July 2011 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department of Education

• Calls to Participate

• Special Education Resources

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

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Update from the U.S. Department of Education

Making History for Students with Developmental and Intellectual Disabilities

As high school seniors all across the country graduated this week, history was quietly being made in Washington, D.C. at the Department of Education for 23 D.C. public school students with developmental and intellectual disabilities. They, like their peers across the country, were graduating too. They all participated in a program called Project SEARCH. The 15-year-old program now operates in 39 states and four foreign countries, but this is the first year that the federal government has hosted the project in three agencies including the Departments of Education, Labor and Health and Human Services.

The goal of Project SEARCH is to prepare high school seniors with developmental and intellectual disabilities for employment. Instead of attending classes in a regular high school, the participating students reported to work every day in one of the federal agencies. They received vocational training from a special education teacher for part of the day, and then worked as interns in different offices, learning skills that would prepare them for paid employment in the government or private sector. Job coaches who were part of the Project SEARCH team accompanied the students to their assigned offices to teach them the specific job skills needed to fulfill each task.

Unemployment and under-employment rates among young adults with developmental and intellectual disabilities are unacceptably high. Without the opportunity Project SEARCH offers students to develop work skills, gain experience, and find a job, these young people might wait a long time for their first opportunity to earn a living wage. Or worse, they might not have a chance to enter the job market at all.

The federal government’s experience with Project SEARCH has been so successful that all three agencies will host a new class this coming school year. But what matters most is the change it has brought about in the lives of the students and how it has helped them prepare to meet the challenges of the work world. Some of the students shared their thoughts on their experience in Project SEARCH and what they learned from the program. Shandale Brown said, ”I thought the program was going to be hard for me, but because there was a lot of support from the teachers and the job coaches and my supervisors, it turned out to be okay.”

Kevin Thornton shared:

In my job, I’ve liked filing, copying, and delivering mail, and I like that I get to meet people and talk to people all over the building. I’ve been able to ask people questions, both in the classroom and at my job. Learning to ask for help was very hard; I wanted to do things by myself, and I found out that I needed to ask other people to show me what to do.

The words of Vander Cherry express the hope and the promise that Project SEARCH offers to young people with disabilities. He is one of three interns who will be transitioning to competitive integrated employment at the Department of Education. When asked what graduation meant to him and what’s next, Vander summed it up this way:

Graduation was life-changing for me – I always wanted to walk across the stage and graduate with people striving for the same goal. And it happened!

I feel we made history – this was the first graduation ceremony held at the Department of Education. It is amazing how much all of us have grown through the program. And there in the audience was everyone who has helped us grow…our families, teachers, job coaches, supervisors, mentors and friends. They all helped us get through the program and get ready for the “real world.”

I am sad to miss seeing my classmates and teacher every day, but I am very excited about my new job. I will start on Monday at the Department’s Office of Federal Student Aid (FSA). I worked there as an intern for the past three months, but now I’m going to be a real employee. It’s kind of scary, but I’m really looking forward to it. When I started this program, I wanted to put my heart into it. When you really put your heart into something – and open up your mouth too – you will get something back. Now I want to give back to FSA, to do my best, so they will never regret their decision to hire me. This program has given me a future.

Education Secretary Arne Duncan perhaps summed it all up the best when he told the students, just before they received their certificates from the D.C. Public Schools Chancellor Kaya Henderson:

I’m extraordinarily confident in your potential because of what I’ve seen. Your work ethic, your commitment, your willingness to learn and to be team players, have been simply remarkable. We have been honored to have you with us…Keep working hard, keep growing, and never, ever let anyone tell you what you can’t do!

Duncan: “Fix No Child Left Behind – Now”

Another school year is coming to a close, and schools across the country are still operating under the restrictive rules of No Child Left Behind. Unless the law is changed, an overwhelming number of schools in the country may soon be mislabeled as failing. This will trigger impractical and ineffective sanctions. It’s confusing to students and parents and demoralizing for teachers and principals.

The Obama Administration continues to work closely with Congress to reauthorize NCLB, but with the new school year just months away, ED is beginning to investigate how to address NCLB’s problems through regulatory flexibility, if necessary.

Secretary Duncan said that regulatory flexibility will not replace comprehensive reform, or give states and districts a pass from accountability. Instead, the goal is to “unleash energy at the local level even as Congress works to rewrite the law, giving states, districts and schools the flexibility they need to raise standards, boost quality, and improve our lowest-performing schools.”

In today’s Politico, Secretary Duncan penned an op-ed explaining the importance of reauthorizing NCLB:

Everyone responsible for educating children for the knowledge economy of the 21st century agrees that America’s federal education law is in dire need of reform. Teachers, parents, school leaders, governors, members of Congress and the Education Department have all called for an overhaul of the No Child Left Behind Act.

I commend Congress for the hard work under way on reauthorizing NCLB, now known as the Elementary and Secondary Education Act, on both sides of the aisle and in both chambers. Senate and House leaders should continue their work toward a bipartisan reauthorization bill by the start of the school year. While we don’t expect agreement on all of the details, there is real goodwill and support for reauthorizing ESEA and virtually no one — inside or outside government — is defending the status quo.

I remain hopeful and confident that Congress will soon take action to strengthen and upgrade the nation’s education law. But while Congress works, state and local school districts are buckling under the law’s goals and mandates. Despite our shared sentiment for reform and the Obama administration’s long-standing proposal to reshape NCLB, the law remains in place, four years after it was due for reauthorization. Our children get only one shot at an education. They cannot wait any longer for reform.

For this reason, our administration will develop a plan that trades regulatory flexibility for reform. If Congress does not complete work on reauthorization soon, we will be prepared with a process that will enable schools to move ahead with reform in the fall. States, districts and schools need the freedom to implement high standards, strengthen the quality of their teachers and school leaders and embrace a more flexible, fair and focused system of accountability. Many members of Congress, both Democrats and Republicans, have voiced support for these nonpartisan goals.

