation have been named No Child Left Behind Blue Ribbon Schools for 2005. The schools are selected based on three criteria: schools with at least 40 percent disadvantaged students that improve student performance; schools whose students achieve at the top 10 percent of their state on state tests; and private schools that achieve in the top 10 percent in the nation. “The achievement gap is closing and that is great news for every student,” U.S. Secretary of Education Secretary Margaret Spellings said when announcing the awards. The list of all 295 No Child Left Behind Blue Ribbon Schools for 2005 is available at:
https://www.ed.gov/programs/nclbbrs/2005/index.html. For more information about the Blue Ribbon Schools program, visit :
Legal Issues Corner
IDEA–Reauthorized Statute on the topic of Highly Qualified Teachers
The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education, that covers a variety of high-interest topics and brings together the statutory language related to those topics to support constituents in preparing to implement the new requirements. This document addresses only the changes to the provisions of IDEA regarding the alignment between IDEA and No Child Left Behind, referred to in this document as the Elementary and Secondary Education Act (ESEA) of 1965, that took effect on July 1, 2005. It does not address any changes that may be made by the final regulations.
IDEA 2004:
1. Adds a new definition.
“Highly qualified.” For any special education teacher, the term “highly qualified” has the meaning given the term in Section 9101 of the Elementary and Secondary Education Act (ESEA) of 1965, except that such term also:
• Includes the requirements described in Section 602(10)(B) of IDEA; and
• Includes the option for teachers to meet the requirements of Section 9101 of ESEA by meeting the requirements of Section 602(10)(C) or (D) of IDEA.
[602(10)(A) of IDEA]
2. Specifies requirements for special education teachers.
When used with respect to any public elementary school or secondary school special education teacher teaching in a state, “highly qualified” means that:
• The teacher has obtained full state certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the state special education teacher licensing examination, and holds a license to teach in the state as a special education teacher, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the state’s public charter school law;
• The teacher has not had special education certification or licensure requirements waived on an emergency, temporary or provisional basis; and
• The teacher holds at least a bachelor’s degree.
[602(10)(B) of IDEA]
3. Includes requirements for special education teachers teaching to alternate achievement standards.
When used with respect to a special education teacher who teaches core academic subjects exclusively to children who are assessed against alternate achievement standards established under the regulations promulgated under Section 1111(b)(1) of ESEA, “highly qualified” means the teacher, whether new or not new to the profession, may either:
• Meet the applicable requirements of Section 9101 of ESEA for any elementary, middle or secondary school teacher who is new or not new to the profession; or
• Meet the requirements of Section 9101(23)(B) or (C) of ESEA as applied to an elementary school teacher, or, in the case of instruction above the elementary level, has subject matter knowledge appropriate to the level of instruction being provided, as determined by the state, needed to effectively teach to those standards.
[602(10)(C) of IDEA]
4. Includes requirements for special education teachers teaching multiple subjects.
When used with respect to a special education teacher who teaches two or more core academic subjects exclusively to children with disabilities, “highly qualified” means that the teacher may either:
• Meet the applicable requirements of Section 9101 of ESEA for any elementary, middle or secondary school teacher who is new or not new to the profession;
• In the case of a teacher who is not new to the profession, demonstrate competence in all the core academic subjects in which the teacher teaches in the same manner as is required for an elementary, middle or secondary school teacher who is not new to the profession under Section 9101(23)(C)(ii) of ESEA, which may include a single, high objective uniform state standard of evaluation (HOUSSE) covering multiple subjects; or
• In the case of a new special education teacher who teaches multiple subjects and who is highly qualified in mathematics, language arts or science, demonstrate competence in the other core academic subjects in which the teacher teaches in the same manner as is required for an elementary, middle or secondary school teacher under Section 9101(23)(C)(ii) of ESEA, which may include a single, HOUSSE covering multiple subjects, not later than two years after the date of employment.
[602(10)(D) of IDEA]
5. Adds a rule of construction.
Notwithstanding any other individual right of action that a parent or student may maintain under Part A, nothing in Section 602(10) of IDEA or Part A shall be construed to create a right of action on behalf of an individual student or class of students for the failure of a particular state education agency (SEA) or local education agency (LEA) employee to be highly qualified. [602(10)(E) of IDEA]
6. Aligns “Highly qualified” standards in IDEA with the standards of ESEA.
A teacher who is highly qualified under Section 602(10) of IDEA shall be considered highly qualified for purposes of ESEA.3 [602(10)(F) of IDEA]
7. Adds a policy statement.
In implementing Section 612 of IDEA, a state shall adopt a policy that includes a requirement that LEAs in the state take measurable steps to recruit, hire, train and retain highly qualified personnel to provide special education and related services under Part B to children with disabilities. [612(a)(14)(D) of IDEA]
8. Adds a rule of construction.
Notwithstanding any other individual right of action that a parent or student may maintain under Part B, nothing in Section 612(a)(14) of IDEA shall be construed to create a right of action on behalf of an individual student for the failure of a particular SEA or LEA staff person to be highly qualified, or to prevent a parent from filing a complaint about staff qualifications with the SEA as provided for under Part B. [612(a)(14)(E) of IDEA]
9. Adds a requirement for state personnel development plans.
State personnel development plans must describe how the SEA will recruit and retain highly qualified teachers and other qualified personnel in geographic areas of greatest need. [653(b)(7) of IDEA]
10. Authorizes new personnel development grants to improve services and results for children with disabilities.
The secretary, on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, eligible entities to carry out one or more of the following objectives:
• To help address the needs identified in the state plan described in Section 653(a)(2) of IDEA for highly qualified personnel, as defined in Section 651(b) of IDEA, to work with infants or toddlers with disabilities, or children with disabilities, consistent with the qualifications described in Section 612(a)(14) of IDEA.
• To ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined, through scientifically based research, to be successful in serving those children.
• To encourage increased focus on academics and core content areas in special education personnel preparation programs.
• To ensure that regular education teachers have the necessary skills and knowledge to provide instruction to students with disabilities in the regular education classroom.
• To ensure that all special education teachers are highly qualified.
• To ensure that preservice and in-service personnel preparation programs include training in the use of new technologies; the area of early intervention, educational, and transition services; effectively involving parents; and positive behavioral supports.
• To provide high-quality professional development for principals, superintendents, and other administrators, including training in instructional leadership; behavioral supports in the school and classroom; paperwork reduction; promoting improved collaboration between special education and general education teachers; assessment and accountability; ensuring effective learning environments; and fostering positive relationships with parents.
In carrying out Section 662(b)(1)(A) of IDEA, the secretary shall support not less than one of the following activities: … Developing, evaluating and disseminating innovative models for the recruitment, induction, retention and assessment of new, highly qualified teachers to reduce teacher shortages, especially from groups that are underrepresented in the teaching profession, including individuals with disabilities. [662(a)(1)- (7) and 662(b)(2)(B) of IDEA]
11. Establishes effective dates.
• Except as noted, Parts A, B and C, and Subpart 1 of Part D of IDEA 2004 take effect on July 1, 2005.
• Section 602(10)(A) and (C)-(F) (definition of a “highly qualified” special education teacher) and Subparts 2-4 of Part D of IDEA 2004 took effect on Dec. 3, 2004 for purposes of ESEA.
