July 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Update from the National Collaborative on Workforce and Disability (NCWD)

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Latest Job Opportunites Posted on NASET

• Special Education Resources

• Upcoming Conferences, Workshops, and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

Update from the U.S. Department of Education

Department of Education Sets New Bar for Transparency with Launch of Data.ed.gov

As part of the Obama Administration’s Open Government Initiative, the U.S. Department of Education today launched Data.ed.gov, which will ultimately serve as a one-stop shop for education data and allow practitioners, researchers, and the public to access data that can inform their work in classrooms and communities across America. The Department plans to make the grant-making process more transparent to the public through this website by providing substantial amounts of easily accessible data about applications, applicants and their partners, while still protecting privacy and proprietary information. The first competitive grant program featured on the website is the Investing in Innovation Fund (i3), which received nearly 1,700 applications last month. The public can now view detailed information on all i3 applicants, as well as run customized reports and summary analysis on subsets of applicants. The i3 applicant data reflects the information that the Department received from applicants; it has not been reviewed for eligibility or otherwise modified by the Department. Because this is a pilot effort, the Department welcomes feedback on the site and looks forward to improving it over time.

“The public has the right to know more about the efforts we consider funding, what programs and projects we do fund, and what outcomes we are achieving with those efforts,” said Secretary Arne Duncan. “Data.ed.gov extends our commitment to transparency and provides additional tools that allow the public to analyze ED’s investments.”

Data.ed.gov is designed to be more user-friendly than traditional data sites by providing tools that allow users to visualize the data. These tools include mapping, graphing and charting, and data exporting features that let all users engage meaningfully with the data while allowing advanced users to download the data and analyze them on their own.

Data.ed.gov is part of the Obama Administration’s Open Government Initiative. On his first full day in Office, President Obama signed the Memorandum on Transparency and Open Government, ushering in a new era of open and accountable government meant to bridge the gap between the American people and their government. On December 8, 2009, the White House issued an unprecedented Open Government Directive requiring federal agencies to take immediate, specific steps to achieve key milestones in transparency, participation, and collaboration.

Statement by U.S. Education Secretary Duncan on NCES Report Examining Graduation, DropoutRates

U.S. Secretary of Education Arne Duncan today issued the following statement on a report by the National Center for Education Statistics entitled, “Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08:”

“Today’s report confirms that our nation faces a dropout crisis. When 25 percent of our students – and almost 40 percent of our black and Hispanic students – fail to graduate high school on time, we know that too many of our schools are failing to offer their students a world-class education.

“President Obama’s agenda addresses the dropout crisis with an unprecedented commitment to turn around our lowest-performing schools, including the 2,000 high schools that produce half of our nation’s dropouts and as many as three-quarters of minority dropouts. With $4 billion available for these turnarounds, we have the resources to transform these schools from dropout factories to college graduation academies. Our agenda also includes new resources to support states’ efforts to build data systems that measure whether students are on track for graduation – and how to help them if they’re not.

“I believe that improving our nation’s graduation rate is absolutely essential to the future of our economy and the future of our nation. I look forward to working with educators across America to raise graduation rates and improve the lives of millions of high school students.”

U.S. Education Secretary Duncan Commemorates 38th Anniversary of Title IX

On the 38th anniversary of Title IX, U.S. Secretary of Education Arne Duncan applauded the landmark legislation that prohibits institutions receiving federal financial assistance from discriminating on the basis of sex.

“As a result of Title IX, schools, colleges and universities have made great strides in providing equal access in their programs and services, especially in college sports,” Secretary Duncan said. “For example, in 1972, less than 30,000 female students participated in sports and recreational programs at NCAA member institutions. Thanks largely to Title IX, that number has increased six-fold since then–and at the high school level, the number of girls participating in athletics has increased ten-fold since 1972.”

Despite significant progress in providing equal athletic opportunities, Secretary Duncan stressed the need for vigilance to ensure that students in schools and colleges are protected from discrimination on the basis of their sex on the wide array of issues covered by Title IX. “Our Office for Civil Rights will continue to vigorously enforce Title IX and work to ensure equality for all,” Secretary Duncan said. “Compliance challenges with Title IX remain–and we will not rest until they have been addressed.”

In addition to reaffirming the importance of protecting access to equal athletic opportunities, Secretary Duncan stressed his commitment to ensuring equal access in traditionally under-represented STEM fields and to safe learning environments free from violence and assault. In the upcoming year, OCR will develop policy guidance in key Title IX areas covering sexual harassment and violence, pregnancy, and STEM.

“It’s so important that we get this right,” Secretary Duncan said, “because Title IX has provided large economic benefits that stretch far beyond the playing field.” One rigorous study by Wharton professor Betsey Stevenson found that up to 40 percent of the overall rise in employment among women in the 25 to 34 year-old group was attributable to Title IX. Since March, the Office for Civil Rights (OCR) has initiated two compliance reviews to address issues involving sexual assault and violence in high school and college. It has also initiated two compliance reviews examining the athletic programs of a high school and college to ensure that girls and women are receiving equitable athletic opportunities.

In upcoming months, OCR will initiate five additional compliance reviews–including one that will review STEM programs at the secondary level. Access to STEM is an important priority not just within the Office for Civil Rights–but for the Department as a whole. For example, the only competitive priority in the Race to the Top program awards points to states that create high-quality plans for rigorous STEM courses, work with community partners capable of supporting high-quality STEM instruction, and prepare more students for advanced study and careers in STEM–including addressing barriers to STEM careers for underrepresented groups, such as women and girls.

In April, OCR issued guidance strengthening Title IX’s application to athletics. The new policy made clear that OCR will look at a variety of factors in determining whether a school or university is adequately assessing the athletic interests and abilities of the underrepresented sex. The prior policy had permitted a school or university to rely on a single survey in order to assess interests and abilities. At the time, Secretary Duncan said that “Title IX is one of the great civil rights success stories in education.” For further information about Title IX and OCR, please visit, http://www2.ed.gov/about/offices/list/ocr/publications.html#TitleIX-Docs.

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Update from the National Collaborative on Workforce and Disability (NCWD)

NCWD/Youth Releases Personal Assistant Services Toolkit for Youth with Disabilities
NCWD/Youth released Making the Move to Managing Your Own Personal Assistance Services (PAS) for Youth with Disabilities Transitioning to Adulthood, a guide that provides the details and tools needed to help transition-age youth with disabilities, their families, and friends navigate the world of PAS. Filled with personal stories, sample ads and job descriptions, and a host of other resources and worksheets, this toolkit equips young people to identify their personal assistant needs, search for services, and manage their assistants. It is the ideal practical workbook to help any young person with a disability consider both the personal and systemic aspects of PAS. Access the PAS Toolkit at http://www.ncwd-youth.info/pas-toolkit.