The stakes are high. As it currently exists, NCLB is creating a slow-motion educational train wreck for children, parents and teachers. Under the law, an overwhelming number of schools in the country may soon be labeled as “failing,” eventually triggering impractical and ineffective sanctions.

To avoid these sanctions, many states have lowered academic standards instead of making them more rigorous. The law also makes no distinction between a high-performing school with one or two subgroups underperforming and a low-performing school where everyone is struggling. As a result, states and districts are spending billions of dollars each year on one-size-fits-all mandates dictated from Washington rather than on locally tailored solutions that effectively reach the students most at risk and close achievement gaps.

Under the umbrella of the Learning First Alliance, 16 national organizations representing tens of thousands of local administrators and school board members as well as millions of teachers are seeking flexibility from NCLB’s deadlines and mandates. Separately, a number of state education chiefs have echoed the call for flexibility tied to education reform.

Louisiana, for example, is seeking flexibility to put in place a comprehensive reform plan, as is Tennessee, a winner of the administration’s key reform program, Race to the Top. Nine other states are seeking flexibility from the law, while others have threatened to simply ignore the NCLB deadlines.

Meanwhile, many states are moving forward with reform, voluntarily adopting higher standards and collaborating on a new generation of assessments. They are developing new systems of evaluating and supporting teachers, building comprehensive data systems to improve teaching and to track student gains and transforming chronically low-performing schools — including the high schools that produce a disproportionate share of America’s dropouts.

The purpose of our administration’s plan is not to give states and districts a reprieve from accountability but, rather, to unleash energy for reform at the local level even as Congress works to rewrite the law. It’s a meaningful step to help educators, parents and community leaders transition from today’s stifling, top-down approach toward a climate of locally designed innovation and excellence.

Fifteen months have passed since the administration unveiled its blueprint to reform NCLB. On two separate occasions, President Barack Obama has convened House and Senate leaders at the White House to help spur action. I’ve held countless bipartisan meetings across Capitol Hill. The president reissued the call for reform in March.

More and more people recognize education is the game-changer in the global economy. A world-class education system is the engine of economic growth, innovation, competitiveness and job creation. Our children, our teachers and our parents deserve a world-class education — not some day, but today.

ED Asks the Public to Help with “Plain Writing” Effort

Last month, the Department of Education joined a government-wide effort to improve communication from federal agencies to the general public.

The focus is on “plain writing,” i.e., writing that is clear, concise and well-organized, and avoids jargon, redundancy, ambiguity and obscurity. Such clear communication benefits the public by making it easier to understand and apply for important benefits and services. And it helps the public meet requirements that apply to them simply because they can now understand what they are supposed to do. ED is joining the plain writing effort not only to meet a legal requirement but also as an essential step in meeting President Obama’s goals for the government of openness, public participation, and collaboration with the American people.

In accordance with the Plain Writing Act of 2010, which requires agencies to write “clear Government communication that the public can understand and use,” ED has posted a Plain Writing web page and invited members of the public to help us ensure that our documents are clear and accessible. The new web page asks customers to tell us about specific publications that might be hard to understand.

In addition, the Department is announcing plans to train our staff and strengthen our oversight processes to ensure that we use plain language in any document or web page that is necessary for obtaining benefits or services — or that explains how to comply with any requirement that ED administers. Next month, we will post a report detailing ED’s progress in complying with the Plain Writing Act.

Obama Administration Plans NCLB ‘Flexibility’ Package Tied to Reform If Congress Does Not Act Soon on Reauthorization

The Obama Administration plans to provide regulatory flexibility around No Child Left Behind (NCLB) if Congress does not complete work on a reauthorization bill prior to the August recess, in order to help support reform efforts underway at the state and local level.

Education Secretary Arne Duncan praised Congress for working on both sides of the aisle in both chambers to rewrite NCLB but added that the law “is creating a slow-motion train wreck for children, parents and teachers.”

“I remain hopeful and confident that Congress will soon take action to strengthen and upgrade the nation’s education law. But while Congress works, state and local school districts are buckling under the law’s goals and mandates,” Duncan said.

“Despite our shared sentiment for reform and our long-standing proposal to reshape No Child Left Behind, the law remains in place, four years after it was due for reauthorization. Our children get only one shot at an education and they cannot wait any longer for reform. We must fix No Child Left Behind, not in Washington time, but in real people time.”

Duncan said that regulatory flexibility will not replace comprehensive reform, or give states and districts a pass from accountability. Instead, the goal is to “unleash energy at the local level even as Congress works to rewrite the law, giving states, districts and schools the flexibility they need to raise standards, boost quality, and improve our lowest-performing schools.”

Teachers, parents, school leaders, governors, members of Congress and the U.S. Department of Education have all called for reforming NCLB. To avoid sanctions under the current law, many states have lowered academic standards instead of making them more rigorous, and states spend billions of dollars every year on NCLB’s one-size-fits-all mandates.

Both President Obama and Secretary Duncan have met repeatedly with members of Congress to advance negotiations on the law. The administration released a blueprint back in March 2010 outlining proposed changes, and just last March the President reissued a call for reform.

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Calls to Participate

Education Week Calendar Seeking Listings
http://www.edweek.org/info/about/calendar.html
Education Week will publish its 2011 Fall Calendar of Events as a special supplement to the August 24, 2011, issue. The Calendar provides educators with the information on relevant conferences and workshops. Listings are free. The print edition of the Calendar of Events will list conferences, seminars, institutes, workshops, and professional-development events scheduled between September 1, 2011, and December 31, 2012, that are of significant interest to K-12 educators and others concerned about schools. Only events sponsored by nonprofit organizations qualify for inclusion.