[Title III, §302(a)-(b) of IDEA]
Personnel Qualifications (took effect on July 1, 2005):
12. Adds personnel qualifications to state eligibility requirements.
The SEA has established and maintains qualifications to ensure that personnel necessary to carry out Part B are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serve children with disabilities. [612(a)(14)(A) of IDEA]
13. Adds requirements for related services personnel and paraprofessionals.
The qualifications under Section 612(a)(14)(A) of IDEA include qualifications for related services personnel and paraprofessionals that:
• Are consistent with any state-approved or state-recognized certification, licensing, registration or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services;
• Ensure that related services personnel who deliver services in their discipline or profession meet the requirements of Section 612(a)(14)(B)(i) of IDEA and have not had certification or licensure requirements waived on an emergency, temporary or provisional basis; and
• Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with state law, regulation or written policy, in meeting the requirements of Part B to be used to assist in the provision of special education and related services to children with disabilities.
[612(a)(14)(B) of IDEA]
14. Qualifications for special education teachers.
The qualifications described in Section 612(a)(14)(A) of IDEA shall ensure that each person employed as a special education teacher in the state who teaches elementary school, middle school or secondary school is highly qualified by the end of the 2005-06 school year. [1119(a)(2) of ESEA]; [612(a)(14)(C) of IDEA].
Schaffer v. Weast– Who Bears the Burden of Proof in IEP Disputes?
On October 5, 2005, The U.S. Supreme Court heard oral arguments in Schaffer v. Weast.
The question presented to the Court is:
Under the Individuals with Disabilities Education Act, when parents of a disabled child and a local school district reach an impasse over the child’s individualized education program, either side has a right to bring the dispute to an administrative hearing officer for resolution. At the hearing, which side has the burden of proof – the parents or the school district?
IDEA is silent on the aforementioned question, and eight different federal appeals courts have issued conflicting interpretations on this matter.
Wrightslaw.com has detailed information on the oral arguments
Peter Wright attended oral argument and took notes of the questions asked by the Justices.
What happened during oral argument? What questions did the Justices ask? What happens next?
To read Peter’s notes of questions asked by the Justices, his impressions and observations, and what will happen next, read U. S. Supreme Court Hears Oral Argument in Schaffer v. Weast
URL: https://www.wrightslaw.com/news/05/schaffer.oral.argument.htm
Link to this Alert: https://www.wrightslaw.com/news/05/al.1007.oral.argue.htm
NASET Members’ Research and
Writing
The Deficit Model and its Impact on Special Education
By Robert Michael White
NASET Member
Introduction
This essay will explore the Deficit Model and the impacts the Deficit Model has had and continues to have on the development of special education in Britain and abroad. According to the deficit model in education, student failure in school is attributed to explanations that include genetics, physiological, or cultural/racial reasons (Valencia & Solorzano, 1997; Weiner & Cromer, 1967). Additionally many schools, teachers and educational authorities adhere to the deficit model by assuming that children from certain backgrounds are unintelligent because they fail in a mainstream school setting. Therefore, providing special educational provisions based on the pupils disadvantages instead of beginning the Individual Education Plan (IEP) from the point of the pupil’s strengths. Often the deficit model is standard with many educational facilities as they use one school structure or setting to provide programme for all students no matter what the students individual needs consist of or the differences they bring to the classroom. Many educators look at these differences as “deficits or disadvantages” (Bennet 1986; 2003) and large numbers of pupils taught within one strategy suffer because educators ignore the effects of social class, race, gender and culture (Valencia & Soloranzo, 1997).
Wording in legislation, both currently and historically, reinforces the argument that a deficit model has become and continues to be pervasive in it’s influence on special educational provisions provided by schools, local educational authorities and governments. A prime example of this is the Children Act of 1989 and the Disability Act of 1995 enacted in Britain.
According to the Children Act 1989 and the Disability Discrimination Act 1995 the definition of the disabled child is as follows:
The child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness injury or congenital deformity or such other disability as may be prescribed (section 17 (11), Children Act 1989). A person has a disability for the purpose of this act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day to day activities (section 1 (1), Disability Discrimination Act 1995).
It is fact that the cultural diversity of the classroom is increasing yet the numbers of teachers who are unfamiliar with the backgrounds of their students remain the same (Irvine 2001). One of the fundamental beliefs of the deficit model thinking is that the student is inadequate and must be brought up to the schools standards through providing special educational provisions to address the pupil’s disadvantages often ignoring the pupil’s strengths. The ignoring of theses strengths is mainly, due to the fact, that the strengths are not valued by an educational system, which focuses on standardised testing.
Historical Perspectives in Special Education
The historical development of special education and related theories has had a colourful and interesting past. Looking as far back as Plato’s recommendation that children with extraordinary intellectual ability should be provided special leadership training could be considered the first attempt at providing provisions for children with special-needs. It could also be considered the only example of special education not based on the deficit model. Plato made his statements based on the strengths of his individual pupils not on their disadvantages or difficulties. Modern special education is often attributed to the work of Jean Mark Gaspard Itard (1775-1838) with Victor, the wild boy of Avalon. The focus of special education in the late 18th and early 19th centuries centred on teaching some school skills to pupils with sensory handicaps allowing them to overcome their disadvantages, this began the modern concept of special educational intervention focusing on the deficits of the individual. The work by Thomas Hopkins Gallaudet added greatly to the education of pupils with these biological deficits. At this stage in the development of special education, much work with individuals suffering from profound hearing loss was carried out with the teaching of the meanings to words by simultaneous presentation of pictures and printed words allowing the pupil to associate word with meaning.
It was also at about the same time that attempts to educate pupils with mental retardation or with emotional behavioural and social disorders increased in number and success, much of this work was championed by the American educator Samuel Gridley Howe (1801-1876). Also throughout the 19th century, many people with severe handicaps were provided special education focusing on self-help skills. However, special education did not expand its extensive growth until general education became more common. This occurred in Britain and other parts of the world during the 20th-century, the legislation and implementation of compulsory education, allowed education to become more accessible to a broader range of children who otherwise would not have had the opportunity. In turn, this led to an increase in the need for special educational provisions and services.
In the second half of the 20th-century, mainly due to returning disabled veterans of World War II, an increase in provisions for special educational requirements occurred. Once again, these provisions focused on the deficits and disadvantages of the individuals. This then led to a more generic approach to the education of the disabled, which was reflected in both the teacher training institutions and the structure of school systems. This era also began a period of advocacy and litigation.
During the years 1950 – 1970, there were three factors, which were significant and encouraged the rapid growth of special educational services. These included parental activism, research of deviant human development and changes in the professional education of teachers. This period of advocacy was followed by the human rights movements which led to the development of such organizations as the International League of Societies for the Mentally Handicapped in 1967, which wrote a declaration of rights of mentally retarded persons. This declaration was later adopted by the United Nations in 1971.