SAMHSA Study Provides State-by-State Trend Data on Behavioral Health Problems
A new report providing state-by-state analyses of substance abuse and mental illness patterns reveals that despite wide variations among the states in the types and levels of behavioral health problems they experience. The report provides state public health authorities and service providers with useful information on a wide range of substance use and mental illness issues affecting their states. The report is part of SAMHSA’s strategic initiative on data, outcomes, and quality – an effort to inform policy makers and service providers on the nature and scope of behavioral health issues. Read the report at http://oas.samhsa.gov/2k8state/toc.cfm.

Transition Resource Directory Now Available
“Strengthening Transition Partnerships: Building Federal Technical Assistance Center Capacity — A Transition Resource Directory” includes descriptions submitted by federally supported projects and centers with work that focuses on youth transition. The references in this directory are not intended to be exhaustive of the investments in transition made by Federal, state, or local entities. Access the Transition Resource Directory at http://www.ncwd-youth.info/sites/default/files/Transition_Resource_Directory_02-26-10.doc.

USDOL Launches Online Tool for Employers Seeking to Understand Disability Nondiscrimination Law
The U.S. Department of Labor launched a new tool to help employers ensure their employment policies and practices do not discriminate against qualified individuals with disabilities. The online Disability Nondiscrimination Law Advisor helps employers quickly and simply determine which federal disability nondiscrimination laws apply to their business or organization and their responsibilities under them. Use the online tool at http://www.dol.gov/elaws/odep.htm.

NCWD/Youth Releases InfoBrief: “Improving Transition Outcomes for Youth Involved in the Juvenile Justice System: Practical Considerations”
This InfoBrief describes the characteristics of and issues faced by youth involved with the juvenile justice system, including those with disabilities. It provides a framework for youth service professionals to help these youth avoid or transition out of the juvenile justice system, promotes cross-systems collaboration, and highlights promising practices currently being implemented around the country. This InfoBrief is based on Making the Right Turn: A Guide about Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System, available at: http://www.ncwd-youth.info/juvenile-justice-guide.
Access the InfoBrief at http://www.ncwd-youth.info/node/554.

NCWD/Youth Releases White Paper: “Comprehensive Career Planning and Its Role in the Competitive Global Economy”
This white paper chronicles the gaps and inconsistencies in implementation of career guidance services in and out of schools, as well as the lack of measures for career development and guidance services in America. The paper posits that these challenges stem from the lack of a governmental policy framework that promotes the systematic value of career guidance services as a strategy for meeting economic and security needs of the nation. The paper offers a number of recommendations, including: 1) improving the quality of the K-12 school career development and guidance system; 2) increasing the capacity of postsecondary and workforce development programs serving out-of-school youth and at-risk populations; 3) convening policy makers and researchers to develop consensus on performance measures definitions; and 4) improving professional development opportunities for staff involved in career development and career guidance services. Access the white paper at http://www.ncwd-youth.info/node/552.

NCWD/Youth Releases Workforce Investment Act-Related White Paper: “Performance Data and Youth with Disabilities”
NCWD/Youth prepared an analysis of 2007 performance data reported by a select set of Workforce Investment Boards (WIB) under the Workforce Investment Act  (WIA) to understand how youth with disabilities are being served. U.S. Department of Labor data indicate that of all youth served under WIA in 2007, nearly 14 percent were youth with disabilities.  As an initial  analysis of the data, authors of this paper are unable to draw firm conclusions about the actual effect serving youth with disabilities has on performance outcomes of local workforce investment boards that oversee WIA Youth Activities monies. However, the limited data suggests that youth with disabilities have similar performance outcomes as youth without disabilities.  Additionally, the data suggests that WIBs that serve large proportions of youth with disabilities tend to have lower performance outcomes than WIBs that serve proportionally fewer youth with disabilities. To better understand the findings of this paper, NCWD-Youth is currently conducting a limited case-study analysis of the selected WIBs and reviewing similar 2008 data. Read the white paper at http://www.ncwd-youth.info/node/551.

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Calls to Participate

Broad Center for the Management of School Systems: Superintendents Academy
http://broadacademy.org/join/leaders.html
The Broad Center for the Management of School Systems Superintendents Academy seeks leaders from business, the military, government, education, and nonprofit organizations to make an impact as CEOs and senior executives in urban school districts. Those eligible will have significant leadership and management experience at the central office level or the equivalent in another field. Deadline: August 13, 2010.

America’s Promise Alliance/AT&T: My Idea Grant Program
http://tinyurl.com/2vwcjlj
America’s Promise Alliance and AT&T are looking for energy, enthusiasm, creativity, and commitment to help make this country a Grad Nation through the My Idea Grants program. My Idea will empower young people to examine the high school dropout crisis and help their peers graduate on time, as well as improve outcomes for themselves and their community. National grants of $10,000-$20,000 will be awarded to 20-25 youth for the best ideas submitted to help increase a community’s graduation rate anywhere in the United States. Additional opportunities are available for young people living in Chicago, Houston, Indianapolis, Jackson, Louisville, Nashville, New York, New Orleans, Oakland, and Washington, D.C.

Peer Reviewers Needed at the U.S. Department of Education, Office of Postsecondary Education
http://opeweb.ed.gov/frs
The U.S. Department of Education, Office of Postsecondary Education (OPE), is seeking peer reviewers (field readers) for its discretionary grant program application reviews. The application review process involves a reader orientation, reading and evaluation of applications, and discussions with other panelists. Apply on-line to become a reader for the OPE grant program.

The Gateway Project
http://www.thegatewayproject.org
The Gateway Project, a collaboration between the University of Wisconsin-Madison and the Academic Autistic Spectrum Partnership in Research and Education (AASPIRE), which is itself a collaboration between Oregon Health & Science University, Portland State University, and the Autistic Self-Advocacy Network, aims to serve as a gateway to research committed to the values of inclusion, respect, accessibility and relevance. The Gateway Project is recruiting participants on the autistic spectrum, and participants with and without disabilities for a series of continuing Internet-based research studies on topics such as health care, well-being, and problem solving.