Equity Alliance Seeking Presentation Proposals for Listings for 2012 Leadership for Excellence and Equity Forum
http://www.equityallianceatasu.org/ea/conference/proposalpresentations
The Equity Alliance at ASU, a Region IX Equity Assistance Center, will hold its Leadership for Excellence and Equity Forum during the last week of February 2012, and seeks presentation proposals from teachers, principals, education specialists, district leaders, facilitators of professional learning, graduate students, college professors, dis/ability advocates, family involvement enthusiasts, and civil rights activists. They are especially interested in the voices of students and young adults. Sessions should be interactive and of interest to a wide range of educators, students and families, policy makers, and researchers.

Frederick Douglass Family Foundation Student Board of Advisors
http://www.fdff.org/student-advisory-application.html
The Frederick Douglass Family Foundation (FDFF) is forming a Student Board of Advisors for their 2011-12 service-learning programs and seeks students to take part. Service learning projects offer opportunities for student engagement in summer and out-of-school time opportunities. Students entering grades 7-12 in fall 2011 are eligible to apply for a seat on the Board. Fifty students from across the country interested in helping address the issue of human tracking (modern day slavery) will be selected. The FDFF exists to honor and preserve the legacy of Frederick Douglass and to create awareness about modern-day slavery to help eradicate it.

Internship Opportunities at the Smithsonian Institution
http://www.si.edu/ofg/intern.htm
Youth 16 and older with at least two years of high school are eligible to apply to be an intern at one of the Smithsonian’s 17 museums, research facilities or offices. Internships are from one month to one year. Applications are accepted year round and have summer, fall and spring deadlines. Other internships are available for undergraduate and graduate students. The Smithsonian’s Access to Opportunities program also has paid internship opportunities specifically for college students with disabilities.

Youth Voice Needed for a Survey to Inform Policy for Young People with Disabilities and Sexual and Reproductive Health
http://www.surveymonkey.com/s/Oregonyouthsurvey
Young people with disabilities have been under-represented, and sometimes left out, in developing policies and programs for sexual and reproductive health. In Oregon, a small work group, with support from the Association of Maternal and Child Health Programs, is developing program and policy recommendations to support young people with disabilities and wants to survey young people with disabilities to assess their opinions about these recommendations. The survey takes about 15 minutes to do. We’re specifically interested in the opinions of young people in the U.S. who have a disability. A $20 gift card from an on-line retail store is provided for the first 50 respondents.

Survey on the Types of Afterschool Tools Available for Cities and Providers
http://tinyurl.com/3qa3btw
The National League of Cities’ Institute for Youth, Education, and Families is partnering with The Wallace Foundation for a survey to identify the types of tools and resources that cities and afterschool providers would find most useful to expand their afterschool, summer, and expanded learning efforts. The survey will be helpful to communities as they continue to expand their afterschool, summer, and out-of-school time (OST) efforts.

United Way Announces Effort to Recruit Education Volunteers
http://liveunited.org/content/splash
To help schools and communities improve, United Way Worldwide has announced that it plans to recruit one million volunteer readers, tutors, and mentors. “Few issues are as important as the national debate on our education systems, yet the voices of everyday people haven’t been part of the conversation,” said Brian Gallagher, president and CEO of United Way Worldwide. “United Way has been listening to the concerns of Americans across the country, and what we’re hearing is that they care deeply about the success of the schools and young people in their communities, and they want to be involved.”

Interagency Working Group on Youth Programs Invites Submissions to Support Transition
www.findyouthinfo.gov/resourcesubmission.aspx
The Interagency Working Group on Youth Programs invites submission from the public of resources to support successful transitions of transition-age youth. Entries that are approved for posting on the website (www.FindYouthInfo.gov) can include state or local strategic plans to support youth, research articles, youth-produced public service announcements (PSAs), etc. All materials and resources posted must be free of charge and hosted on either a government or non-profit website. In addition to information on supports for transition-age youth, submissions also are accepted for a range of other youth topics such as health and nutrition, positive youth development, substance use, and parenting.

National Center to Inform Policy and Practice in Special Education Professional Development’s Technical Assistance to Support Beginning Special Education Teachers
http://ncipp.education.ufl.edu/files_18/TechAssistApp.html
The National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) gives technical assistance to schools and districts working to provide differentiated instruction and mentoring supports for beginning special education teachers.

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To learn more click on the image above or – Click here

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Special Education Resources

Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools
Report
http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=1282&id=110
A report from the American Institutes of Research gives baseline analyses of School Improvement Grant (SIG) applications and SIG-eligible and SIG-awarded schools, as well as an overview of state policies and practices for SIG implementation, and a description of the first round of SIG awards made to districts and schools.

Children’s Mental Health: What Every Policymaker Should Know
Policy Brief Report
http://nccp.org/premium-publications/pub_929.html
The National Center for Children in Poverty (NCCP) published “Children’s Mental Health: What Every Policymaker Should Know,” a policy brief presenting statistics about the extent of child and adolescent mental health challenges in the United States, the difficulties these children confront in school and in child welfare and juvenile justice systems, the barriers that can prevent access to services, and weaknesses in the service-delivery system. The brief recommends policy strategies to enhance mental health for children, adolescents, and families.

Condition of Education 2011
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033
The National Center for Education Statistics (NCES) at the Institute for Education Sciences, part of the U.S. Department of Education, has released “The Condition of Education 2011,” on developments and trends in education (along with “The Condition of Education 2011 in Brief,” a summarized version). The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control.