Current Research on the Deficit Model
In the autumn column of “Issues in Education” (1993), Leigh O’Brien questioned the meaning of school readiness (National Education Goals Panel, 1991). O’Brien argued that instead of expecting the child to be ready for school, the schools should be ready to meet the needs of individual children. Why would school personnel fail to consider its population of learners before establishing curricula and assessment criteria? The answer lies in the school’s philosophical roots. John Dewey (McLaren, 1989) differentiated between two purposes of education: education as a function of society and society as a function of education. In the former, the school system perpetuates the ideology, structure and myths of society, regardless of existing social inequalities (McCracken, 1993; McLaren, 1989). Despite enormous changes in demographics (Children’s Defense Fund, 1994; Hodgkinson, 1993; Ogbu, 1987), white, middle-class values continue to dominate British institutions. “Teacher-proofed” curriculum guidelines characterize special educational programs that uphold these values, focus on mastering technical skills on micro objectives, and place an emphasis on producing compliant learners (Brice-Heath, 1983; Kamii, Clark & Dominick, 1994; McLaren, 1989; wells, 1986). These practices reflect a distrust of children’s ability to learn and the teacher’s ability to teach. This attitude implies that the children and their teacher require outside guidance and control. Learning breaks down, however, when control over learning is taken away from the child and decisions about what and how to teach are taken away from the teacher (Amspaugh, 1993). In such an environment, developmentally appropriate practices are difficult to implement (Bredekamp, 1986; Bredekamp & Rosegrant, 1992). Children become discouraged, and react by engaging in aggressive behavior or giving up in some cases (Bandura, 1973; Cooney, 1994; Wassermann, 1990).
Conclusion
Throughout the special educational system and provisions for pupils in need of special education, the majority of programming is developed with the pupils deficits in mind. If we can come to a firm conclusion that we are unique and have, our own individual needs and that if our uniqueness is not embraced then the deficit model will continue to drive special educational policy no matter how many layers of politically correct or socially acceptable language we disguise it in. Educational achievement is at the centre of individual growth and social development and all children should be given all the necessary tools to achieve to their full potential. The only way to promote full development is to embrace the uniqueness of each individual and to provide the required strategies to ensure academic success based on a persons strengths and advantages. In short, all students should be given the advantage of an individual educational plan and that plan should take on a holistic approach to ensure that the whole child is given every advantage. The main drive for modern special education should be to ensure that no matter what challenge a pupil may face in or out of the school, that these challenges will not be used as an excuse to undermine the success of the individual.
Moving Beyond the Deficit Model
What would a special educational classroom look like in a school system that strives to practice democratic principles and sees its purpose as influencing, or even transforming, society? National Curriculum schemes of work would be replaced with teacher-facilitated curricula designed to maximize the child’s construction of knowledge from within (Hendrick, 1992; Kamii, Clark & Dominick, 1994). Teachers would emphasize process skills and basic concepts or macro objectives that focus on meaningful learning (Greenberg 1992; Katz & Chard, 1989, McLaren, 1989). Classrooms would celebrate children’s diverse talents and provide many opportunities for social interaction (McCracken, 1993; O’Neil, 1992; Shepard & Smith, 1988; Slavin, 1991). Consequently, children would be active, critical and respectful instead of compliant or disruptive (Kamii, Clark & Dominick, 1994; Katz, 1989).
Now it is time to move away from an unfair two-tiered system of education toward a more just and democratic form of schooling. Based on practitioners’ recommendations, I would like to suggest several ways that teachers can press for cultural change within schools and society (Derman-Sparks & the A.B.C. Task Force, 1989; Phillips, 1988):
• Raise awareness by pointing out bias in statements made by colleagues, administrators and children. Ask the speaker if it is fair to talk despairingly about those who hold different values.
• Capitalize on opportunities to model an attitude of acceptance and celebrate diversity.
• Affirm the students’ cultural diversity by using picture books, posters, puppets and dramatic play artifacts that represent their heritage.
• Incorporate social skills into the curriculum, teaching kind ways to be assertive, and respectful approaches to problem solving.
• Observe and listen to the children in order to design a responsive curriculum that meets their needs.
References
Cooney, M.H. (1994). The rules, roles, and rituals of play in a full day kindergarten program for at-risk children. Laramie, WY: University of Wyoming.
Derman-Sparks, L., & A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
Greenberg, P. (1992). Why not academic preschool? (Part 2): Autocracy or democracy in the classroom? Young Children, 47(3), 54-64.
Hendrick, J. (1992). Where does it all begin? Teaching the principles of democracy in the early years. Young Children, 47(3), 51-53.
Hodgkinson, H. (1993). American education: The good, the bad, and the task. Phi Delta Kappan, 74(8), 619-623.
Kammi, C., Clark, F.B., Dominick, A. (1994). The six national goals: A road to disappointment. Kappan 75(9), 672-677.
Katz, L.G., & Chard, S.C. (1989). Engaging children’s minds: The project approach, Norwood, NJ: Ablex.
Kendall, F.E. (1983). Diversity in the classroom: A multicultural approach to the education of young children. New York: Teachers College Press.
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (1993). Developmentally appropriate programs in early childhood education. New York: Merrill.
McCracken, J.B. (1993). Valuing diversity: The primary years. Washington, DC: National Association for the Education of Young Children.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
National Education goals Panel. (1991). America 2000: An Education Strategy. Washington, DC: U.S. Government Printing Office.
O’Brien, L.M. (1993). Is our two-tiered system of early care and education fair? Childhood Education, 70(1), 2-3.
Ogbu, J.U. (1987). Opportunity structure, cultural boundaries, and literacy, In J.A. Langer (Ed.), Language, literacy, and culture: Issues of society and schooling (pp.149-177). Norwood, NJ: Ablex.
O’Neil, J. (1992). On tracking and individual difference: A conservation with Jeannie Oakes. Educational Leadership, 50(2), 18-21.
Phillips, C.B. (1988). Nurturing diversity for today’s children and tomorrow’s leaders. Young Children, 43(2), 42-47.
Quarthrup, J. (1990). A voice for children in statistical and social accounting: A plea for children’s rights to be heard. In A. James & A. Prout (Eds.), Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (pp. 78-99). New York: The Falmer Press.
Shepard, L.A., & Smith, M.L. (1988). Escalating academic demands in kindergarten: Counter-productive policies. Elementary School Journal, 89, 1350146.
Slavin, R.E. (1991). Chapter 1: A vision for the next quarter century. Phi Delta Kappan, 72(8), 586-592.
Wassermann, S. (1990). Serious players in the primary classroom. New York: Teachers College Press.
Wells, G. (1986). The meaning makers. Portsmouth, NH: Heinemann.
Controversial Issue in Special
Education
Each issue of the NASETSpecial 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:
Should Students with Disabilities Participate in High-Stakes Testing
Tell us your thoughts on this very controversial issue.
Submit all emails to news@naset.org
Letters to the Editor
From NASET Member, Amira El, Instructional Support Teacher
Greetings Editor,
I am forwarding you a letter that was sent to the state in regards to the misdirection of support services in the New York City Second Opportunity School (suspension program). I think you might find it interesting enough to publish. We are facing a serious crisis with the misuse of the paraprofessional staff. I am attempting to redirect these services into the classroom were they belong. I am circulating this letter in hopes of getting the state to step in and investigate this issue. I believe if enough individuals are aware of these problems, someone will have no choice but to respond to the issues. I hope this makes it into the next e-journal.