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Update From The National Dissemination Center for Children with Disabilities

ITALL STARTS IN FAMILIES AND COMMUNITIES

The new healthcare bill and people with disabilities.
Get answers to your questions about how the Affordable Care Act will give Americans with disabilities greater choices and more control over their health care. http://www.healthreform.gov/
 
What are Extended School Year services (ESY)?
The May issue of Wrightslaw’s newsletter features the question of Extended School Year (ESY) for children with disabilities. Visit the link abelow to learn about legal standards for ESY, advocacy strategies that will help you negotiate for ESY services, and decisions about ESY from federal courts.
http://www.wrightslaw.com/nltr/10/nl.0518.htm

Disbarred: The doctor who claimed a childhood vaccine was linked to autism.
According to Britain’s General Medical Council, the doctor who sparked fears that a childhood vaccine was linked to autism has been barred from practicing medicine after his study was discredited. The doctor “repeatedly breached fundamental principles of research medicine,” a council disciplinary panel found, adding that “his actions in this area alone were sufficient to amount to serious professional misconduct.” Read all about it, at:
http://www.cnn.com/2010/HEALTH/05/24/autism.vaccine.doctor.banned/index.html?hpt=Sbin

Does your child need accessible instructional materials?
The National Center on Accessible Instructional Materials offers information and resources for families and students on topics such as AIM at home and at school, assistive technology, and alternate-format learning materials. http://aim.cast.org/learn/aim4families

Pathways to bilingualism: Young children’s home experiences learning English and Spanish.
More and more young children in the U.S. have the experience of speaking a language other than English at home, and many parents choose to educate their children bilingually. Here’s a study that explored the home-language experiences, in English and Spanish, of three young Latino girls ages 15 months, 16 months, and 30 months, respectively, when the study began. They were observed at home between 40 and 70 hours for 30 months. Findings suggest that raising children bilingually may require support of the minority language outside the home, with collaboration among the schools, the families, and the community. http://ecrp.uiuc.edu/v12n1/rodriguez.html

Genetics and genetic disorders.
If genetics or genetic disorders interest you, check out these three resources from the Genetic Alliance.
• Understanding Genetics begins with a basic introduction to genetics concepts, followed by detailed information on topics such as diagnosis of genetic conditions, family history, newborn screening, genetic counseling, understanding patient stories, and ethical, legal, and social issues in genetics.
http://www.geneticalliance.org/understanding.genetics
• Making Sense of Your Genes: A Guide to Genetic Counseling includes general information about genetic counseling, tips on how to prepare for an appointment, and details about different specialties in the field.
http://www.geneticalliance.org/counseling.guide
• Students Living With a Genetic Condition: A Guide for Parents | You know how to identify and manage symptoms at home, and it may be scary to have someone else manage your child’s medical care in your absence. This guide provides information that may be helpful when writing a letter or when preparing to meet with your student’s teacher, school nurse, and physical education teacher or coach. This may also be a useful resource for bus drivers, babysitters, church leaders, or any other potential caregiver.
http://tinyurl.com/23neulr

Bring Change2Mind: Fighting the stigma of mental illness.
This national anti-stigma campaign was born of a partnership between Glenn Close (the actress) and Fountain House, where Glenn volunteered in order to learn about mental illness, which affects both her sister and nephew. BringChange2Mind.org also provides those with mental illness (and those who know them) with information and support.
• Website:http://www.bringchange2mind.org/
• 911 in-crisis support – Call 800-273-TALK (8255)
• 411 mental health information and resources – Call 1.877.726.4727

A parent’s guide to teaching life skills.
Ready, Set, Fly is a companion tool for the Casey Foundation’s Life Skills Guide. It covers things such as money management, social skills, nutrition, self-care, work skills, housing and transportation, community resources, and learning about candidates in elections. This guide will help families help their young adults gain the skills they need to live as independently and as well as possible. http://www.caseylifeskills.org/pages/res/rsf%5CRSF.pdf

Blogs from students with intellectual disabilities talking about college.
Visit the Think College Student section to see new information and resources, including these student blogs. http://thinkcollege.net/for-students/students-speak

THE LITTLE ONES: EARLY INTERVENTION/EARLYCHILDHOOD

The Listening and Learning about Early Learning Tour ends.
The U.S. Departments of Education (ED) and Health and Human Services (HHS) have completed their Listening and Learning about Early Learning Tour, which involved meetings held this spring in four cities: Washington D.C., Denver, Orlando, and Chicago. Presentation materials from the expert presenters at each of the four meetings, written input, and blog entries are now available online from the tour, at: http://www2.ed.gov/about/inits/ed/earlylearning/tour.html

Understanding and addressing early childhood trauma.
Combining knowledge of child development, expertise in the full range of child traumatic experiences, and attention to cultural perspectives, the National Child Traumatic Stress Network (NCTSN) serves as a national resource for developing and disseminating evidence-based interventions, trauma-informed services, and public and professional education.  http://www.nctsnet.org

Meeting the mental health needs of poor and vulnerable children in early care and education programs.
Policy makers and early childhood experts are focusing on implementing and evaluating a range of interventions designed to improve school readiness for young children living in poverty. This article provides an overview of the various factors that threaten optimal development of young children living in poverty and that place them at risk for emotional and behavioral problems. The article then addresses the challenges to meeting the needs of these children and their families in early care and education settings.
http://ecrp.uiuc.edu/v12n1/azzi.html

Early intervention for children supports healthy development and improves family life.
According to a new report released by SAMHSA, behavioral and emotional problems decreased among nearly one-third (31%) of young children with mental health challenges within the first 6 months after entering services through systems of care program. The report, Addressing the Mental Health Needs of Young Children and Their Families, describes the academic, social, and emotional performance outcomes of children ages 8 and younger receiving services in systems of care. http://www.samhsa.gov/children/docs/MH_Needs_Children_Families.pdf

Reading the intentionality of young children.
Through six video clips and accompanying commentary, this article describes how,  by carefully observing how very young children play, adults can gain insight into their high-level thinking and their knowledge, as well as the implications that their strategies hold for their assumptions, theories, and expectations. Adults can then become more protective of children’s time during play, more skillful in making a parallel entry into their world, and more effective in helping them extend or reconsider their assumptions about how the social and physical world works. http://ecrp.uiuc.edu/v12n1/forman.html

The State of Preschool 2009: 7th annual yearbook released.
The National Institute for Early Education Research (NIEER) has released its 7th annual State Preschool Yearbook profiling state-funded prekindergarten programs in the U.S. http://nieer.org/yearbook/

Introductory materials on the new Home Visiting Program.
The Health Resources and Services Administration (HRSA) and the Administration on Children and Families (ACF) at the U.S. Department of Health and Human Services (HHS) recently released introductory materials related to the new Maternal, Infant, and Early Childhood Home Visiting Program, which was created as part of the Patient Protection and Affordable Care Act earlier this year. To learn more, go to:
http://www.nectac.org/~docs/enotes/home_visiting.doc

SCHOOLS, K-12

Ideas for ending this school year well: From the Principal’s Tool Box.
Getting ready for EOSY—end of the school year? Here are two resources that principals may enjoy.
• Year-End Toast & Celebration
http://www.educationworld.com/a_admin/tools/tool025.shtml
• Keeping Learning Alive as the Countdown to Summer Gets Underway
With state tests behind you and the school year winding down, the first reaction might be to slide into summer. But many principals encourage teachers to keep the learning alive during the countdown to summer.
http://ofprincipalconcern-educationworld.blogspot.com/2010/04/keeping-learning-alive-as-countdown-to.html