Education Week’s “Diplomas Count 2011: Beyond High School, Before Baccalaureate”
Research Report
http://www.edweek.org/ew/toc/2011/06/09/index.html?intc=EW-DC11-EM
Education Week’s “Diplomas Count 2011: Beyond High School, Before Baccalaureate: Meaningful Alternatives to a Four Year-Degree,” reconsiders the “college for all” movement and examines postsecondary options for students other than a bachelor’s degree. This annual benchmarking research report provides nationwide data on graduation rates, and concludes that rates are finally moving up significantly.

Evidence-based practices in Secondary Transition
List of Practices
http://www.nsttac.org/ebp/practicedescriptions/
The National Secondary Transition Technical Assistance Center of has updated and reorganized its Practice Descriptions of evidence-based practices in secondary transition. There are now 64 evidence-based practices identified.

IDEA Partnership’s Thought Leader Forum: In the Pipeline)
Reports
http://tinyurl.com/3r538ze
The IDEA Partnership is an affiliation of 55 national organizations working across groups and within their own networks on common issues and persistent problems. Often, worthy work being done within groups was not known or recognized outside the group. The Partners found it necessary to translate the concepts and terminology used by one group to another, even though many of the ideas were same and so began to cross-walk initiatives and ground specific issues in the larger reform agenda, P-16/P-20: Cradle to College and Career. The three “In the Pipeline” report briefs now posted on their website are “In the Pipeline: P-16 and Breaking Ranks,” “In the Pipeline: Response to Intervention,” and “In the Pipeline: Intentionality at Transition Points.”

Plugged In: Positive Development Strategies for Disconnected Latino Youth
Report
http://tinyurl.com/6dfrzrw
“Plugged In,” from the National Council of La Raza (NCLR), gives information on NCLR’s Escalera Program, a Latino-serving, community-based youth workforce development program. NCLR is developing a set of best practices for community-based organizations, educators, policymakers, funders, and others working to improve income and career mobility for disconnected Latino youth. The report discusses: the value of effective, culturally relevant programs that re-engage high-needs populations in decreasing the high unemployment and dropout rates of Latino youth; how the Escalera Program improves academic and employment outcomes for disconnected youth; and recommendations for policy and programmatic improvements highlighting collaboration, case management services, longer periods of service, and the power of family support. (In addition to the direct link to “Plugged In,” the report can be accessed from LaRaza’s publications page: www.nclr.org/index.php/premium-publications/.)

SAMHSA Releases School Toolkit for Suicide Prevention
Toolkit
http://www.sprc.org/library/AfteraSuicideToolkitforSchools.pdf
The Substance Abuse and Mental Health Services Administration’s Suicide Prevention Research Center has released, “After a Suicide: A Toolkit for Schools.” The toolkit describes common warning signs and causes of suicide, best practices on suicide prevention in schools, and how a school should respond when a suicide has occurred. Topics include crisis response, helping students cope, working with the community, social media, bringing in outside help. Available in pdf (401 KB, 49 pp).

Service Leader.Org Articles on Voluntarism Online
Reports
http://www.serviceleader.org/instructors/studentpaper9
Service Leader.Org has made available online “Including the Developmentally Disabled in Traditional Volunteer Programs,” and other articles on volunteer programs. Including individuals with disabilities in volunteer opportunities is important for its benefits to the programs and those they serve, as well as to the volunteers. The report includes information on disabling conditions and accommodations.

Shifting Trends in Special Education
Report
http://www.edexcellence.net/publications-issues/premium-publications/shifting-trends-in-special.html
Fordham Institute has released this analysis of public data finding that the national proportion of students with disabilities peaked in 2004-05 and has been declining since. However, although proportions of students with specific learning disabilities, mental retardation, and emotional disturbances have declined, the proportions of students with autism, developmental delays, and other health impairments have increased notably.

Shouldn’t School Be Safe?
Guide
http://tinyurl.com/3lmh85z
The disability advocacy group TASH has issued “Shouldn’t School Be Safe?,” a guide for parents concerned that their child is experiencing restraint or seclusion at school, with practical advice for dealing with the issue. It identifies steps they can take to prevent the use of restraint and seclusion, information on how to identify if it is occurring and how to react, recommendations on the type of language that should and should not be included in a student’s individualized education program (IEP), and advice on spotting signs of restraint and seclusion even if a child is unable to talk about it.

Special Education in High School Redesign
Annotated Bibliography
http://www.betterhighschools.org/pubs/documents/NHSC_SpecialEdBibliography.pdf
The National High School Center (NHSC) and the National Secondary Transition Technical Assistance Center have issued an annotated bibliography on “Special Education in High School Redesign.” In an era of school reform and redesign, educational leaders need access to current research. The list of special education and general education articles is organized around the NHSC’s “Eight Elements of High School Improvement: A Mapping Framework,” to ensure a comprehensive set of resources that address key systemic elements of high school improvement. Available in pdf (407 KB, 33 pp).

Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement
Report
http://tinyurl.com/3jnzfam
The Harvard Family Research Project and the National PTA® have issued “Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement,” the third brief in their series on family engagement policy and practice. Strong parent-teacher relationships relate to positive student outcomes for students, such as healthy social development, high student achievement, and high rates of college enrollment. The report examines how teacher education programs can create the foundation for meaningful family engagement, describes five core elements necessary for teacher training and professional development to support family engagement, and provides policy recommendations based on a synthesis of current knowledge about educating teachers.

Understanding Extended Year Graduation Rates: Lessons Learned by States
Archived Webinar
http://www.youtube.com/watch?v=xFpT8dxExlk
This webinar focused on how states can effectively calculate and use extended-year graduation rates (5- and 6-year rates) to improve outcomes for all students. Off-track students and out-of-school youth can especially benefit as extended-year graduation rates encourage states to create options to serve these students

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Update from the National Dissemination Center for Children with Disabilities

IT ALL STARTS IN FAMILIES AND COMMUNITIES

The 411 on 504s.
Children with disabilities may be eligible for special education and related services under Section 504 of the Rehabilitation Act of 1973, as amended. Schools and parents develop what is known as a Section 504 plan to guide the student’s special education. This resource page at About Parenting Special Needs connects you with multiple articles and resources on Section 504.
http://specialchildren.about.com/od/specialeducation/u/schoolpath.htm#s2

Resources for the summer and the kids.
It’s almost time for summertime! Here are some tips and tools for passing those long summer days with energetic children.