Submitted respectfully by,
Amira El
Instructional Support Teacher
NYC SOS Queens Outreach Site
Statewide Special Education Quality Assurance
Office of VESID
One Commerce Plaza, Room 1624
Albany, New York 11234
Attention: Coordinator of SSEQA
Subject: Special Education Violations
Dear Coordinator,
It has come to my attention during my first year of service at Second Opportunity School (SOS), that there are several blatant special education program violations. Each of the four sites of the Second Opportunity School Program was designed to address the growing need to educate students that have been suspended for one-year from New York City public schools. This program is supposed to offer a quality education to all students handed down these suspensions, but there are several issues with the delivery of special education services.
Many of the special education students arrive at the sites without properly documented Manifestation Determination Reviews and Individual Education Plans. Parents have no idea what their rights are when allowing their children to attend this suspension program. On September 12, 2005, I sat in on a meeting where a parent stated that if she knew that her son was allowed to attend a private school during his suspension, she would have took that alternative option. Here lies another issue, misinformation. The parent was told by the intake officer, who is employed under the title of paraprofessional that her child MUST attend the suspension site for one year or he could not return to a regular public school setting. This is not consistent with the New York City Chancellor’s Regulation that governs the suspension process (A-443).
There are numerous incidents of misinformation and negligence. This becomes an even greater concern when the most helpless of students (special education), get railroaded and are inappropriately served. The special education students that attend the SOS program are fully included into the general classroom which has a single subject teacher. These students are also given SETSS (Resource Room). There are paraprofessionals on most sites, but they are not in the classroom. These paraprofessionals serve as secretaries, guidance counselors and as mentioned before, intake officers. This is without a doubt a misdirection of support services. These paraprofessionals are needed in the classroom to support the efforts of the teacher’s that have special education and general education students in these SOS classrooms.
It is my hope that your office can assist in investigating these issues and brings some order to this service delivery problem. It is not only an injustice to the student’s, but also to the teachers that try so very hard to serve them. Thank you very much for whatever assistance you can give in this matter.
Respectfully,
Amira El
Instructional Support Provider
SOS Queens Outreach Site
Cc. UFT District Reps
Commission on Quality of Care and Advocacy for Persons with Disabilities
NYC Mayor’s Office
President’s Message
Dear NASET members:
All of us here at NASET hope you are doing well, especially as the Fall school season is now very much underway. For those of you in the Northeast, we know you’ve had more rain than you’ve ever seen and we hope that the sun is now out and shining for you this October day.
There’s a lot that’s been going on at NASET. First, we expanded our website with hundreds of new resources. In particular, we put our focus where members told us we needed more information. Significant additions have been made to lesson plan developments and IEP information. Go to the home page to see the additions. Always remember that if you cannot find information on a certain topic let our Research Department do the work for you. They will find the information (if available) and inform you of the results. Contact the Research Department at: membersresearch@naset.org. We take your comments very seriously and want your input at any time.
We have also been closely watching what is happening with the Individuals with Disabilities Education Act (IDEA) 2004. The deadline for public comment on the draft regulations to implement IDEA 2004 has passed (September 6th, 5:00 p.m.). IDEA is the law that guides how states provide early intervention and special education services to children and youth with disabilities. The Department of Education will review all the comments received, and revise and finalize the regulations. When completed, the regulations will be announced and published in the Federal Register. NASET will keep you informed as soon as this happens. For more information on IDEA, visit the Legal Issues section of our website.
A very important case recently went before the U.S. Supreme Court on October 6, 2005. The issue before the Court was: Under the Individuals with Disabilities Education Act, when parents of a child with a disability and a local school district reach an impasse over the child’s individualized education program, either side has a right to bring the dispute to an administrative hearing officer for resolution. At the hearing, which side has the burden of proof—the parents or the school district? Look for this case, Schaffer v. Weast, in this edition of the e-journal.
This month’s e-journal has a significant amount of information, including fact sheets on No Child Left Behind, highly qualified teachers under IDEA, updates from numerous governmental agencies, practical resources, the latest on the impact of Hurricane Katrina on education throughout various states, and much more.
We hope you find this month’s edition information, practical, and helpful in keeping you current in the field of special education. As always, if you have any questions, comments or concerns regarding anything at all at NASET, please contact us immediately.
Sincerely,
Dr. Roger Pierangelo, President
Table of Contents
- From NASET Member, Amira El, Instructional Support Teacher
Controversial Issues in Special Education
- Should Students with Disabilities Participate in High-Stakes Testing
NASET Members’ Research and Writing
- The Deficit Model and its Impact on Special Education–By Robert Michael White
- IDEA–Reauthorized Statute on the topic of Highly Qualified Teachers
Schaffer v. Weast– Who Bears the Burden of Proof in IEP Disputes?
- Fact Sheets
- Blue Ribbon Schools for 2005
U.S. Department of Education Update
- Statement by U.S. Secretary of Education Margaret Spellings on the Death of Sandra Feldman, Former President of the American Federation of Teachers
- Beto Gonzalez named Acting Assistant Secretary for Vocational and Adult Education
- OVAE establishes Center for Rural Education
- ED Seeks Feedback on Early Childhood Special Education
- Alternate Assessments
- Supplemental Educational Services
National Center on Secondary Education and Transition E-News
- Announcements
- NCSET Resources
- Other National Resources
- Funding Forecast
- Scholarships and Awards
The National Longitudinal Transition Study-2 (NLTS2)
- More Resources and Information of Interest
- Teacher Quality
- Statewide Assessment of Students with Disabilities
- The Social Security Administration
- National Symposium on IEP Facilitation.
- Research-Based Tools and Strategies for Improving Outcomes for Secondary Youth with Disabilities
- Reading Rockets
Hurricane Katrina and its Impact on Education—Update from Across the United States
- Website Updated–Hurricane Help for Schools
- Hurricane Katrina Relief Efforts
- Schools Welcome Displaced Students
Upcoming Conferences and Events
- October, 2005
- November, 2005
Job Opportunities through NASET
Acknowledgements
Portions of this month’s e-journal were excerpted from:
- 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
Job Opportunities throughNASET
(Latest Job Postings with NASET)
Job Location: Omaha, Nebraska
Job Category: Special Education Teacher – ECSE & Secondary
Job Title: Certified Special Education Teachers needed grades Pre-K- 12
Description: In the Omaha Public School, where excellence is the standard, we are seeking outstanding certified special education teachers. It is the goal of the largest school district in the state to achieve a commitment of providing our diverse student population of 46,000 with a quality education. The Omaha Districts special education teachers are an essential part of a team of educators participating in a highly recognized program. The Omaha Public Schools special educators work closely with staff, parents and the community to ensure students are provided the opportunity to be responsible contributing citizens in society. Qualified individuals are encouraged to apply. Contact Information:Therese BenderHuman Resources AdministratorOmaha Public Schools3215 Cuming StreetOmaha, Nebraska 68131-2024 Phone: 1-402-557-2305Fax: 1-402-557-2329Email: therese.bender@ops.orgHome Page: www.ops.org Omaha Public Schools is an equal opportunity employer
Job Location: New York City
Job Category: SPECIAL EDUCATION TEACHER – Early Childhood
Job Title: Special Education Itinerant Teacher (SEIT) for Children (3-5 yrs.)