Working together: Building improved communication.
Working Together is a collection of resources from CADRE (Center for Appropriate Dispute Resolution in Special Education) designed to support effective collaboration between parents, schools, and early childhood programs. The online suite includes short videos, a study guide, and related resources on Listening Skills, Understanding Positions & Interests and a module titled The Tale of Two Conversations, which was developed in collaboration with the Office for Dispute Resolution in Pennsylvania. 
http://www.directionservice.org/cadre/modulemap.cfm

Visit the National Center on Accessible Instructional Materials. 
This site serves as a resource to state- and district-level educators, parents, publishers, conversion houses, accessible media producers, and others interested in learning more about and implementing AIM and NIMAS. Resources for educators include:
• AIM Explorer, a self-paced tutorial tool providing demonstrations of tools used to create AIM for print-disabled students.
• AIM Navigator, a guided AIM selection tool using a question-and-answer format designed to guide users through the selection and use of AIM by IEP teams. Both are available at: http://aim.cast.org/experience/decisiontools

New in the RTI corner.
The National Center on RTI and many others are working hard to provide the field with tools they can use in implementing response to intervention (RTI). Here’s what’s new for you to use!
• Progress Monitoring Tools Chart.
This chart represents the results of the second annual review of progress monitoring tools by National Center on RTI’s Technical Review Committee (TRC). It’s designed to help educators and families become informed consumers who can select progress monitoring tools that best meet their individual needs.
http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

• Response to Intervention and English Language Learners.
This brief from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress.
http://centeroninstruction.org/files/CREATEBrief_ResponsetoIntervention.pdf
• Tiered Interventions in High Schools.
Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI are implemented at eight schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions.
http://www.rti4success.org/images/stories/hstii_lessons_learned.pdf

The 2010 U.S. Department of Education Reading Institute.
On July 19-21, 2010, the U.S. Department of Education will host the 2010 Reading Institute in Anaheim, California. The Institute will feature national reading experts, researchers, and practitioners presenting on topics of reading comprehension and vocabulary as well as other essential elements of teaching and learning to read. There will also be a separate strand entitled “Learning and Development: Birth to Third Grade.” This strand will address the research regarding developmentally appropriate early learning goals grounded in child development, sound policy, effective practice, and clearly stated standards. Teachers, coaches, principals, and state and district administrators are welcome to attend the 2010 Reading Institute.  There is no registration fee. Sign up to attend at: http://www.mikogroup.com/2010readinginstitute/

ASCD launches a new social networking website for educators.
ASCD has launched ASCD EDge, a free online community specifically for educators and those who are interested in education.
http://ascdedge.ascd.org/

Teaching Now, a new blog for teachers.
Teacher magazine announces the launch of Teaching Now, a blog devoted to the latest news, ideas, and resources for teacher leaders. Coverage will run the gamut from the inspirational to the infuriating, from practical classroom tips to raging policy debates, and from “news you can use” to “news of the weird.” Comments are welcome. http://blogs.edweek.org/teachers/teaching_now/

How-to transition videos.
Check out these two videos at NSTTAC, the National Secondary Transition Techical Assistance Center.
• Writing Postsecondary Goals
http://www.nsttac.org/NSTTACVideos/PostSecondaryGoals.aspx
• Completing a Summary of Performance (SOP) Form
http://www.nsttac.org/NSTTACVideos/SOPVideo.aspx

2010 update of the Age-Appropriate Transition Assessment Guide.
Another great resource from NSTTAC.
http://www.nsttac.org/products_and_resources/tag.aspx

Teaching secrets: 10 to-dos for new teachers.
OK, so the school year is ending. But there will be many new teachers in the fall who might appreciate these teaching secrets now, to get ready.
http://tinyurl.com/23u6tqg

What do teachers think of alternate assessments for students with significant cognitive disabilities?
This report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students’ opportunity to learn academic content. http://ies.ed.gov/ncser/pubs/20103007/pdf/20103007.pdf

STATE & SYSTEM TOOLS

Resolving special education disputes.
The Dispute Resolution Workgroup, with membership from the OSEP-funded Regional Resource Center Program, Parent Technical Assistance Centers, and CADRE (the Center for Appropriate Dispute Resolution in Special Education), has just released several tools for parents and state and local personnel to improve special education dispute resolution.
• Mediations and Resolution Sessions:  Do you want to know how to increase the possibility of reaching agreement during a special education mediation or resolution session?
• Hearings and State Complaints: Are you trying to improve your timeline compliance for reaching hearing decisions?  Are you not sure what is an “exceptional circumstance” that would allow you to extend your complaint investigation timeline? 
 
•  Finding Trained Dispute Resolution Practitioners:  Take a look at the extensive ADR national directory to help you locate assistance within your state.
Find all at: http://spp-apr-calendar.tadnet.org/explorer/view/id/852

NCES releases The Condition of Education 2010.
The National Center for Education Statistics just released The Condition of Education 2010, a Congressionally mandated report to the nation on education in America today. It covers all aspects of education, with 49 indicators that include findings on enrollment trends, demographics, and outcomes.
http://nces.ed.gov/programs/coe/

Index of OSEP policy documents.
Section 607 of the IDEA Amendments of 2004 requires that the Secretary of Education, on a quarterly basis, publish in the Federal Register a list of correspondence regarding the education of infants, toddlers, children, and youth with disabilities. Find OSEP’s correspondence in this index, organized by topic. http://www2.ed.gov/policy/speced/guid/idea/letters/revpolicy/index.html

Financing Special Education: State Funding Formulas.
This policy report describes the funding formulas used by states in 2008-2009 and examples of complexities within formulas. Other sections describe changes in formulas over the years and in how states are allowed to spend their special education funds, with an appendix giving each state’s special education funding formula. http://www.projectforum.org

Disproportionate representation: An annotated biliography.
This annotated bibliography developed by the National Center on RTI provides citations for key articles to help in understanding disproportionate representation. Each citation expands to provide a short abstract of the article. The bibliography can be accessed at:
http://www.rti4success.org/index.php?option=com_content&task=view&id=1419&Itemid=169

Rapid Response: RTI Policy.
This “Rapid Response” report released by the Southeastern Comprehensive Center provides an overview of state policies on RTI. The goal of the report is to provide decisionmakers and other stakeholders with information on formal RTI policy so they can compare their regulations with those in other states.
http://secc.sedl.org/orc/rr/secc_rr_00102.pdf

Need to use the Schools and Staffing Survey (SASS), the Teacher Follow-up Survey (TFS) and the Principal Follow-up Survey (PFS)? 
The National Center for Education Statistics (NCES) will sponsor a two and a half day seminar (July 28-30, 2010) on using the SASS, TFS, and PFS. The training is limited to those who hold a current restricted-use license for the 2007-08 SASS or who have submitted an application to receive a restricted-use license. Deadline for applications: June 14, 2010. There is no fee to attend this seminar. NCES will provide training materials as well as computers for hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses incurred during the training seminar. For more information, go to:
http://ies.ed.gov/whatsnew/conferences/?id=664&cid=2

SPECIAL FOCUS: Summer Time Fun

It’s time for the kids to explode out of school for the summer. What to do to keep them active and engaged, even on rainy days? Here are some ideas.