Summer learning from Reading Rockets’ May 2011 newsletter.
http://www.readingrockets.org/newsletters/rrnews

Weekend rescue tips from About Parenting Special Needs.
http://specials.about.com/service/newsletters/specialchildren/1306504800.htm

Special-needs beach reads, also from About Parenting Special Needs.
http://specials.about.com/service/newsletters/specialchildren/1305295200.htm

Choosing the right treatment: What families need to know about evidence-based practice.
This guide from NAMI is designed to inform families about evidence-based practices(EBPs) in children’s mental health and to share information on an array of treatment and support options.
http://tinyurl.com/3aw4zlm

Tapping into the power of families.
Tapping into the Power of Families: How Families of Youth with Disabilities Can Assist in Job Search and Retention explores the role that families and other caring adults play in helping young people with disabilities plan for careers, search for jobs, build work skills, and be successful in employment. From the National Collaborative on Workforce and Disabilities.
http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families

Autism Now: New resource for you!
Check out the newly launched website of the National Autism Resource and Information Center. It offers resources and information for individuals with autism spectrum disorders (ASD) and other developmental disabilities, their families, and other targeted key stakeholders.
http://autismnow.org/

Deaf and Hard of Hearing Children: Federal Support for Developing Language and Literacy.
This report comes from the U.S. Government Accountability Office (GAO). The report looks at the extent of hearing loss among children, the settings in which children with hearing loss are educated, the factors that help these children acquire language and literacy skills, and the challenges to providing appropriate interventions for them.
http://www.gao.gov/products/GAO-11-357

 

THE LITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD

Training modules in early childhood.
Visit Project CONNECT, and you’ll find training modules in both English and Spanish specifically developed for early interventionists and early childhood educators.
http://community.fpg.unc.edu/connect-modules/learners

Staff training and development in early childhood.
Visit NICHCY’s page of resources on the subject, which will connect you with available online modules and other training materials that early childhood educators and programs can use in professional development.
http://nichcy.org/earlyinterventionists/stafftraining

Part C eligibility considerations for infants and toddlers who are deaf or hard of hearing.
Thanks to NECTAC for alerting us to this new document from the National Center for Hearing Assessment and Management (NCHAM) and the IDEA Infant and Toddler Coordinators Association (ITCA). The document is intended to help those responsible for state Part C systems make evidence-based decisions as they develop or review eligibility criteria related to infants and toddlers who are deaf or hard of hearing. It also provides resource information to families of children who do not meet the eligibility criteria established by the state’s Part C program.
http://www.infanthearing.org/earlyintervention/part_c_eligibility.pdf

State profiles of Early Childhood Advisory Councils.
The National Governors Association, Center for Best Practices (NGA Center), in partnership with the Department of Health and Human Services, has developed state profiles of all the state councils receiving federals funds to develop coordinated systems of early childhood education and care. Each profile provides an overview of the state council’s administering agency, history, membership, activities, priorities for ARRA funds, and communication strategies.
http://tinyurl.com/lj4ls9

Brain Hero | 3-minute video.
This new video (only 3 minutes long!) comes from the Center for the Developing Child at Harvard University. It depicts how actions taken by parents, teachers, policymakers, and others can impact child development and affect life outcomes for both the child and the surrounding community.
http://developingchild.harvard.edu/resources/multimedia/brain_hero/

Videos en español.
For all who are Spanish speakers, who serve Spanish-speaking families, or who have Spanish-speaking staff who work with young children: You’re gonna love this! The Center for the Developing Child offers fascinating videos about child development. Three are now available in Spanish!

• La Ciencia del Desarrollo Infantil Temprano | The Science of Early Childhood Development
• El Impacto de la Adversidad Temprana en el Desarrollo de los Niños | The Impact of Adversity on Children’s Development
• Los Pilares de la Salud Durante el Transcurso de la Vida | The Foundations of Lifelong Health

These videos in English:
http://developingchild.harvard.edu/index.php/resources/multimedia/inbrief_series/

These videos in Spanish:
http://developingchild.harvard.edu/library/multimedia/videos_en_espanol/

 

SCHOOLS, K-12

Rights of students with disabilities when educational institutions use technology.
The U.S. Department of Education’s Office for Civil Rights (OCR) has issued guidance to the field through Dear Colleague Letters to elementary and secondary schools and institutions of higher education. Also issued is a Frequently Asked Questions document on the legal obligation to provide students with disabilities an equal opportunity to enjoy the benefits of technology. These guidances supplement a June 2010 letter that explained that technological devices must be accessible to students with disabilities, including students who are blind or have low vision, unless the benefits of the technology are provided equally through other means. Find all at: http://tinyurl.com/3cr4m64

Preparing general educators to improve outcomes for students with disabilities.
Today 57% of students with disabilities spend more than 80% of their day in general education classrooms, yet general education teachers consistently report that they do not have the skills they need to effectively instruct diverse learners, including students with disabilities. This 32-page report was prepared for American Association of Colleges for Teacher Education (AACTE) and the National Center on Learning Disabilities (NCLD), because they believe that “improving the skills of general education teachers is a lynchpin to improving outcomes for students with disabilities.”
http://tinyurl.com/3mwu5cu

Evidence-based practices in secondary transition.
NSTTAC, the National Secondary Transition Technical Assistance Center, has updated and reorganized its Practice Descriptions of evidence-based practices in secondary transition. There are now 64 evidence-based practices identified.
http://www.nsttac.org/ebp/practicedescriptions/

Considering special education in high school redesign.
In this era of school reform and redesign, educational leaders will appreciate the research reviewed in this new annotated bibliography from the National High School Center (NHSC) and the National Secondary Transition Technical Assistance Center. The robust list of special education and general education articles is organized around the NHSC’s Eight Elements of High School Improvement: A Mapping Framework to ensure a more comprehensive set of resources that address the key systemic elements of high school improvement.
http://www.betterhighschools.org/pubs/documents/NHSC_SpecialEdBibliography.pdf

Free professional learning resources: Your tax dollars at work.
All of the following are products of the OSEP-funded Technical Assistance & Dissemination network.