Description: NYC based agency is seeking Special Education teachers, who are licensed in New York State. Candidates will be Special Education Itinerant Teachers, who will be teaching pre-school children (SEIT program) in New York City areas. We cover all five boroughs (Brooklyn, Queens, Manhattan, Staten Island, and The Bronx). Instructions will be given and goals will be set based upon the student’s Individualized Education Plan (IEP). We have center-based and home-care services available. After-school hours and inclusion classes available. Bi-lingual extension (Spanish) is a BIG plus! Full-time and Part-time positions available in all five (5) boroughs. Candidates must NOT be current employees of the New York City Board of Education. Contact: Fahad Moazziz Manual Therapy Center, Inc. 431 75th Street Brooklyn, New York 11209 Phone: 718-680-5679 FAX: 718-680-5640 Email: manualtherapy1@yahoo.com
Job Locations: CONCORD, PITTSBURG, SAN PABLO and OAKLANDSan Francisco Bay Area, California
Job Category: SPECIAL EDUCATION TEACHERS
Description: Spectrum Center operates 6 schools and 4 public school satellite programs designed to serve students with challenging educational and behavioral needs representing a wide array of disabilities, including Severely Handicapped, Autism, Emotionally Disturbed (ED), Deaf Blind, Hearing Impaired, and Traumatic Brain Injury. Our schools work closely with parents, school districts and group homes to develop customized curriculums for each student based on their Individualized Education Plan (IEP). Come celebrate with the students as they achieve their success. Take advantage of this opportunity to work with a leader in Special Education and Behavior Analysis!
We offer outstanding benefits, professional development and opportunity for advancement. Our relationship with CSUS allows us to offer onsite credentialing and MA program opportunity.
Requirements:
California Special Education credential (SH or Moderate/Severe preferred) or at minimum, BA+CBESTand 9+ units in education. Training in applied behavior analysis and experience with functional, community-based curriculum a plus.
Fax or Send Letter of Interest and Resume to:
Spectrum Center
2855 Telegraph Avenue, Suite 312
Berkeley, CA 94705
FAX: 510/845-7841
Email: hr1@spectrumcenter.org
Website: www.spectrumschools.com
SPECTRUM CENTER IS AN EQUAL OPPORTUNITY EMPLOYER
Job Location: Baltimore, Maryland
Job Category: Special Education Teacher – Secondary
Job Title: Special Education Teachers, Maryland, Lower, Middle, & High School
Description: Kennedy Krieger Institute is an internationally recognized facility located in Baltimore, Maryland dedicated to improving the lives of children and adolescents with pediatric developmental disabilities through patient care, special education, research, and professional training. Kennedy Krieger’s clinical programs offer an interdisciplinary approach in treatment tailored to the individual needs of each child. Services include over 40 outpatient clinics; neurobehavioral, rehabilitation, and pediatric feeding disorders inpatient units; plus several home and community programs providing services to assist families. Kennedy Krieger School is a nationally recognized “Blue Ribbon School of Excellence” and is a leader in providing model programs of innovative education for children, adolescents and young adults with a wide range of learning, emotional, physical, neurological, and developmental disabilities. Faculty at Kennedy Krieger are some of the world’s leading experts in this field and are attuned to the special needs of this population. These faculty have made crucial medical discoveries leading to innovative treatments and have improved the lives of individuals with disabilities. In addition to providing evaluation, rehabilitation, educational services and cutting-edge research on behalf of children with brain-related disabilities, Kennedy Krieger also provides professional training by renowned experts dedicated to increasing the number of qualified specialists in the United States and abroad. We are seeking Special Education Teachers at the lower, middle and high school level to teach a varied population of students in full-day, non-public settings. The Teacher will implement programs as outlined in the IEP of each student, adapting instruction to differing academic, medical, developmental, and technological needs of the students. Bachelor’s degree required in Special Education or appropriate content area; MA/MS preferred. Eligibility for MSDE certification required. Three years experience in Special Education setting preferred. KKS offers a competitive salary and excellent benefits, including tuition reimbursement. 401(K) with employer match and child care subsidy. Please apply online at www.kennedykrieger.org.
No phone calls or faxes please. Applications accepted online at: www.kennedykrieger.org
Job Location: Mount Pleasant, Michigan
Job Category: Special Education Administrator
Title: SubjectDirector/Student Disability Services
Description: Central Michigan University, Mt. Pleasant, MI. Assesses eligibility for accommodation within the definitions of federal and state laws. Facilitates accommodation by working with faculty, staff, and community/state agencies; disseminates information to the media and the general public on disability and accommodation issues. Required: Bachelor’s degree (Master’s strongly preferred); at least four years experience working with students with disabilities at post secondary level; see www.jobs.cmich.edu for complete list of requirements. Screening begins 10/7/05. Applicants must apply online at www.jobs.cmich.edu. CMU, an AA/EO institution, strongly and actively strives to increase diversity within its community (see www.cmich.edu/aaeo/).
Contact:
Valerie Basney
Central Michigan University
Rowe Hall 109
Mount Pleasant, MI 48859
Email: basne1vs@cmich.edu
Telephone: 989-774-3753
Fax: 989-774-3256
Website : www.jobs.cmich.edu
Job Location: Beverly Hills, CA
Job Category: Special Education Teacher – Elementary
Job 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
Job 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:
Book Reviews
Have you read a good book that you’d like to tell us about? How about a very poor one that you want to inform of us not to read. Either way, we want to hear from you by doing a simple book review for us.
NASET receives a great many books from its authors or publishers for review. We have decided to open up the review process to members who are interested. The books available for review at this time are:
AUTISM IN THE SCHOOL-AGED CHILD: Expanding Behavioral Strategies and Promoting Success
Carol Schmidt, RN, BSN and Beth Heybyrne, MA
Keeping Black Boys Out of Special Education
Jawanza Kunjufu
A Small Italian Life
Jimmy Corso with Luanne Pendorf
The Memory Keeper’s Daughter
Kim Edwards
A Parent’s Guide to Special Education
Linda Wilmshurst, Ph.D., and Alan Brue, Ph.D., NCSP
Disabled & Challenged: Reach for Your Dreams
Terry Schott Cohen & Barry M. Cohen, Ph.D.
If you are interested in doing a book review on any of these books or a book review on a literary work you have read (or are currently reading), email us at news@naset.org.
We will email you the necessary information for a book review. We hope to hear from you.
Upcoming Conferences and
Events
October, 2005
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 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 25, 2005
Career Planning Begins with Assessment
1:00-2:00 p.m. Central Time
(NCSET Teleconference Call)
During this teleconference, presenters from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) will discuss the needs of transitioning youth, the needs of transitioning youth with disabilities, and the importance of comprehensive assessment to plan effectively for transition. The presentation will include information on the domains of assessment, formal testing instruments, the organizational perspective, infrastructure issues, and the importance of accommodations and assistive technology in the assessment process. To participate, dial 1-866-238-1422 a few minutes before the call begins, and refer to the “NCSET Teleconference Call” if asked by the operator.
https://www.ncset.org/teleconferences/
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.