Sweet Possibilities to Consider
Reading!
Check out Reading Rockets’ May 2010 newsletter on the subject.
http://www.readingrockets.org/newsletters/rrnews

Adventures in summer learning.
From Reading Rockets.
http://www.readingrockets.org/shows/launching/summer_reading

More about summer learning.
Don’t let your kids forget all they’ve learned this year! Discover how to stop the summer brain drain and make learning a fun part of your everyday routine.
http://school.familyeducation.com/summer/family-learning/36089.html?detoured=1

Activities to keep kids with disabilities busy this summer.
http://disabilities.suite101.com/article.cfm/summer_fun

Family fun.
http://www.family-friendly-fun.com/family-fun/index.htm

Accessing summer fun.
From Disabilities Unlimited.
http://disabilitiesunlimited.org/accessing-summer-fun/

Summer Fun 2010.
The guide from the Federation for Children with Special Needs.
http://fcsn.org/summercamps/index.php

Going to Washington, DC?
Check out the accessibility of the Smithsonian’s 16 museums.
http://www.si.edu/visit/visitors_with_disabilities.htm

Express the self through art.
Get your child involved in VSA (formerly Very Special Arts), an international nonprofit organization dedicated to creating a society where people with disabilities (including physical, intellectual and developmental disabilities) can learn through, participate in, and enjoy the arts. Find the VSA chapter nearest you, at: http://www.vsarts.org/x302.xml

Find the adaptative sports equipment your child needs.
Let Disabled Sports USA connect you with the many devices and equipment that enable individuals with a range of disabilities to participate in sports such as fishing, cycling, and golf. http://www.dsusa.org/equipment-watersports.html

Getting physical.
Lots of great ideas and resources at the National Center for Physical Activity and Disability. http://www.ncpad.org/

Check out the goings-on at national parks and federal recreation centers.
The link below lets you identify nearby national resources as well as what’s available nationwide.  http://www.recreation.gov/

Gardening and other hobbies for those with disabilities.
http://www.disabled-world.com/artman/publish/hobby.shtml

Keys to a meltdown-free vacation.
http://www.disabilityscoop.com/2009/12/16/meltdown-free-vacation/6498/

All about accessible travel.
Tips, checklists and other resources for travelers with disabilities and their families. http://www.mossresourcenet.org/travel.htm

AbleData’s Travel Information Center.
http://www.abledata.com/abledata.cfm?pageid=113573&top=16052

Disability-Specific Articles and Ideas
AD/HD: Planning the summer vacation.
http://chadd.informz.net/admin31/content/template.asp?sid=19950&brandid=3090&uid=755468723&mi=826212&ptid=96

AD/HD: How to maintain your child’s school skills during the summer.
School is a challenge for most kids with ADHD. Although summer promises no homework or expectations, there’s still a need to maintain academic skills.
http://adhdchildren.suite101.com/article.cfm/how-to-maintain-the-adhd-childs-school-skills-during-the-summer

Autism: Planning ahead for travel.
http://specialneedsparenting.suite101.com/article.cfm/travel-with-autistic-child

Autism: Going on vacation to Disney World.
http://autistic-child-parenting.suite101.com/article.cfm/going-on-vacation-with-autism-in-disney-world

Learning disabilities: Summer activities.
From the Learning Disabilities Association of America.
http://www.ldanatl.org/aboutld/parents/help/summer.asp

Learning disabilities: Summer fun learning.
http://learningdisabilities.about.com/od/instructionalmaterials/qt/summercamp.htm

Learning disabilities: Summer fun and low-cost activities.
From GreatSchools.
http://www.greatschools.org/articles/?topics=150&language=EN
  Spanish for, literally, Learn English for Free on the Internet, aka the U.S.A. Learns site, which is designed as an on-line tool to help Spanish speakers learn English outside of the classroom. The site offers practical and contextualized activities in reading, writing, understanding, conversation, and skills necessary to success at work and in the community.
http://www.usalearns.org

Finding quality child care.
The National Association for the Education of Young Children (NAEYC) offers this website for families and teachers, including tips, links, and general information about young children and early childhood education. 
http://www.rightchoiceforkids.org/

Children’s health insurance.
InsureKidsNow.gov offers a new toolkit developed to help organizations increase awareness and understanding of children’s health insurance programs and ultimately motivate eligible parents and guardians to apply for coverage on behalf of their uninsured children.
http://www.insurekidsnow.gov/professionals/toolkit/toolkit.html

Summary of the new health reform legislation.
On March 23, 2010, President Obama signed into law the Patient Protection and Affordability Act. This summary reflects provisions of the new law and changes made by subsequent legislation, including provisions to expand coverage, control health care costs, and improve the health care delivery system. 
http://www.kff.org/healthreform/8061.cfm

And here’s CBS News’ summary of what’s in the bill.
http://www.cbsnews.com/8301-503544_162-20000846-503544.html
 
Autism corner – We bring your attention to several new resources on autism spectrum disorders:

• For those involved with autism spectrum disorders.
  “Autism Spectrum Disorders: Diagnosis, Prevalence, and Services for Children and Families” is a new Social Policy Report from the Society for Research in Child Development.
  http://www.srcd.org/index.php?option=com_docman&task=doc_download&gid=910
• Sound advice on autism.
  To answer parents’ questions about autism spectrum disorders, the American Academy of Pediatrics (AAP) offers a collection of interviews with pediatricians, researchers, and parents in this new website.
  http://www.aap.org/audio/autism/
• The Gateway Project: Sign up to take part in this research.
  The Gateway Project is recruiting participants (18 years or older with
  access to the Internet) to participate in a series of continuing online
  research studies on topics such as health care, well-being, and problem
  solving. Adults on and off the autism spectrum are encouraged to participate. http://www.thegatewayproject.org/

11th edition of Intellectual Disability: Definition, Classification, and Systems of Supports.
A classic publication of the American Association on Intellectual and Developmental Disabilities (AAIDD), the 11th edition contains the most current and authoritative information on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability. Cost to members: $ 76.50; Non-member cost: $ 90.00.
http://www.aaidd.org/intellectualdisabilitybook/