IRIS Resource Locator.
Modules, case studies, activities, info briefs, and podcasts on a variety of topics.
http://iris.peabody.vanderbilt.edu/resources.html

NIUSI-LeadScape’s Professional Learning Modules.
Find free, high-quality learning for individuals or groups on topics related to inclusive school practices. Each module includes all of the materials you need for nine hours of professional learning on a topic, including facilitator’s manuals, powerpoints, and handouts. Use them for your own learning or to plan your school’s professional development for next year!
http://www.niusileadscape.org/pd

Effective Staff Development.
From NICHCY, this page will connect you with evidence-based practice in staff development, the heavy-hitters in developing professional learning communities or a coaching and mentoring program, connections in your own state, and last but not least…. training resources on specific disability topics.
http://nichcy.org/schools-administrators/staffdevelopment

The Learning Port.
Across states, national organizations and technical assistance investments, an extensive amount of professional development material is available. This library provides local educators with easy access to an array of resources that can be used or customized to meet their needs. Brought to you by the IDEA Partnership.
http://www.learningport.us/

National Center on Response to Intervention’s new website.
We love their “What’s New?” section, with videos, transcripts, and links to recent publications. And their archived webinars are great resources for improving practice.
http://www.rti4success.org/

 

STATE & SYSTEM TOOLS

National Standards for Quality Online Programs.
This document is the third in a series of iNACOL’s online education standards and addresses what is needed for a quality online program, including course design and online teaching. It provides states, districts, and other organizations with a set of quality guidelines for online programleadership, instruction, content, support services and evaluation.
http://tinyurl.com/ydc92g9

Participation and performance reporting for the Alternate Assessment Based on Modified Achievement Standards.
This document from the National Center on Educational Outcomes examines publicly reported participation and performance data for the alternate assessment based on modified achievement standards (AA-MAS). Analysis included all states publicly reporting AA-MAS data, regardless of whether they had received approval to use the results for Title I accountability calculations. Data were examined for school years 2006-07 through 2009-10.
http://www.cehd.umn.edu/NCEO/

NCES releases The Condition of Education 2011.
At the link below, you’ll find the full report as well as an “in brief” summary.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033

Building the components of an early childhood system.
Again, thanks to NECTAC for the heads-up about this resource. The Build Initiative has published a report entitled A Framework for State Leadership and Action in Building the Components of an Early Childhood System (2011), which contains practical examples of successfully applied policies within and across state early childhood systems. It is the culmination of two years of research and is meant to be a resource for systems builders and members of state advisory councils involved with the delivery of comprehensive services to young children and families.
http://www.buildinitiative.org/files/resources/Bruner%20Four%20Ovals.pdf

Children’s mental health: What every policymaker should know.
This policy brief presents statistics about the extent of child and adolescent mental health challenges in the United States; the difficulties these children confront in school and in child welfare and juvenile justice systems; the barriers that can prevent access to services; and weaknesses in the service-delivery system. The brief recommends policy strategies to enhance mental health for children, adolescents, and families.
http://nccp.org/premium-publications/pub_929.html

Class size: What research says and what it means for state policy.
In recent decades, at least 24 states have mandated or incentivized class-size reduction. This Executive Summary from the Brookings Institution examines “what the research says” about whether class-size reduction has a positive impact on student learning and, if it does, by how much, for whom, and under what circumstances.
http://www.brookings.edu/papers/2011/0511_class_size_whitehurst_chingos.aspx

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Latest Employment Opportunities Posted on NASET

Special Education Teacher

Brooklyn, Troy, & Rochester, NY

Job Category: Special Education Teacher

UNCOMMON SCHOOLS

Uncommon Schools is a nonprofit organization that starts and manages outstanding urban charter public schools that close the achievement gap and prepare low-income students to graduate from college. We build uncommonly great schools by developing and managing regional networks that are philosophically aligned and highly accountable.

SPECIFIC RESPONSIBILITIES

• Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
• Show unwavering commitment to urban youth achieving greatness.
• Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
• Implement curricula and activities to meet academic standards.
• Design and implement assessments that measure progress towards academic standards.
• Use assessment data to refine curriculum and inform instructional practices.
• Participate in the collaborative curriculum development process.
• Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
• Be accountable for students’ mastery of academic standards.
• Share responsibility for grade-level and school-wide activities.
• Exhibit resilience to persevere and turn challenges into opportunities.
• Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
• Communicate effectively with students, families, and colleagues.
• Engage families in their children’s education.
• Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
• Participate in an annual three-week staff orientation and training.
• Mentor and engage another Teacher in instructional practice and professional development.
• Include a Teacher in daily classroom activities to help students meet academic standards.
• Drive to improve the minds and lives of students in and out of the classroom.
• Proven track-record of high achievement in the classroom.
• Mastery of and enthusiasm for academic subjects.
• Evidence of self-motivation and willingness to be a team player.
• Bachelor’s degree is required; Master’s degree is preferred.
• Minimum of two years teaching experience in an urban public school or charter school setting.
• Belief in and alignment withUncommon Schools‘ core beliefs and educational philosophy.