November 29, 2005
English Language Learners with Language and/or Learning Disabilities: Is It a Language Difference or Is It a Disability?
3:00-4:30 p.m. Central
(Web Seminar)
Participants in this Council for Exceptional Children Web seminar will learn about the research-based recommendations for adapting special education processes to better serve English Language Learners referred because of suspected language or learning disabilities.
https://www.cec.sped.org/pd/webseminar/Ortiz.html
Hurricane Katrina and its Impact
on Education—
Update from Across the
United States
Website Updated–Hurricane Help for Schools
The website Hurricane Help for Schools has been updated. It contains information about the Education for Homeless Children Program, as well as information for postsecondary students, borrowers, and schools. There are also links to organizations accepting donations and recruiting volunteers, as well as health and safety information. Visit,
https://hurricanehelpforschools.gov/
Hurricane Katrina Relief Efforts
The Reading Is Fundamental (RIF) website,
https://www.rif.org/donate/Hurricane_Relief.mspx, continues to post current information about resources that are both needed and donated for the victims of Hurricane Katrina. Project Embrace has become Embrace Mississippi’s Children, an organization with which RIF has partnered to collect books and other educational and recreational materials for children displaced by the storm.
The website also includes a link to the National Center for Missing and Exploited Children’s Katrina Missing Persons page, https://www.missingkids.com/missingkids/servlet/PageServlet?LanguageCountry=en_US&PageId=2077.
Also, the Very Best in Youth (VBIY) program,
https://www.rif.org/about/eventscontests/verybestinyouth/default.mspx, co-sponsored by Nestlé and RIF, has completed a successful fundraising campaign, the funds of which will be matched by Nestlé and sent to the American Red Cross.
Schools Welcome Displaced Students
Hurricane Katrina resulted in the displacement of approximately 372,000 students. Many schools and districts across the country are opening their doors to these students and helping restore a sense of normalcy in their lives.
In Georgia…
“Seven-year-old Kelly Bush got cheers from her classmates as she entered her new third-grade class at McEver Elementary School Wednesday. One student at the West Hall school had made her a card with a heart on it and the message, ‘Welcome, Kelly.’ ‘It felt nice and good,’ she said of the reception.
“Bush and her two sisters, 16-year-old Brinique and 12-year-old Brionne, have begun their journey back to normalcy, after two weeks of their family scrambling away from Hurricane Katrina and trying to find a place to call home. ‘It’s been tough just waiting for things to kind of slow down,’ said the children’s father, Kenneth.
– Gainesville Times (GA) (9-16-05) https://www.gainesvilletimes.com/news/stories/20050916/localnews/17018.shtml
In Mississippi…
“More than 30 students, all Hurricane Katrina evacuees, sat picnic-style on the floor of Rouse Elementary’s media room eating pizza, meeting new friends and thinking about what brought them together. ‘My house is full of water,’ 8-year-old Hailey Bethancourt said earlier this week about her home in Slidell, La. ‘But I’m ready to go back home.’
“The small room was buzzing with chatter as the children, in kindergarten through second grade, shared evacuation stories. … Schools throughout the Rankin County district officially opened their doors to evacuated students Monday, although some attended classes late last week. On Tuesday, the district reported 396 evacuees enrolled. More were expected to enroll throughout the week, spokeswoman Marisa Oliveri said.”
“The Pearl school district had 81 evacuee students Monday, Superintendent Stanley Miller said. Students began attending Pearl schools Friday. Pearl Junior High counselor Tammy Files said Monday that 20 displaced students were attending the school. She said the school district will help provide supplies, and students are being signed up to receive free lunches.” – The Clarion-Ledger (MS) (9-17-05)
https://www.clarionledger.com/apps/pbcs.dll/article?AID=/20050917/NEWS0110/509170354/1260
In Texas…
“Eight days ago, a rescue helicopter plucked 6-year-old Shavante McKenndall from the roof of a New Orleans’ Days Inn where she survived the aftermath of Hurricane Katrina, holed up in a room for days with her mother and grandparents. Her grandfather had ripped and tied bedsheets together to lower a small trash can from the motel window to the rising floodwaters, just so the family would have water to flush the toilet.
“She has lost nearly every material possession: her clothes, her toys, her home. But Thursday, a familiar greeting from a stranger brought a smile to her face and restored a sense of belonging she hadn’t felt since she left Louisiana.
“‘Parlez-vous Francais?’ teacher Elena Flores asked as Shavante peeked into her new classroom at Hull Elementary School. Shavante’s grandfather, Don Sykes Sr., nearly cackled with delight at hearing the expression. Speaking in French, he urged his granddaughter to respond that she spoke a little bit of the language.
“Shavante toured the school with dozens of other hurricane evacuees and their families. The Northside School District campus is expecting at least 66 new students currently staying at shelters at the old Levi Strauss facility and Lackland Baptist Church to begin school this morning.” – San Antonio Express-News (9-9-05)
https://www.mysanantonio.com/news/metro/stories/MYSA090905.1B.katrina_students.7bc249b
The National Longitudinal
Transition Study-2 (NLTS2)
Changes Over Time in the Early PostSchool Outcomes of Youth with Disabilities–
A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2)
Since the early 1980s, when A Nation at Risk sounded a clear warning about the condition of American education, there have been extensive federal, state, and local efforts to improve schools for all students. At the federal level, these have most recently been codified in The No Child Left Behind Act (NCLB) of 2001, which emphasizes the need for accountability, flexibility, parent involvement, and evidence-based instruction in the education of all students.
Such efforts on behalf of all students parallel compatible initiatives that focused explicitly on improving the education and outcomes of students who receive special education services, leading to the Individuals with Disabilities Education Act (IDEA) Amendments of 2004. These most recent amendments demonstrate legislative commitment to improving access to the general education curriculum, high academic standards, goal-oriented transition planning, and accountability for results for students with disabilities. These broad policy initiatives are intended to change the school experiences of students with disabilities and improve their outcomes both during school and in their postschool years.
Two studies by the Office of Special Education Programs (OSEP) of the U.S. Department of Education provide documentation of changes experienced since the mid-1980s by secondary school students with disabilities as they transition to young adulthood. The National Longitudinal Transition Study (NLTS) generated nationally representative information about secondary-school-age youth who were receiving special education services in 1985. To assess the status of youth with disabilities in the early 21st century, OSEP commissioned the National Longitudinal Transition Study-2 (NLTS2). To identify changes among youth with disabilities in their early post-high-school years, this report focuses on the subset of youth represented in NLTS and NLTS2 who had been out of high school up to 2 years. Information reported here is drawn from the first wave of parent interviews conducted for NLTS youth in 1987 (referred to as cohort 1) and the second wave of parent/youth interviews conducted for NLTS2 youth in 2003 (referred to as cohort 2). Analyses include the age group of out-of-school youth that was common to the studies at those time points: youth ages 15 through 19.
Comparisons of data from NLTS and NLTS2 document changes in the following aspects of the early postschool experiences of youth with disabilities who had been out of secondary school up to 2 years:
Secondary school completion status and timing.
Living arrangements and social involvement.
Education after high school, including enrollment in high school degree-completion programs by dropouts and participation in 2-year or 4-year colleges or postsecondary vocational, business, or technical schools.