Understanding the new AAIDD definition manual.
Watch these 3 videos, to get the 411 on the 11th edition of the definition manual for intellectual disability.
http://www.aaidd.org/videos.cfm
 
Parents’ experiences with the IEP process.
This CADRE publication reviews literature and explores findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process.
http://www.directionservice.org/cadre/pdf/Parent-IEP%20Process.pdf
 
Social networking site for young adults living with mental health concerns.
The National Alliance on Mental Illness (NAMI) has launched StrengthofUs.org, a new online community where young adults living with mental health concerns can provide mutual support in navigating unique challenges and opportunities during the critical transition years from ages 18 to 25.
http://www.strengthofus.org

Social Security benefits and employment for young people with disabilities.
The 2010 edition of Going to Work is now available from the Institute for Community Inclusion. 
http://www.communityinclusion.org/article.php?article_id=211

More on employment: The What Can YOU Do? site.
Through its What Can YOU Do? website, the Campaign for Disability Employment reinforces that people with disabilities want to work and that their talents and abilities positively impact businesses both financially and organizationally. The website offers a range of education and outreach tools, all designed to engage employers, people with disabilities, family and educators, and the general public. http://www.whatcanyoudocampaign.org/

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Latest Job Listings

Temporary Certified Special Education Teacher

Trumbull, CT

Description
At St. Vincent’s Health Services, the commitment to providing patients and employees with the highest standards of care is at the heart of all we do. As an employer, we value all of our staff and have a strong commitment to development, diversity, and work-life balance. With exciting new leadership and a culture that promotes quality, respect and continual learning, there’s never been a better time to join our growing family! St. Vincent’s Special Needs Services, Trumbull Campus, is currently seeking a TEMPORARY CERTIFIED SPECIAL EDUCATION TEACHER, TEMPORARY DAYS 8AM-3:30PM MON-FRI, Scheduled to end 12/30/10.

Requirements
Certified special education teacher will work with students with multiple disabilities and complex medical conditions; develop, submit and implement weekly schedule for the class that meets the guidelines outlined on the standard schedule as well as appropriate lesson plans for each activity; lesson plans should incorporate individual goals and include, at a minimum, instructions for individual positioning, cueing, equipment, etc; effectively displaying enthusiasm and high energy level when interacting with students; incorporate therapeutic and health recommendations appropriately into activities and routines; and supervise assigned assistants. Bachelor’s Degree required; Master’s preferred.

Benefits
If you are looking for a change, a challenge, attractive compensation and immediate benefits, then consider joining St. Vincent’s today! We are an equal opportunity employer.

Contact
Please apply online at www.stvincents.org

Director of Special Education

Anywhere in the United States

Job Summary
Responsible for the development and creation of Edison’s Special Education programs and services and ensuring its effectiveness against federally mandated requirements for Special Education.

Main Responsibilities

• Examine and review curriculum and instructional methodology for K-12  programs and services
• Advise Executive Director of Student Support Services regarding all K-12  programs and services within the Edison system
  Monitor and ensure all federal compliance elements or correct in all schools and programs
• Provide support to all regional Special Education leaders and Special Education Coordinators at school sites
• Provide technical assistance to all schools in the areas of IDEA, NCLB, 504 and related services
• Conduct reviews of special education programs at the local level to ensure compliance and appropriate IEPs.
• Attend national, state and local conventions and conferences to maintain current information on Special Education
• Review data from schools and programs to make recommendations for professional growth, planning and developing action plans for achievement gains
• Create and deliver professional development for Edison school sites.
• Create and disseminate manuals and handbooks to support all Special Education staff and departments.
• Maintain a high level of knowledge regarding IDEA rules, procedures and policies for Special Education at federal, state and local levels.
• Create and deliver RtI model to all staff
• Provide support and guidance in the areas of transition and EBD services
  Key Relationships
• Works closely with the Director of ELL. Principals, regional and local special education staff.  Collaborates with other EdisonLearning headquarter departments.

Key Behavioral Competencies

• Frequent and regular contact with schools, staff and clients to foster and promote achievement in students.
• Maintain support for the IEP process for learning gains in all students with special needs.
• Establishes and implement best practices for Edison work processes and standards.
• Knowledge of research-based K-12 reading, writing and mathematics curriculum.
• Leads initiatives to take action to address failures and seeks to improve outcomes through analyzing current data.
  Builds and maintains a team approach with all stockholders.

Background

• A Master’s Degree or higher in Special Education or related field.
• Minimum of 5 years experience in Education.
• Minimum of 2 years experience in educational administration.
• Strong knowledge base of current IDEA, NCLB and 504 Legislation.
• Excellent communication skills including writing.
• Strong knowledge base in K-12 curriculum and methods of instruction, including interventions for Response to Intervention and Online Learning.
• Must be open and available to travel frequently for school support visits.

Benefits
Competitive beneftis package and salary commensurate with experience.

Contact
jaina.dambra@edisonlearning.com

Special Education Teachers, Grades K-12

Las Vegas, Nevada

Description
Southern Nevada is much more than just the Las Vegas Strip.  Las Vegas and its surrounding communities make up a thriving metropolis of more than 1.9 million people.  The Clark County School District is the fifth-largest school district in the nation, with over 300,000 students in more than 340 schools.  There are approximately 38,000 employees in the Clark County School District, including over 18,000 teachers (licensed personnel).

Teachers create the foundation for our future leaders and the Clark County School District is actively recruiting nationwide for highly effective teachers to teach in critical labor shortage areas. In addition to teachers, the Clark County School District pursues exceptional candidates for the related services areas such as, occupational therapists/physical therapists, school nurses, school psychologists, school social workers, and speech/language pathologists.

Requirements
Must have completed a bachelors degree in education with completion of student teaching from an accredited college/university. Must be able to meet Nevada State Department of Educations requirements for licensure. The Nevada State Department of Education requires U.S. citizenship or permanent residency for licensure. They do not offer emergency credentials.

Benefits & Incentives
• Paid health insurance (employee only)
• Paid retirement
• No city, county, or state income tax
• Up to 12 years of teaching experience honored for salary placement

Contact
For Immediate consideration please submit an interest form to begin the online application process. https://hrd6.ccsd.net/HRD/forms/LicIntForm/prgLicIntForm.php?refID=237

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Special Education Resources

Profile of Criminal Incidents at School: Results from the 2003-05 National Crime Victimization Survey (NCVS) Crime Incident Report  
http://nces.ed.gov/pubs2010/2010318.pdf
Incident-level data were obtained from the National Crime Victimization Survey (NCVS), the nation’s primary source of information on criminal victimization and criminal incidents in the United States. This report uses NCVS data, from 2003-05, to examine a range of characteristics of criminal incidents that occur at school, such as the location at school where the incident occurred, time of day when the incident occurred, whether the police were notified, and characteristics of offenders including their age, race, and whether they carried a weapon. Available in pdf (67 pages, 3.63 MB).