QUALIFICATIONS

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

TO APPLY

If you are passionate about improving educational opportunities for historically underserved children and communities, please visit our website atwww.uncommonschools.org and apply online atwww.uncommonschools.org/usi/careers/.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Senior Alternate Assessment Specialist – Job 6403

Washington, DC

Job Category: Full Time

Description

The Assessment Program at AIR is a well regarded organization that is growing rapidly. We focus on providing our clients with customized assessments that not only measure student achievement against state standards, but also provide meaningful score reports that can help students, parents, and educators address any areas of student weakness. Our environment is fast-paced and requires people at all levels that are willing to roll up their sleeves to get the work done in time without jeopardizing quality. We are currently seeking a Senior Alternate Assessment Specialist to assist with the overall responsibility for developing the adaptive alternate assessments that use the academic performance based design.

Responsibilities

The Senior Alternate Assessment Specialist must be able to work collaboratively in a fast paced environment; anticipate problems and come up with creative methods of solving them; develop strong, positive, constructive relationships with clients; coordinate among the various project teams; and make sure that quality control procedures are adhered to in order to produce high quality, performance based, alternate assessments.

Senior Alternate Assessment Specialist responsibilities include:

• Demonstrate leadership for AIR in the alternate assessment practice area among clients, partner organizations, and at national meetings.
• Provide subject matter expertise and leadership to state department staff who have responsible for the development and oversight of state wide alternate assessments.
• Contribute ideas and information to support project efforts through presentations, trainings or seminars; while working directly with state department of education and district level staff.
• Work with internal staff and subcontractors to develop processes, procedures, for meeting project deliverables and client special education related needs.
• Work collaboratively with AIR staff to ensure that all plans and schedules are viable.
• Adhere to a master schedule of deadlines and deliverables.
• Provide information, support, and problem-solving to the clients, as needed, in a manner that provides positive solutions.
• Keep AIR senior management informed of any potential project problems, including issues with a client or another stakeholder and any potential for missed deadlines.
• Minimum of a Master’s degree in special education, autism spectrum disorders, or low incidence disabilities.
• Minimum of 5 years of instructing students (K-12) with significant cognitive disabilities in academic content areas.
• Experience working in alternate assessment, extended/expanded standards and large-scale assessment.
• Experience teaching students with deaf-blindness is desirable.
• Experience providing instruction using assistive technology is desirable.

Requirements

Benefits

AIR offers an excellent compensation and benefits package, including a fully funded retirement plan, generous paid time off, subsidized garage parking, tuition assistance, and more. For more information, please visit our website at www.air.org.

To apply, please go to http://jobs-airdc.icims.com and conduct a job title search. EOE.

Contact

http://jobs-airdc.icims.com

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SENIOR ACCOUNT COORDINATOR

Plymouth Meeting, PA

Job Category: Account Management for therapy staffing firm

Plymouth Meeting, PA

Description

Therapy Source, a premier therapy staffing provider, offers highly qualified speech, occupational, physical, psychological and related therapy services to educational and healthcare organizations. We are looking for dynamic Account Coordinators to help manage accounts, recruit and coordinate therapists for our clients.

This is a ground floor opportunity to be part of something SPECIAL!

Therapy Source is listed as a 2008, 2009 and 2010 “INC 5000 Fastest Growing Company”, as well as, a “Philadelphia 100 Fastest-Growing Company”!

Job Description

• CAN-DO ATTITUDE
• Manage, recruit therapists and placement details with clients
• Manages day-to-day client and therapist interactions
• Strategically grow your clients
• Help develop efficient business processes
• Work with recruitment team to fill open positions
• Report all details and issues to managing Account Director
• Establish and maintain a “Touch System” with clients
• Maintain compliance within state laws
• 5+ years’ experience in an educational and recruiting environment
• Knowledge of Special Education, Early Childhood Education, Elementary Education, Speech and Language Pathology, Occupational Therapy Social Work or Psychology/Counseling.
• Ability to multitask & be detailed oriented
• Excellent phone communication skills
• TEAM Player / self-motivated / strong work ethic
• Excellent organization, time management and problem solving skills
• Fully proficient in software applications Excel and Word
• Minimum of a Bachelors degree

Requirements

Position: Senior Account Coordinator
Salary: Base + Performance Based Bonus
Benefits: Health, Vision, Dental & 401K w/employer match, PTO
Hours: Full-time
Location: Plymouth Meeting, PA

Contact

J. Cartagenova
Email:contact@txsource.net
Telephone: 866-783-5301

If you are yearning for a fun and fast moving organization to grow with, please email your resume, salary history/requirement and cover letter. Place “Senior Account Coordinator — your name” in the subject line.

Visit us at: www.txsource.net

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Coordinating Teacher

Cleveland, Ohio

Job Category: Behavioral Analysis, Teacher, Autism

Description

Year after year, Cleveland Clinic is ranked among the nation’s top hospitals by U.S.News & World Report. That’s why people from across the country and around the world come here for care. A teaching and research leader, we offer exceptional career opportunities, as well as access to cutting-edge technology and innovative medical ideas. | The state-of-the-art Lerner School for Autism is the centerpiece of the new 20,000-square-foot Debra Ann November Wing at our Shaker Campus. This chartered, non-public day school, certified by the State of Ohio, serves students from diagnosis to age 22. Our educational program emphasizes research supported intervention, based on the philosophy and interventional techniques of ABA. | The Coordinating Teacher collaborates with the Autism Center Coordinator of Educational Services to design specific curricula to work toward each student’s Individual Education Plan goals and to design and monitor individual and group programs. This position provides support and direction for Classroom Behavior Therapist positions.