Employment rates and job characteristics. Overall engagement in the community through participation in school, work, or preparation for work.
The report documents the extent and direction of change for out-of-school youth with disabilities as a whole and for youth in the nine disability categories that were in use in both 1987 and 2001.1 Changes also are described for youth with disabilities who differed in their school-exit status, age, gender, household income, and race/ethnicity, when significant.
To read the entire report, visit:
National Center on Secondary
Education and
Transition E-News
Announcements
Submit a Paper Proposal for Annual Research Conference on Children’s Mental Health
The Research and Training Center for Children’s Mental Health invites paper proposals for its 19th annual research conference, entitled A System of Care for Children’s Mental Health: Expanding the Research Base. The conference will be held in Tampa, FL, February 22-25, 2006. Conference attendees will include researchers, evaluators, administrators, policymakers, advocates, and family members interested in applied practical systems-of-care research. Paper proposal deadline: October 31, 2005.
https://rtckids.fmhi.usf.edu/rtcconference/
Submit a Presentation Proposal for National Mental Health Association Conference
The National Mental Health Association invites presentation proposals for its annual conference, to be held in Washington, DC, June 8-10, 2006. Suggested presentation topics include public education, services and supports, advocacy, fundraising, organizational capacity, and consumer/survivor and parent issues. Deadline for proposal submission: November 1, 2005.
https://www.nmha.org/annualconference/
Submit a Proposal for Association on Higher Education And Disability (AHEAD) Conference
AHEAD invites proposals for its annual conference, to be held in San Diego, July 18-22, 2006. AHEAD provides opportunities for professional development to those who work to assure equal opportunity and full participation for faculty, staff, and students with disabilities in higher education. Completed program proposals must be submitted electronically by October 17, 2005.
https://www.ahead.org/training/conference/2006_conf/cfp.htm
NCSET Resources
Enhancing Academic Achievement and Transition Outcomes Using Technology
It is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports. In response to this challenge, the Nisonger Center at Ohio State University developed a standards-driven, computer-based curriculum for students with disabilities in grades 8-10. This brief describes the curriculum and the principles behind it.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2472
Family Expectations and Involvement for Youth with Disabilities
The National Longitudinal Transition Study-2 (NLTS2) provides a national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities. This Data Brief describes family involvement at home and at school, including a comparison of levels of involvement for families of youth with disabilities with those for families in the general population. It also discusses involvement in a school-based activity that is specific to families of youth with disabilities: participation in Individualized Education Program meetings. Finally, parent expectations for their children’s attainment of postsecondary education and independence are highlighted.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2473
Review of the 2005 National Leadership Summit–(NCSET Teleconference Transcript)
Over 500 state leaders and policymakers representing secondary education, transition, workforce development, vocational rehabilitation, youth, families, and others came together in Washington, DC, in June for the second NCSET-hosted National Leadership Summit on Improving Results for Youth. This teleconference call, presented by David R. Johnson, NCSET Director, and selected state team representatives, briefly outlined the purpose and format of the Summit; highlighted findings from the data; shared perspectives from two states on how the Summit has instituted change for them; and communicated Summit follow-up technical assistance strategies.
https://www.ncset.org/teleconferences/transcripts/2005_08.asp
NCSET Partner Resources
English Language Learners (ELLs) with Disabilities: Assessment Series-(Reports)
This series of reports from the National Center on Educational Outcomes, published from 2004-2005, addresses the following topics: ELLs’ perceptions of instructional strategies; ELLs with disabilities in online state assessment reports; including ELLs with disabilities in statewide assessments; educators’ perceptions of instructional strategies for standards-based education of ELLs with disabilities; ELLs and large-scale assessments; and graduation exam participation and performance of ELLs with disabilities.
https://education.umn.edu/nceo/OnlinePubs/onlinedefault.html#ELLs
Impact: Feature Issue on Meeting Transportation Needs of Youth and Adults with Developmental Disabilities
For youth with developmental and other disabilities, the opportunity to acquire knowledge, skills, and experience in using public transportation as well as other transportation options is key to preparation for adult community living. This issue of the Impact newsletter from the Institute on Community Integration, University of Minnesota offers strategies for meeting these and other transportation needs of youth and adults with disabilities.
https://ici.umn.edu/products/impact/183/
Impact: Feature Issue on Political Activism and Voter Participation by Persons with Intellectual and/or Developmental Disabilities
The Institute on Community Integration has produced a resource for youth and adults with disabilities who would like to be more involved in the American political process. “Impact: Feature Issue on Political Activism and Voter Participation by Persons with Intellectual and/or Developmental Disabilities” includes articles written by persons with intellectual and/or developmental disabilities about their own experiences as campaign volunteers, voters, voter educators, candidates, and political activists. It is available online in text-only and PDF (24 pages).
https://ici.umn.edu/products/impact/172/
Other National Resources
Collaborative Leadership Teams Professional Development Module
The National Center for Culturally Responsive Educational Systems (NCCRESt) has developed a professional development module on Collaborative Leadership Teams. The module is comprised of three “academies”: fostering team leadership in culturally responsive systems, engaging stakeholders in culturally responsive systems, and creating culturally responsive systems. Each academy includes a manual and PowerPoint for a facilitator and other materials.
https://www.nccrest.org/team_module.html
Health Care Transition Training Program for Youth and Families
The Florida Developmental Disabilities Council has developed an online training module on Health Care Transition. The module is comprised of five chapters: Introduction, The Consumer Perspective, Public and Private Health Care Systems, Promising Practices, and Developing Personal Transition Plans. Each chapter is comprised of 2-5 videos for viewing on the Web. A separate Resources section provides supplemental materials for each chapter. In order to view the online training module, you need to submit your e-mail address for follow-up purposes.
https://hctransitions.ichp.ufl.edu/ddcouncil/
Innovative Methods for Providing Vocational Rehabilitation Services to Individuals with Psychiatric Disabilities
The Primary Study Group for the 30th Institute on Rehabilitation Issues at George Washington University recently published this monograph, which discusses the challenges, best practices, and history of vocational rehabilitation for people with mental illness and psychiatric disabilities and also provides examples of workplace accommodations and supports. Available in PDF (165 pages, 859 KB).
https://www.gwu.edu/~iri/pdf/30.pdf
K-12 Teacher Professional Development Video Workshops
The Annenberg Foundation and the Corporation for Public Broadcasting (CPB) offer professional development workshops for K-12 teachers on a variety of topics, broadcast on the Annenberg/CPB Channel and also available as video files on the Web. The workshops are designed to improve participants’ teaching methods in specific subject areas: the arts, education theory and issues, foreign language, history and social studies, literature and language arts, math, and science.
https://www.learner.org/about/news/news_profdev.html
OSEP Summer Institute 2005 Materials
The materials from the OSEP Summer Institute are now available online for download in MS Word format. The institute, which was held August 11-12, 2005, focused on state performance plans and the new parent involvement measures developed by the National Center on Special Education Accountability and Monitoring.
https://www.dssc.org/frc/si05.htm
Projections of Education Statistics to 2014 (September 2005)
This report from the National Center for Education Statistics provides projections for key national education statistics on enrollment, graduates, teachers, and expenditures of elementary and secondary schools; and enrollment, degrees, and expenditures of degree-granting institutions. The report also contains state-level projections of public elementary and secondary enrollment and public high school graduates to the year 2014.