Assistive and Instructional Technology Glossary 
Online Resource
http://www.fctd.info/show/glossary
The Family Center has updated its Assistive and Instructional Technology Glossary with new terms and expanded definitions. Knowing the “language” of assistive technology helps parents be informed advocates for their child’s technology needs. This glossary can help parents learn about the kinds of assistive technologies that are currently available and how they can be used.

New Resource Released on “Lessons Learned” in High School Tiered Intervention 
Report
http://www.betterhighschools.org/pubs/documents/HSTII_LessonsLearned.pdf
A new report from the High School Tiered Interventions Initiative (HSTII), a collaboration between the National High School Center, the Center on Instruction, and the National Center on Response to Intervention, summarizes what HSTII has learned about implementing Response to Intervention (RTI) in high schools. “Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion” describes the RTI framework and the essential components of RTI, illustrates how the essential components are implemented at eight schools, highlights contextual factors unique to high schools, and discusses how these factors affect school-level implementation of tiered interventions. Available in pdf (45 pages, 417 KB).

One in 10 Hispanic Dropouts Gets a GED 
Report
http://pewhispanic.org/files/reports/122.pdf
This study from the Pew Hispanic Center finds that Hispanic high school dropouts are much less likely to earn General Educational Development (GED) credentials than their white or black counterparts, especially if they are immigrants. The GED is accepted by community colleges and the military in place of a high school diploma, and dropouts who earn it are much more likely to pursue postsecondary education and training. One reason for the differences is that immigrant Hispanics often are unaware of the opportunity to earn a GED credential, said Richard Fry, a senior research associate at Pew and the report’s author. Available in pdf (24 pages, 428 KB).

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08 (Fiscal Year 2008): First Look  
Report
http://nces.ed.gov/pubs2010/2010326.pdf
This Brief from NCES contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2007-08, with state-level data on revenues by source and expenditures by function, including expenditures per pupil. Available in pdf (32 pages, 677 KB).

Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities 
Article
http://findarticles.com/p/articles/mi_hb3130/is_2_76/ai_n48840180/
This article, published in Exceptional Children, examines the summer employment and community participation experiences and outcomes of 136 youth with severe disabilities, ages 13-21. The authors note that summer months may be a good time for youth with severe disabilities to gain work-related experiences, and identify positive predictors of summer employment outcomes. The study findings highlight the importance of identifying appropriate avenues for addressing the planning, preparation, and support needs of youth for summer employment.

Working Together: Building Improved Communication
http://www.directionservice.org/cadre/modulemap.cfm
“Working Together” is a collection of CADRE resources designed to support collaboration between parents, schools, and early childhood programs. This on-line site includes short videos, a study guide, and related resources on listening skills, understanding positions and interests, and a module, “The Tale of Two Conversations,” which was developed in collaboration with the Office for Dispute Resolution in Pennsylvania.

Common Academic Standards Outline What Students Need to Know
www.corestandards.org
A final version of common academic standards for English and math instruction in U.S. schools was released Wednesday by the National Governors Association and the Council of Chief State School Officers. The standards outline what students should know in each grade, from elementary school through high-school graduation. The standards took a year to develop and led to more than 10,000 public comments.

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Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2009-2010
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2009-2010 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.

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2010
http://www.ed.gov/fund/grant/find/edlite-forecast.html
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2009-2010 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.

FY 2009-2010 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

FY 2009-2010 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

2010 Joshua O’Neill & Zeshan Tabani Enrichment Fund
http://www.ndss.org/
This fund offers financial assistance to young adults with Down syndrome who want to enroll in postsecondary programs or take classes that will help them with employment, independent living, and life skills. To date, over thirty students have received grants from the National Down Syndrome Society (NDSS) to help cover the costs of pursuing their postsecondary education and enrichment goals. Deadline: July 16, 2010.

ASCAP Foundation: Grants for Music Education
http://www.ascapfoundation.org/grants.html
The ASCAP Foundation, established in 1975, is a publicly supported charitable organization that is tax exempt under Section 501(c)(3) of the Internal Revenue Code. It is dedicated to supporting American music creators and encouraging their development through music education and talent development programs. The average grant is about $2500. Deadline: October 1, 2010.

Campbell’s: Labels for Education
http://www.labelsforeducation.com/about-the-program.aspx
The Campbell’s, Inc., Labels for Education Program gives schools free educational equipment in exchange for labels from Campbell products. For more than 30 years, Labels for Education has been awarding free educational equipment to schools in exchange for proofs of purchase from the Campbell family of brands.

Mr. Holland’s Opus Foundation: Melody Program
http://www.mhopus.org/teachers.asp
Mr. Holland’s Opus Foundation Melody Program provides musical instruments and instrument repairs to existing K-12 school music programs that take place during the regular school day and have no other source of financing to purchase additional musical instruments and materials. Schools must have an established instrumental music program (i.e. concert band, marching band, jazz band, and/or orchestra) that is at least three years old. The maximum award is $8,000. Deadline: August 1, 2010.

Federal Student Aid – Grant Program (English)
http://tinyurl.com/yfbe5tb
From Disability.gov, the English-language version of this fact sheet provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities. Grants, unlike loans, do not have to be repaid. Available in pdf (42.4 KB, 1 p).

Federal Student Aid – Grant Program (Spanish)
http://tinyurl.com/282krpk
From Disability.gov, the Spanish-language version of this fact sheet provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities. Grants, unlike loans, do not have to be repaid. Available in pdf (145 KB, 1 p).

Funding Education Beyond High School – Federal Student Aid at a Glance
http://tinyurl.com/2bzq9sa
A quick reference guide and Federal Student Aid Summary Chart that describes various federal student aid programs, who may be eligible, and how to apply.

On Line Compilations of Scholarships for Students with Disabilities from Michigan State University
http://staff.lib.msu.edu/harris23/grants/3disable.htm
A comprehensive list of scholarships offered to students with disabilities located on the Michigan State University Libraries website.

Do Something Invites Applications for Six Flags Friends Scholarships
http://www.dosomething.org/grants/sixflags/scholarships
Do Something has teamed up with Six Flags Friends to award college scholarships to young leaders who are taking action to make their community (locally or globally) a better place. Scholarships will be awarded based on past, current, and planned action in the community as well as the applicant’s passion, commitment, and proven leadership skills. Six scholarships of $1,500 each will be awarded.

NAIS: Challenge 20/20 Partnership
http://www.nais.org/resources/index.cfm?ItemNumber=147262
The National Association of Independent Schools invites schools to participate in Challenge 20/20, a program that brings together one school from the United States and one school from outside of the United States. Teacher-student teams from both schools will work together throughout the fall 2010 school semester to come up with a solution to a global problem. Challenge 20/20 is based on Jean Francois Rischard’s book, “High Noon: 20 Global Problems, 20 Years to Solve Them.” Deadline: August 15, 2010.

NEA Learning and Leadership Grant
http://tinyurl.com/yacbb5b
NEA’s Learning & Leadership grants support public school teachers, public education support professionals, or faculty and staff in public institutions of higher education for two purposes: grants to individuals to fund participation in high-quality professional development experiences, such as summer institutes or action research; and grants to groups to fund college study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment.

Powered by Service Offers Funding to Seed Youth-Led Service Projects
http://tinyurl.com/y8l7j44
Grants will be awarded to young people around the world who are conducting service projects that encourage youth to become involved in addressing problems facing their communities. Grants presently are being accepting only from Atlanta GA, Detroit MI, Los Angeles CA, Milwaukee WI, New Orleans LA and New York NY, but other communities will be added at intervals. Deadline: Open.

Travelocity’s Travel for Good Volunteer Travel Opportunities
http://tinyurl.com/2v7sh2
Travelocity’s Travel for Good offers funding quarterly for its Change Ambassadors Grant to help support Americans who wish to travel to participate in volunteer opportunities (volunteer vacations). Two grants of $5,000 each will be awarded to individuals or groups going on volunteer vacations; applicants must demonstrate a previous commitment to volunteering and financial need. Deadline: not applicable.

Financial Aid On Disabilityinfo.Gov
http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=84
This Web site includes links to scholarship applications for students with various disabilities for graduate and undergraduate as well as vocational studies.

Got Grants?
http://www.teachersourcebook.org/tsb/articles/2009/03/16/02grants.h02.html
Successful education grant writers offer advice on how to access teacher-learning funds.

Michigan State Library of Financial Aid
http://www.lib.msu.edu/harris23/grants/3disable.htm
Michigan State’s comprehensive list of financial aid resources for students with disabilities can be found at their Web site.

Scholarships4students.Com
http://www.scholarships4students.com/special_scholarships.htm
Scholarships4students’s Web site includes a list of scholarships for students with disabilities, by disability category.

National Scholarship Providers Association
http://www.scholarshipproviders.org
The National Scholarship Providers Association (NSPA) web site offers information on NSPA scholarships for Latino students and for students formerly in foster care. A new NPSA product, the Scholarship Data Standard, allows students to complete an online scholarship application and then re-use the information with other scholarship providers without retyping their data.

Charles Lafitte Foundation: Grants for Education & Child Advocacy
http://www.charleslafitte.org/education.html
The Charles Lafitte Foundation Grants Program helps groups and individuals foster lasting improvement on the human condition by providing support to education, children’s advocacy, medical research, and the arts. Maximum award: varies. Eligibility: 501(c)3 organizations. Deadline: rolling.

Plum Grants
http://www.dosomething.org/programs/plum-grant-guidelines
Individuals who have recently created a sustainable community action project, program or organization and need $500 to further the growth and success of the program are eligible to apply for a Plum Youth Grant. Plum grants are given out weekly. Deadline: None.

Nonprofit Music Programs
http://www.guitarcentermusicfoundation.org/grants/index.cfm?sec=info
The Guitar Center Music Foundation’s mission is to aid nonprofit music programs across America that offer music instruction so that more people can experience the joys of making music. Maximum Award: $5000. Eligibility: 501(c)(3) organizations. Qualifying applicants are established, ongoing and sustainable music programs across the United States that provide music instruction for people of any age who would not otherwise have the opportunity to make music. Deadline: N/A.

Live Monarch Educator Outreach Program
http://www.lmf-educator-award.com/index.html
The Live Monarch Foundation Educator Outreach Program provides funding for U.S. teachers to enroll in the National Campaign to bring monarch butterflies into the classroom. This program provides education and materials to strengthen the monarch’s 3,000-mile migratory route within North America by creating self-sustaining butterfly gardens and refuges. Materials will be provided for each participant to raise a virtual butterfly and start a real butterfly garden with professional instruction on each level of its maintenance and care. Maximum Award: n/a. Eligibility: teachers and classrooms in areas on the monarch migratory route. Deadline: rolling.

Disaboom Scholarship Directory
http://www.disaboom.com/scholarships
Disaboom recently launched a scholarship directory for students with disabilities, listing over 125 scholarships.

Federal Student Aid Grant Program Fact Sheet
http://tinyurl.com/yfbe5tb
Disability.Gov has created a fact sheet that provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities. Grants, unlike loans, do not have to be repaid. (A Spanish version is at: http://tinyurl.com/yz2zheg.) Available in pdf (1 page, 164 KB).

Funding Education Beyond High School
http://tinyurl.com/yk7uot7
The US Department of Education’s Guide to Federal Student Aid (2009-2010) provides information for students and families on applying for federal student aid to pay for post-secondary education. This guide explains the application process, the various federal loans, grants, and work-study programs available, and how to apply for them. Education creates opportunities and is an important step toward success. Available in pdf (64 pages, 2.95 MB).

NASFAA and Casey Family programs: Guide to Financial Aid Assistance to Students from Foster Care and Unaccompanied Homeless Youth
www.casey.org/Resources/Publications/ProvidingEffectiveFinancialAid.htm
This guide provides information for those who help youth from foster care and unaccompanied homeless youth to secure financial aid for postsecondary education or training programs. It describes how to respond to new FAFSA questions 55-60 that will determine federal financial aid status for these students. A section on sensitive communications is also included. This guide will be useful for financial aid professionals, independent living coordinators, guidance counselors, financial aid counselors, social workers and advocates who are helping youth to secure the maximum allowable financial aid.

Scholarships and Internships for Latino Students with Disabilities
http://www.proyectovision.net/english/opportunities/scholarships.html
The World Institute on Disability (WID) has a five-year grant to establish the National Technical Assistance Center for Latinos with Disabilities living in the United States, through Proyecto Vision. Proyecto Vision’s website has a list of scholarship opportunities for college students who are Latino and who are living with disability.

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Acknowledgements

Portions of this month’s NASET Special Educator e-Journal were excerpted from:

• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• National Center on Secondary Education and Transition, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at http://www.ncset.org/enews. NCSET is funded by the U.S. Department of Education, Office of Special Education Programs.
• National Collaborative on Workforce and Disability for Youth
• National Dissemination Center for Children with Disabilities
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education
• U.S. Department of Health and Human Services

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASETSpecial Educator e-Journal.

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