Requirements

• Bachelor’s degree in special education or related field; Master’s degree preferred
• One year experience working with children with autism utilizing applied behavior analysis
• Ohio certification as a teacher

Benefits

Cleveland Clinic strives to reward dedication with an integrated and comprehensive benefits program that meets the needs of a diverse workforce and provides meaningful choices. Along with pension/savings plans, wellness programs and medical/dental/vision coverage, we offer flexible spending plans, life insurance and disability plans, paid time off, tuition assistance program, and reimbursement for professional certification.

Contact

Learn more and apply now at:

http://www.clevelandclinic-jobs.com/job/CLEVELAND-COORD-TEACHER-Job-OH-44101/1309564/

EOE

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SPECIAL EDUCATION TEACHERS – ELEM. AND SEC.

TUCSON, ARIZONA

Job Category: SPECIAL EDUCATION TEACHERS – MULTIPLE OPENINGS

Description

Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

Qualification

• Familiar with Special Education Laws
• Ability to work in team environment
• Familiar with needs of Elementary School Aged Students
• Able to develop and implement IEP’S
• Good communication and organizational skills

LICENSES / CERTIFICATION

• Valid Arizona Teaching Certificate in subject area (Special Education Certificate: Severe & Profound; MR; CC; ED Certificate required)
• Valid Arizona Fingerprint Clearance Card
• Structured English Immersion Endorsement (SEI)

Salary

$30,137 -$38,191

TO APPLY PLEASE VISIT –  WWW.MARANAUSD.ORG

Contact

Marianne Castellon, Director of Educational Services
(520)682-4782 for more information.

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Special Education Teacher

New York, New York

Job Category: Special Education Teacher

Posted on Friday 10. of June 2011

Description

To learn more about the nature of the Special Education position at TEP, please click on the following link: http://www.tepcharter.org/special-ed-teachers.php

Requirements

To learn more about how to apply, click here:http://www.tepcharter.org/apply.php

Benefits

$125,000 Salary!

Contact

jobs@tepcharter.org

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To learn more click on the image above or – Click here

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Funding Forecast and Award Opportunities

 

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2010-2011
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 2010-2011 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 2010-2011
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 2010-2011 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 2010-2011 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 2010-2011 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.

Mockingbird Foundation Invites Applications for Children’s Music Education Program Grants
http://mbird.org/funding/guidelines/
The Mockingbird Foundation, a nonprofit organization created by fans of the rock band Phish, annually provides competitive grants of between $100 and up to $5,000, to U.S. nonprofit organizations and public schools for children’s music education programs. The foundation is particularly interested in projects that foster creative expression in any musical form (including composition, instrumentation, vocalization, or improvisation), but also recognizes broader and more basic needs within conventional instruction. Applications associated with diverse or unusual musical styles, genres, forms, and philosophies are encouraged. The foundation is interested in programs for children 18 years of age or younger, but will consider projects that benefit college students, teachers, instructors, and adult students. Programs that benefit disenfranchised groups are encouraged, including groups with low skill levels, income, or education; with disabilities or terminal illnesses; and in foster homes, shelters, hospitals, prisons, or other remote or isolated situations. Deadline: August 1, 2011

Best Buy Children’s Foundation: @15 Community Grants
http://www.bestbuy-communityrelations.com/community_grants_rfp.htm
The Best Buy Children’s Foundation @15 Community Grants empower teens to thrive by helping them excel in school, engage in their communities, and develop life and leadership skills. Maximum award: $10,000. Eligibility: nonprofit 501(c)3 certified organizations located within 50 miles of a Best Buy store or Regional Distribution Center that provide positive experiences that empower early adolescents (primarily ages 13-18) to excel in school, engage in their communities, and develop life and leadership skills. Deadline: August 1, 2011.

NEA Foundation and Consortium for School Networking Invite Ideas for Mobile Phone Education Innovations
http://tinyurl.com/28vmvu5
The NEA Foundation’s newest C2i challenge, conducted in partnership with the Consortium for School Networking, is inviting ideas for mobile phone technology that can transform teaching and learning. The foundation will award grants of $1,000 to as many as five individuals who post the best ideas on the C2i page at the U.S. Department of Education’s Open Innovation Portal. The solutions selected will be shared by the NEA Foundation and CoSN via multiple outlets. The C2i challenge is open to public school educators, students, and others with an interest in improving public education. Proposed solutions must effectively incorporate smart phones or cell phones. Portal registrants can also review, comment, and vote on the posted solutions.

AIAA Foundation: Grants for Excellence in Math, Science, Technology and Engineering
http://www.aiaa.org/content.cfm?pageid=244
American Institute of Aeronautics and Astronautics Foundation Classroom Grants encourage excellence in educating students about math, science, technology, and engineering. Eligibility: current AIAA Educator Associate or AIAA Professional members actively engaged as K-12 classroom educators. Maximum award: $200. Deadline: rolling.

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 work together throughout the fall 2011 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.” Maximum award: international cooperation and collaboration between youth. Eligibility: all U.S. schools, elementary and secondary, public or private. Deadline: August 15, 2011.

Toshiba America Foundation: Grants for Math and Science
http://www.toshiba.com/tafpub/jsp/home/default.jsp
The Toshiba America Foundation makes grants for projects in math and science designed by classroom teachers to improve instruction for students in grades 6-12. Maximum award: $5,000. Eligibility: Grades 6-12. Deadline: August 1, 2011.

ASCD: Outstanding Young Educator Award
http://www.ascd.org/programs/Outstanding-Young-Educator-Award/OYEA-Information.aspx
The Association for Supervision and Curriculum Development is seeking nominations for its Outstanding Young Educator Award, which recognizes a teacher under the age of 40 who demonstrates excellence in his or her profession, a positive impact on students, creativity in the classroom, and leadership in his or her school or district. Maximum award: $10,000. Eligibility: K-12 teachers under age 40; self-nominations accepted. Deadline: August 1, 2011.

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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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