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005074
Promising Partnership Practices 2005
Each year, school, district, organization, and state members of the National Network of Partnership Schools share their success stories in Promising Partnership Practices. The 2005 Collection features 86 practices of school, family, and community partnerships that support students from preschool through high school to achieve academic success and lifelong well-being, including partnership practices in the following areas: reading, literacy, math, science, achievement in other academic areas, behavior, careers and postsecondary education, health and safety, multicultural awareness, climate of partnerships, and district and state leadership.
https://www.csos.jhu.edu/p2000/PPP/2005/
The 30-Day Placement Plan: A Road Map to Employment
This brief from the Institute for Community Inclusion teaches readers how to break the job search process down into a series of tasks that will lead to employment, develop a plan for employment that is driven by the job seeker, and include the job seeker’s personal as well as professional support networks in the job search process.
https://www.communityinclusion.org/premium-publications/pub.php?page=ib21
Update on the Demography of Rural Disability
How many people with disabilities live in rural America? These fact sheets from the Research and Training Center on Disability in Rural Communities provide some answers. One fact sheet addresses the rural and urban demography of rural disability; the other explores the non-metropolitan and metropolitan demography of rural disability.
https://rtc.ruralinstitute.umt.edu/RuDis/RuDis.htm
IDEA Partnership
The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning. Members include more than 55 national organizations, as well as technical assistance providers and state and local organizations and agencies. Its Web site provides information about the Partnership, news, resources, a topics database, links, and more.
https://www.ideapartnership.org/
Project C3 (Connecting Youth to Communities and Careers) Web Site
This Web site, part of Minneapolis-based PACER Center’s Project C3 (Connecting Youth to Communities and Careers), is designed for young adults with and without disabilities, their family members, professionals who work with them, and employers. It uses a “resource mapping” concept to help users locate services and geographic locations that meet their needs. The site also allows government agencies, nonprofit organizations, and others to coordinate information and identify gaps in services.
https://www.c3online.org/
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.
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/
Scholarships and Awards
SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards
The 2006 SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards recognize the outstanding efforts of American students and teachers who are working at the grassroots level to protect and preserve the environment. Eight winning projects will each receive $10,000. All K-12 schools are eligible to apply. Deadline: November 30, 2005.
https://www.seaworld.org/conservation-matters/eea/index.htm
Tiger Woods Foundation Grants
Tiger Woods Foundation grants focus on providing opportunities to children who are underserved. Areas of funding include education, health and welfare, and youth development. The Foundation primarily funds urban organizations and programs. Maximum Award: $25,000. Eligibility: 501(c)3 organizations. Applications must be received by November 1, 2005.
https://www.twfound.org/grants/default.sps?itype=7609
U.S. Department of Education
Update
Statement by U.S. Secretary of Education Margaret Spellings on the Death of Sandra Feldman, Former President of the American Federation of Teachers
U.S. Secretary of Education Margaret Spellings today released the following statement upon the death Sunday night in New York of Sandra Feldman, former president of the American Federation of Teachers.
“Along with many others throughout the educational community, I was saddened to learn of Sandy Feldman’s passing earlier today. Sandy was a great lady and a great leader who devoted her entire career to brightening the future for American children. Following in the legacy of Albert Shanker, Sandy always put students’ needs first. She championed groundbreaking educational reforms to help level the playing field for our country’s neediest children and to improve professional development for teachers.
“I offer my heartfelt sympathy to her family, friends and colleagues. Sandy’s memory will continue to inspire all those working to close the achievement gap and improve the lives of students throughout our nation.”
Beto Gonzalez named Acting Assistant Secretary for Vocational and Adult Education
Last month, Secretary Margaret Spellings named Deputy Assistant Secretary Beto Gonzalez to serve as Acting Assistant Secretary for Vocational and Adult Education. Before coming to the department in August, Beto had been serving as a Special Assistant in the U.S. Department of Labor’s Office of Public Affairs, where he was responsible for coordinating Hispanic outreach and media relations. Previously, Beto was the Dean of Students and Student Services at Bakersfield College in California and, at the high school level, an Assistant Principal and a teacher of English literature and Spanish. His education credentials include an A.A. degree from Bakersfield College, B.A. and M.A. degrees from California State University, and doctoral work at the University of California, Los Angeles.
For more information about Beto Gonzalez, read the department’s press release at <https://www.ed.gov/news/pressreleases/2005/08/08042005a.html>.
OVAE establishes Center for Rural Education
The newest addition to the Office of Vocational and Adult Education is the Center for Rural Education (CRE). Designed to provide a unified approach to rural education, the mission of the CRE is to disseminate information regarding research and promising practices to stakeholders on a wide range of topics of particular importance to schools and communities in rural America and to bring renewed attention to the problems and issues of students in rural schools. The CRE has the responsibility for the administration of the Secretary’s Rural Education Task Force and looks to establish partnerships with the department’s principal offices investing in rural education programs, other federal agencies, and the Federal Interagency Committee on Education. The CRE also encompasses the duties and responsibilities of the Appalachian Regional Staff liaison in monitoring grants issued by the Appalachian Regional Commission. Former Commissioner of Education Dr. William Smith was named Director of the Center for Rural Education. Inquiries regarding the Center can be sent to RuralED@ed.gov.
ED Seeks Feedback on Early Childhood Special Education
The Education Department’s Institute of Education Sciences requests public comment on the information collection request, as required by the Paperwork Reduction Act, for an Office of Management and Budget review of the Pre-Elementary Education Longitudinal Study (PEELS). PEELS will provide the first national picture of experiences and outcomes of 3- to 5-year-old children in early childhood special education. The data collected from parents, service providers and teachers will inform the Individuals with Disabilities Education Act reauthorization.
Deadline: October 28, 2005
E-mail: Kathy.Axt@ed.gov.
Web: https://edicsweb.ed.gov/browse/browsecoll.cfm?pkg_serial_num=2861
Alternate Assessments
Now posted on the U.S. Department of Education web site, is the newly released non-regulatory guidance regarding alternate assessments based on alternate achievement standards.
To view the report go to :
www.ed.gov/admins/lead/account/saa.html#guidance
This guidance is a supplement to the Department’s regulations released on December 9, 2003 which may be found at:
www.ed.gov/legislation/FedRegister/finrule/2003-4/120903a.html
Note: The guidance addresses only the implementation of the December 9, 2003 regulation on alternate achievement standards for students with the most significant cognitive disabilities. It does not address the recently proposed “2 percent” policy or the issue of “modified” achievement standards.
Supplemental Educational Services
The Department of Education has also released revised guidance on supplemental educational services. Supplemental educational services consist of additional academic instruction designed to increase the academic achievement of students in schools in need of improvement. Supplemental educational services are a component of Title I of the Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind Act (NCLB) that provide extra academic assistance for eligible children.
This document can be found at:
www.ed.gov/policy/elsec/guid/suppsvcsguid.doc
Additional information on NCLB is on the Department website at:
