June, 2005 Special Educator e-Journal National Association of Special Education Teachers

TABLE OF CONTENTS

President’s Message-Dr. Roger Pierangelo

NASET 2004-2005 Outstanding Graduate School Performance Awards

Legal Issues Corner—Summaries and Resources about the New IDEA 2004

• IDEA Public Meeting Schedule
• What is IDEA 2004?
• Updates on IDEA 2004 from the Federal Government
• General Summaries of IDEA

Classroom Resources for Special Education Teachers

Special Education Resources for Both Parents and Teachers

U.S. Department of Education News

• Spellings:  New “Common Sense” Approach to Implementing No Child Left Behind
• Edward J. Kame’enui Named Department’s First Commissioner for Special Education Research
• School Readiness Act of 2005 (H.R. 2123) –House Education Committee Leaders Introduce Bill to Reform and Reauthorize Head Start Program
• Spellings Says Americans Serious About Education Reform Points to “Quiet Revolution” Sparked by No Child Left Behind Act

No Child Left Behind News

• No Child Left Behind:  A New Path for Raising Achievement
• Spellings:  Reward Teachers Who Get Results
• No Child Left Behind:Tips for Parents 

National Education Data Partnership Update

National Association of Parents with Children in Special Education Update

National Center on Secondary Education and Transition (NCSET) Update

• Announcements
• Legislative Announcements
• NCSET Documents
• Other National Resources
• Web Sites of Interest
• Funding Forecast–Federal grants, award opportunities, foundation funding, and more.
• Additional Funding and Award Opportunities

National Collaborative on Workforce and Disability for Youth Update

Upcoming Conferences and Events

Job Opportunities through NASET
 

Acknowledgements

President’s Message-Dr. Roger Pierangelo

As we approach the end of the school year (and for many of you in the warmer states across the U.S.A., school is already out), we at NASET want to thank all of you for your input and feedback to us throughout 2004-2005.  It is your support, comments, and suggestions that make NASET such a strong community of professionals.

The past month, much happened here at NASET.  First, we want to congratulate all of the winners of the NASET Outstanding Graduate Student of the year award.  You can see all of the winners in this edition of the Special Educator e-Journal.

One of the areas of interest we have been getting emails on has been on No Child Left Behind (NCLB) and its impact on teachers and parents.  In our next edition of the Special Educator e-Journal, we will create a “special edition”, all devoted to questions and answers on NCLB.

NASET is also updating and expanding every area of its resources and research.  By the end of the summer, we hope to have the entire website expanded to significant proportions.  Since this project began in May, the following resources and information in the Exceptional Students and Disability Information areas have been expanded:

• Other Health Impairments
• Autism
• Attention Deficit/Hyperactivity Disorder
• Learning Disabilities
• Mental Retardation
• Gifted and Talented
• Resources for Special Education Teachers

At NASET, we continuously keep our members updated on the latest information in special education.  If there is a topic of interest you feel we need to update or give greater attention to, please contact us with your suggestions.

In this June 2005 edition, we have also put together a tremendous resource of materials on the new IDEA 2004.  At NASET, we believe that understanding IDEA 2004 is imperative for truly understanding special education.  We thank the National Dissemination Center of Children and Youth with Disabilities for their research on this area and appreciate their work.

Also, we are currently working on updating all of the upcoming conferences and events in special education.  We feel it is very important to always keep you current of the latest conferences and events well in advance of their date.

As you will see, the June edition of the Special Educator e-Journal has tremendous practical resources and articles for your reading.  We hope you enjoy this edition, and welcome your comments.  Again, all of us here at NASET wish you a very happy and healthy summer season.  You should be very proud of your work as special educators, and we hope you have a peaceful, restful, and enjoyable summer.

Sincerely,

Dr. Roger Pierangelo
President

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NASET’s 2004-2005 Outstanding

Graduate School Performance

Award

Each year, NASET presents the Outstanding Graduate School Performance Awards to graduate students who have excelled in the field of special education and are ready to embark on the regarding career as a special education teacher.  These students have been voted by their professors as the outstanding graduate students in their respective schools of special education. To see how winners are selected, visit the awards page at www.naset.org.  NASET congratulates all of the winners. We are privileged to honor these future leaders who we know will contribute a great deal to the field and be a supportive influence on all students with special needs.
 
The winners of the NASET Outstanding Graduate School Performance Awards (in alphabetical order) are:
 

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Legal Issues Corner—Summaries

 and Resources about the New

 IDEA 2004

IDEA Public Meeting Schedule

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) is seeking public comment on the upcoming draft of regulations for the newly amended Individuals with Disabilities Education Act (IDEA). First enacted three decades ago, IDEA provides federal dollars to assist states and local communities in providing educational opportunities for approximately six million students with varying degrees of disability. The new legislation, reauthorized in December 2004, builds on the reforms of No Child Left Behind, including parental choice and academic results for students, while addressing other issues that ensure a quality education for children with disabilities.

This summer, the Department will host a series of public hearings across the country where individuals will have the opportunity to make comments: June 6, San Antonio, Texas; June 17, Nashville, Tenn.; June 22, Sacramento, Calif.; June 24, Las Vegas, Nev.; June 27, New York, N.Y.; June 29, Chicago, Ill.; and July 12, Washington, D.C.

Suggestions may also be submitted electronically to comments@ed.gov. Please include “Comments on IDEA 2004” in the subject line of the message.

For specific locations for the public hearings as well as guidelines for the input process, visit the Department’s Individuals with Disabilities Education Improvement Act of 2004 Web page at:

www.ed.gov/policy/speced/guid/idea/idea2004.html. Or direct questions to OSERS at (202) 245-7468. If a telecommunications device for the deaf (TDD) is needed, call the Federal Information Relay Service (FIRS) at (800) 877-8339.

What is IDEA 2004?

The “slip law” is the Public Law (P.L.) print of P.L. 108-446, the Individuals with Disabilities Education Improvement Act of 2004. It’s available in PDF format and is 162 pages long. We’re pleased to offer the PDF file online at NICHCY, at:

www.nichcy.org/reauth/PL108-446.pdf

And a text-only version of the law:
https://thomas.loc.gov/cgi-bin/query/z?c108:h.1350.enr:

Updates on IDEA 2004 from the Federal Government

From the Congress…

IDEA: Guide to Frequently Asked Questions discusses key definitions, new provisions with respect to highly qualified teachers, funding, private schools, charter schools, new state policies, IEPs, procedural safeguards, discipline, and monitoring and enforcement. Find the guide on the U. S. House of Representatives Web site at:
https://edworkforce.house.gov/issues/109th/education/idea/ideafaq.pdf

Issues page, which provides links to such documents as: the Bipartisan House-Senate Conference Report on H.R. 1350; a summary of the bill; and four fact sheets on the bill, entitled (1) Special Education Reform: Supporting Teachers & Schools, Providing New Choices for Parents & Students; (2) Making Special Education Stronger for Students & Parents; (3) Reducing Unnecessary Lawsuits and Litigation in Special Education; and (4) Building on Historic Funding Increases for Special Education. Find the issues page at:
https://edworkforce.house.gov/issues/108th/education/idea/idea.htm

From OSERS and OSEP:

For authoritative input on the law, we also look to the Office of Special Education and Rehabilitative Services (OSERS) and the Office of Special Education Programs (OSEP), within the Department of Education. These are the agencies within the federal government responsible for overseeing IDEA’s implementation. They’ve established a dedicated IDEA 2004 page, at:
www.ed.gov/policy/speced/guid/idea/idea2004.html

OSERS and OSEP have also made the following one-page summaries available on changes from the IDEA 97 to IDEA 2004:
Alignment with the No Child Left Behind Act
www.nichcy.org/reauth/NCLB.doc

Changes in Initial Evaluations and Reevaluations
www.nichcy.org/reauth/Eval-Reeval.doc

Children Enrolled by Their Parents in Private Schools
www.nichcy.org/reauth/PrivateSchool.doc

Discipline
www.nichcy.org/reauth/discipline.doc

Disproportionality and Overidentification
www.nichcy.org/reauth/Disproportionality.doc

Early Intervening Services
www.nichcy.org/reauth/EIServices.doc

Highly Qualified Teachers
www.nichcy.org/reauth/HQT.doc

Individualized Education Program (IEP)
www.nichcy.org/reauth/IEP.doc

Individualized Education Program (IEP) Team Meetings and Changes to the IEP
www.nichcy.org/reauth/IEPteam.doc

Local Funding
www.nichcy.org/reauth/LEAfunding.doc

I. Procedural Safeguards Regarding Surrogates, Notice and Consent
www.nichcy.org/reauth/1-ProcSafeguards.doc

II. Procedural Safeguards Regarding Mediation and Resolution Sessions
www.nichcy.org/reauth/2-ProcSafeguards.doc

III. Procedural Safeguards Regarding Due Process Hearings
www.nichcy.org/reauth/3-ProcSafeguards.doc

III. Procedural Safeguards Regarding Due Process Hearings
www.nichcy.org/reauth/3-ProcSafeguards.doc

Secondary Transition
www.nichcy.org/reauth/transition.doc

Statewide and Districtwide Assessments
www.nichcy.org/reauth/State-DistrictAssessments.doc

General Summaries of IDEA

It goes without saying, or surprise, that reauthorization of a law of IDEA’s incredible power would generate a multitude of comments, analyses, and summaries. What’s new? What’s different? What’s the same? Here is a long list of what has already hit the streets for all of us to use to understand the new law’s requirements.

IDEA 2004: Overview, Explanation & Comparison.
www.wrightslaw.com/idea/idea.2004.all.pdf
Courtesy of Wrightslaw, this 56-page article describes the substantive changes to the five key statutes of IDEA 2004 by section and subsection. Text added to IDEA 2004 is in italics. Text deleted from IDEA 97 has been struck through.

IDEA: Analysis of Change Made by P.L. 108-446.
www.cec.sped.org/pp/docs/CRSAnalysisofNewIDEAPL108-446.pdf
The Congressional Research Service, the part of the Library of Congress that serves as the research arm of Congress, has published an 47-page analysis of the new IDEA law.

A User’s Guide.
www.c-c-d.org/IdeaUserGuide.pdf
The Consortium for Citizens with Disabilities (CCD) offers this 63-page guide on additions and deletions to IDEA brought about by the 2004 reauthorization and includes relevant information from the Conference Report, which articulates Congressional intent.

More from Wrightslaw.
www.wrightslaw.com/idea/index.htm
Wrightslaw also makes available a number of other articles on IDEA 2004, including How Will IEPs Change Under IDEA 2004?; IDEA 2004: IEP Team Members & IEP Team Attendance; Requirements for Highly Qualified Special Ed Teachers, and Transition Services for Education, Work, Independent Living.

And from the Thompson Publishing Group…
IDEA: New Expectations for Schools and Students is hot off the press at Thompson. For a mere $149 introductory offer (with discounts for multiple copies), this book is designed as a tool for educators, administrators, school attorneys, school board members, and parents seeking to understand and implement the new law. Call 1.800.964.5815 to order, or read about the book online at:
www.thompson.com/libraries/education/idea/index.html

Summary of the 2004 IDEA.
www.ndsccenter.org/events.asp#summary
Courtesy of the National Down Syndrome Congress (NDSC), this summary looks at the IEP process, due process, and discipline.

Summary of the new IDEA provisions.
www.napas.org/publicpolicy/
Brief_Summary_of_Individuals_with_Disabilities_
Education_Improvement_Act_of_2004_
with_Current_Law.pdf
Courtesy of NAPAS, the National Association of Protection and Advocacy Systems, Inc.

Summary of the new law.
www.nichcy.org/reauth/2004IDEASUMMARY-12.04.doc
Courtesy of the National Committee of Parents and Advocates Organized to Protect IDEA.

CEC’s summary.
www.cec.sped.org/pp/IDEA_120204.pdf
Courtesy of the Council for Exceptional Children.

Let’s go section by section.
www.copaa.org/news/idea04.html
Courtesy of the Council of Parent Attorneys and Advocates (COPAA), take a look at the Comparison of H.R. 1350 (Individuals with Disabilities Education Improvement Act of 2004) and IDEA ‘97. You can download the entire comparison in PDF, or look at individual comparisons of Parts A, B, C, or D of the law and the new provisions for the National Center for Special Education Research.

A side-by-side analysis of transition requirements.
ncset.org/premium-publications/related/ideatransition.asp
Courtesy of NCSET, the National Center on Secondary Education and Transition. The side-by-side analysis identifies major changes between IDEA 1997 and H.R. 1350 (IDEA 2004) concerning transition services for youth with disabilities.

And 200 pages from NASDSE.
www.nasdse.org/
NASDSE, the National Association of State Directors of Special Education, offers a 200-page side-by-side that compares current law to the amended law signed by President Bush on December 3rd. Individual copies are $15 each; bulk orders of 100 copies or more receive a 15% discount. To order your copy, send a check or purchase order to NASDSE, 1800 Diagonal Road., Suite 320, Alexandria, VA 22314, Attention: C. Burgman. The document is not available in electronic format.

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Classroom Resources for Special

 Education Teachers

(Update from the National Dissemination Center for Children and Youth with Disabilities)

It’s almost the end of another school year, but it’s never too late to hear about emerging resources that may make your work in the classroom a little easier.

Inclusion, anyone?
www.inclusionseries.com
If you’re wondering how to include a student with disabilities in your classroom, you might want to take a look at this video/DVD series on inclusion. Titles include Inclusion: Issues for Educators and Inclusion High.

Is literacy instruction your area?
www.k8accesscenter.org/online_community_area/Webinar.asp
If you’re involved in literacy instruction, then you might want to drop in on the Access Center’s Webinar on the subject, scheduled for 2:00 pm EST on June 15, 2005. The webinar will focus on strategies for fostering reading success aligned with IDEA 2004. Topics will include the characteristics of research-based interventions, essential elements of a response-to-intervention model, and a discussion of eligibility as a student with a specific learning disability. Find out more at the link above, which, by the way, also provides links to various sites and publications with useful information regarding literacy instruction.

And while we’re talking about successful reading instruction…
www.readingrockets.org/article.php?ID=47
Read Nine Components of Effective, Research-Supported Reading Instruction, available from Reading Rockets. Highlighted are the five components from the National Reading Panel report (phonemic awareness, phonics, fluency, vocabulary, and comprehension), plus four more worthies — writing, spelling, assessment, and motivation.

Specific reading packages and the research on their features.
www.nationaltechcenter.org/matrix/default.asp
Balanced literacy….ClozePro, Destination Reading, First Words, something else? The Reading Matrix at the National Center for Technology Innovation (NCTI) is a searchable database of evidence and products for the use of technologies that support the instruction of reading for students with reading disabilities. Find out if your reading system is included in the matrix and what effective reading features it supports.

Reading-related events.
www.readingrockets.org/calendar.php
Reading Rockets claims to have the most comprehensive listing of reading-related events in the world.

Math: Elementary school.
www.k8accesscenter.org/training_resources/math.asp#primary
Learn effective strategies for teaching problem solving skills to upper elementary students with disabilities.

Math, math, and more math.
www.ldonline.org/article.php?id=0&loc=70
For some children with learning disabilities, mathematics is often a difficult subject. If you’re a teacher and grappling with how to adapt instruction for a student with LD, then it’s useful to visit LDonline—well, it’s typically useful. But on this visit, take a look at these resources:

Mathematical Disabilities: What We Know and What We Don’t Know
www.ldonline.org/article.php?max=20&id=538&loc=70

Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities
www.ldonline.org/article.php?max=20&id=972&loc=70

Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities
www.ldonline.org/article.php?max=20&id=537&loc=70

Strengthening the Third “R”: Helping Students with Disabilities Achieve in Mathematics
www.ldonline.org/article.php?max=20&id=685&loc=70

10 Tips for Software Selection for Math Instruction
www.ldonline.org/article.php?max=20&id=976&loc=70

Mathematics Instruction for Secondary Students with Learning Disabilities
www.ldonline.org/article.php?max=20&id=975&loc=70

And to find all the rest of LDonline’s articles on math for students with LD, maybe you want to also look at their index? It’s posted at:
www.ldonline.org/article.php?id=0&loc=70

Helping students with disabilities access the general curriculum.
www.k8accesscenter.org/training_resources/documents/
Research%20Supported%20Strategies%20Chart.pdf
And this third from the Access Center–“Strategies to Improve Access to the General Education Curriculum” chart, updated to include a new section on differentiation and four applications to content areas.

Science. Or should we call it playtime cos it’s so much fun?
www.cec.sped.org/pd/webseminar/index_playtime.html
The Council for Exceptional Children (CEC) is offering an innovative three-part series of Web seminars designed to provide K-4 teachers of science and special education with vital information and teaching strategies that will enable students with disabilities to fully participate in inquiry-based science activities—specifically, Playtime is Science activities. Dates for the seminars are as follows:
–Building with Wonderful Junk (Tuesday, May 24, 2005, 4:00 – 5:30 EDT)
–Making and Tossing Beanbags (Tuesday, June 7, 2005, 4:00 – 5:30 EDT)
–Oobleck … Solid or Liquid (Tuesday, June 21, 2005, 4:00 – 5:30 EDT).

Science and computer-assisted instruction.
www.k8accesscenter.org/training_resources/science.asp
A fourth from the Access Center? They’ve been busy, it seems. This resource will help you learn how to incorporate computer-aided instruction in the science classroom.

Improving vocabulary.
www.prel.org/products/re_/ES0419.htm
A Focus on Vocabulary is a plain talking, practical, and research-based primer for teachers on how to increase students’ vocabulary knowledge and comprehension.

“The single most powerful and influential invention in the history of western civilization is right before and between your eyes. You are using it right now. In the fraction of a second between the time your eyes scan these letters and these words stream into your thoughts, your brain, unconscious to you, is processing the code of our written language.”

Children of the Code
Are you involved in teaching kids to read? Worried about the impact that illiteracy has on individual lives and the well-being of our nation? Then visit Children of the Code, a public television documentary series that includes over 80 interviews with leading neuroscientists, psychologists, reading researchers, educators, historians, and more. Find Children of the Code at:
www.childrenofthecode.org

The project has three major components:
a three-hour Public Television documentary series;
a ten-hour college, university, and professional development DVD series; and a series of teacher and parent presentations and seminars.

The target date for the national release of the Children of the Code documentary series is September 2005. Interviews, seminars, workshops, and conferences are ongoing.

To find out what’s on the schedule and where it’s happening, call 1.888.822.7805, or visit:
www.childrenofthecode.org/workshops/schedule.htm

For the Index of Interviews and Available Transcripts, visit:
www.childrenofthecode.org/interviews/index.htm
 

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Special Education Resources for

 Both Parents and Teachers

“Essential Tools” for Transition
The National Center for Secondary Education and Transition (NCSET) offers an Essential Tool series to help improve results for students with disabilities transitioning to adulthood. NCSET’s latest tool is called Interagency Transition Team Development and Facilitation.

The guide offers instruction on (a) how to build an effective interagency transition team; (b) how to determine initial roles, responsibilities, and the team vision; (c) how to conduct interagency transition team meetings; and (d) how to determine whether or not your interagency transition team is making progress and meeting its goals. The manual also includes examples of successful interagency transition teams and further resources. Read and download the guide at:
www.ncset.org/premium-publications/essentialtools/teams/

Youth with Disabilities in the Workforce
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has produced a series of Quick Reference Guides on critical topics for administrators, youth service practitioners, and policymakers.The six topics are:

• Assessment
• Benefits Planning for Youth with Disabilities
• Hidden Disabilities
• Universal Access
• Workplace Success
• Youth Development and Youth Leadership

Read and/or download the guides at:
https://ncwd-youth.info/resources_&_Publications/quick_Reference_Guides/

Leadership Development for Hard of Hearing and Deaf High Schoolers

Summer camp for high schoolers who are hard of hearing or deaf? This isn’t your typical camp opportunity! The focus is on academic and leadership development. Here are the particulars:

Where? Laurent Clerc National Deaf Education Center, at Gallaudet University, in Washington, DC.

When? June 20-July 1, 2005.

What? Leadership discussions and simulations. Advanced Placement preview classes in U.S. History, Biology, and English. A journey through deaf history. Fun in DC.

Cost? $100, plus personal travel expenses.

For more info? Visit https://clerccenter.gallaudet.edu/Honors/summit.html
Contact Daniel Dukes, Coordinator, at: Daniel.Dukes@gallaudet.edu
Call: 202.448.8161 (V/TTY)

What’s Essential in School Leadership

New research from McREL has identified 11 school leadership “responsibilities” that appear to be essential for guiding difficult changes in schools— the kinds of changes that principals may need lead in their schools in order to meet the challenges of the No Child Left Behind Act. The new report, Leading Schools: Distinguishing the Essential from the Important, builds on findings from McREL’s 2003 research study, Balanced Leadership. This large-scale research study — the largest quantitative of its kind — not only found a strong link between effective school leadership and student achievement, but also helped to define effective leadership by identifying leadership “responsibilities” linked to higher levels of student performance. Read the report at:
www.mcrel.org/newsroom/second_order_changes.asp

Building Your Own Life

The resources below are just two of the many intended to help individuals with disabilities develop skill in deciding their own path, advocating for themselves, and succeeding on their path.

Employment and developmental disabilities.
www.partnersinpolicymaking.com/employment/
Hey! Here’s a free online self-study course designed to help people with developmental disabilities find meaningful jobs and jumpstart their careers. Lots to learn here, not the least of which are practical skills such as assessing abilities and interests, writing resumes, and preparing for interviews.

Speaking Out for Yourself: A Self-Help Guide.
www.mentalhealth.org/premium-publications/allpubs/SMA-3719/default.asp
This is one of seven mental health self-help booklets published by the National Mental Health Information Center. It addresses ways in which individuals with mental health issues can become self-advocates by taking control of the decisions that affect their lives. It provides simple assertiveness tips and other resources.

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U.S. Department of Education News

Spellings:  New “Common Sense” Approach to Implementing No Child Left Behind

Under a new approach to implementing No Child Left Behind (NCLB), states that can demonstrate they are raising student achievement and meeting several guiding principles can request additional flexibility to help them meet the law’s goals of getting every child to grade level by 2013-14, U.S. Secretary of Education Margaret Spellings announced last month at a meeting with the nation’s state education chiefs. The meeting was held at George Washington’s estate at Mount Vernon, Va., where three years ago the law was first introduced to the chiefs.

Secretary Spellings said the new flexibility with respect to state accountability plans or consolidated applications, titled “Raising Achievement: A New Path for No Child Left Behind,” builds on the fundamental principles of the law while taking into account the unique situations of states.

“Think of this new policy as an equation,” she said. “The principles of the law, such as annual testing and reporting of subgroup data, plus student achievement and a narrowing of the achievement gap, plus overall sound state education policies, equal a new, commonsense approach to implementation of No Child Left Behind…. In other words, it is the results that truly matter, not the bureaucratic way that you get there. That’s just common sense, sometimes lost in the halls of the government.”

Edward J. Kame’enui Named Department’s First Commissioner for Special Education Research

May 18, 2005-Washington DC–Edward J. Kame’enui, an international authority on learning problems and special education, has been named the nation’s first commissioner for special education research. He will lead the National Center for Special Education Research, a newly established office within the Institute of Education Sciences (IES)—the research, evaluation and statistical arm of the U.S. Department of Education. The center was established by Congress in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA).
 
“We are so pleased to have someone with Ed Kame’enui’s background and considerable skills fill this key position,” said Grover “Russ” Whitehurst, IES director. “In establishing this center, Congress charged us with sponsoring research to expand knowledge and understanding of students with disabilities in order to improve their education results, and Ed is uniquely qualified to lead that effort.”
 
A native of Hawaii, Kame’enui began his special education career in 1971 as a teacher and houseparent at a Wisconsin residential treatment center for children identified with serious emotional and behavioral problems. He comes to IES from the University of Oregon, where he has been a faculty member for the past 17 years. In the mid-1980s, Kame’enui was a professor of special education at Purdue University, and he served one year as a research specialist and project officer in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education.
 
Kame’enui earned a bachelor of arts degree at Pacific University in Oregon and a master’s degree and Ph.D., both in special education, at the University of Oregon. He is a widely traveled lecturer on reading and learning disabilities, the author or coauthor of more than a dozen textbooks and more than 100 scholarly articles and book chapters.
 
The National Center for Special Education Research is one of four centers within IES, an independent arm of the U.S. Department of Education, established by the Education Sciences Reform Act of 2002. The other three centers are the National Center for Education Research, the National Center for Education Statistics, and the National Center for Education Evaluation and Regional Assistance.
 
The new National Center for Special Education Research will sponsor rigorous research aimed at improving education results and services for students with disabilities, and will evaluate the implementation and effectiveness of the Individuals with Disabilities Education Act.

School Readiness Act of 2005 (H.R. 2123) –House Education Committee Leaders Introduce Bill to Reform and Reauthorize Head Start Program

May, 2005–WASHINGTON, D.C. – House education committee leaders introduced legislation that would introduce greater competition into the federal Head Start early childhood program and use it to strengthen school readiness, increase the role of states and local communities in Head Start, and protect children and taxpayers against the abuse and mismanagement of federal Head Start funds. 

The bill, the School Readiness Act of 2005 (H.R. 2123), will strengthen the academic components of Head Start and remove barriers that hinder coordination between Head Start and successful state-run early childhood initiatives – major priorities for President George W. Bush.  The bill will reauthorize the Head Start program for five years.

The bill comes on the heels of a widely-publicized report by the independent Government Accountability Office (GAO) that warned the financial control system in Head Start is flawed and failing to prevent multi-million dollar financial abuses that cheat poor children, taxpayers, and law-abiding Head Start operators.  The independent GAO report, released March 18, 2005 , found that financial management weaknesses in Head Start are resulting in diminished services for disadvantaged children, and recommended that the federal government take steps to “recompete grants that are currently awarded to poorly performing grantees.”

“This legislation will increase competition for Head Start grants, increase the role of states and local communities, and help to ensure federal Head Start funds are used for their intended purpose: preparing disadvantaged children for kindergarten,” said House Education and the Workforce Committee Chairman John Boehner (R-OH).  “We want to make sure the many quality Head Start operators around the country are supported, and the bad apples are replaced with good ones worthy of the children they serve.”

“The goal of Head Start is to provide children a solid foundation that will prepare them for success in school and later in life, a goal we kept in mind while drafting the Act.  The legislation we introduced today emphasizes that every child, regardless of their economic status, should have the best chance possible to thrive.  We believe this legislation offers a variety of provisions that will help Head Start programs across the nation become exemplary programs with proven results in both helping students to learn and grow and in the administration of the programs.  I think what we have here is a program that we all can feel confident will achieve the goals it sets out to achieve,” said Education Reform Subcommittee Chairman, Mike Castle (R-DE).

IMPROVED STATE AND LOCAL COORDINATION IN ALL 50 STATES
“This bill takes a different approach to the state coordination issue than we took two years ago – an approach that will enable us to strengthen collaboration among Head Start and state and local early childhood initiatives in all 50 states,” Boehner noted, comparing the 2003 and 2005 versions of the School Readiness Act.  “I appreciate the input we’ve received this time from members on both sides of the aisle.  While important differences remain between Republicans and Democrats, I believe the dialogue has resulted in a better bill.”

MORE COMPETITION, MORE SAFEGUARDS AGAINST FINANCIAL ABUSE – AND NO NEW TESTING
Some highlights of the School Readiness Act of 2005 include:

More competition.  Local Head Start operators identified as having one deficiency or more during the five-year lives of their federal grants will be required to compete against other potential grantees when their grants come up for renewal.  Under current laws and regulations, such recompetition is too limited, the independent GAO has found.  The U.S. Secretary of Health & Human Services, who oversees the Head Start program, will retain the right to terminate a Head Start grant at any time during the five-year grant cycle.  Grantees that meet all requirements will be designated as “priority” grantees.

Improved disclosure and transparency of Head Start.  The bill will require all Head Start grantees to make available to the public an annual report detailing how money was spent, the sources from which funds were received, and how the agency has performed in terms of meeting the requirements of the law.  An independent financial audit will also be required annually.

Greater role for states.  In order to qualify to receive a federal Head Start grant, organizations will be required to have objectives in place for improving school readiness that are aligned with state-developed K-12 academic content standards.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to utilize curricula that are aligned with state-developed K-12 academic content standards and based in proven scientific research.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.

Greater role for local school districts.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to demonstrate active partnerships with local educational agencies (local school districts) serving the same communities to facilitate smooth transitions to kindergarten for their students.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.   
 
Better safeguards against financial abuse.  Head Start operators will be required to meet a range of financial disclosure requirements as a condition of receiving and keeping their federal Head Start grants.  Grantees will have to be overseen by a local governance board that provides direction and actively oversees all program activities, and will be required to document that they have strong fiscal controls in place, including the employment of a well-qualified chief financial officer with a history of successful management of a public or private organization.  Grantees will also have to maintain administrative costs that do not exceed 15 percent of total program costs.  

Improved teacher quality.  In order to be considered “priority” grantees, organizations entrusted with federal Head Start funds will be required to have a teaching staff of at least 50 percent with AA degrees.  Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.   The percentage of Head Start staff nationwide required to have BA degrees will be increased to 50 percent.

No new testing.  Like its 2003 counterpart, the School Readiness Act contains no new testing provisions.  The legislation will strengthen the academic components of Head Start without adding additional tests or assessments.

Improved school readiness.   The bill will emphasize “what works” in preparing disadvantaged children for school.  It will strengthen Head Start’s academic standards by emphasizing cognitive development and the results of scientifically-based research in topics critical to children’s school readiness (including language, pre-reading, pre-mathematics, and English language acquisition).  The changes would be similar to those adopted with strong bipartisan support for President Bush’s Reading First and Early Reading First initiatives, established in the No Child Left Behind Act for K-12 education.  

BOEHNER COMMITTED TO ADDING FAITH-BASED HIRING PROTECTIONS ON HOUSE FLOOR
Boehner also said he is committed to adding language to the bill that will ensure faith-based organizations can compete for federal Head Start grants without surrendering their constitutionally-protected right to take religion into account in their hiring practices.  Committee Republicans have fought to restore this right for faith-based organizations in other federal laws such as the Workforce Investment Act and are committed to doing the same in Head Start, Boehner said.

“The faith-based hiring issue is an incredibly important issue that deserves an affirmative debate on the House floor.  I look forward to that debate, and I look forward to winning,” Boehner said.

Spellings Says Americans Serious About Education Reform Points to “Quiet Revolution” Sparked by No Child Left Behind Act

May 2005–ST. PETERSBURG—U.S. Education Secretary Margaret Spellings called the movement toward high standards and accountability in our nation’s schools a “quiet revolution” made possible by the passage of the No Child Left Behind Act.

In a speech to the Education Writers Association in St. Petersburg, Fla., Secretary Spellings cited the underlying aim of the law, asking, “Are we really serious about educating every child in America?” The vast majority of states, Spellings maintained, have answered in the affirmative.

“They are hard at work, helping students achieve. It’s a ‘quiet revolution’-an underreported revolution, I would add,” Spellings said. “We have shed old attitudes and behaviors, confronted the truth, rolled up our sleeves and gotten down to work.

“And the work is paying off: in states such as North Carolina, Wisconsin, Massachusetts, Georgia, Illinois and New Mexico, to name just a few, students are achieving and the achievement gap is closing.”

The decision by some to challenge the law and put classroom funds at risk, Spellings said, must be viewed in that light.

“The contrary actions of a couple of states and one union do not constitute a ‘grassroots rebellion,'” Spellings said. “All 50 states-including, I would add, those now challenging the law-have accountability plans in place that have laid the foundation for continuous school improvement and real student achievement.

“The bottom line is that most respected, national education organizations are working with us to continue the unprecedented national progress that No Child Left Behind has begun. So are most states, 15,000 school districts and 96,000 schools across the nation.”

Noting the historic nature of the law, which was passed over three years ago, Spellings said, “Never before in the 229-year history of our nation has the United States made a promise to provide all children with a high quality education.”

She also reminded the writers of the declining student achievement levels and growing achievement gaps that have plagued many schools. “You’ve covered the studies,” she said. “For too many students, a high school diploma has become little more than a ‘certificate of attendance.’ Millions of children have been given a seat in the classroom but not a meaningful and useful education.

“We must give them all a chance. It is the moral imperative of the 21st century.”

Spellings argued that the achievement gap hurts all Americans, not just a few, by undercutting our leadership in the world.

“Students in this country lose interest in science and math as they advance through the educational system,” Spellings said, while economic competitors such as China and India increasingly fill the gap.

“We must turn this around. I am optimistic after seeing the nation’s governors and respected business leaders such as Bill Gates come together and call for reform of our nation’s high schools,” Spellings said. “It’s urgently needed, and it’s something in which the president and I strongly believe.”

The complete text of the Secretary’s prepared remarks can be found at: https://www.ed.gov/news/speeches/2005/05/05062005.html
 

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No Child Left Behind News

No Child Left Behind:  A New Path for Raising Achievement

Since its inception three years ago, No Child Left Behind (NCLB) has dramatically changed American education by driving up achievement, increasing accountability, giving parents options and expanding the use of scientifically based instruction. At the same time, the U.S. Department of Education has recognized the need to give states some alternatives in implementing the law, provided that they are increasing student achievement.

Last month, the Department announced a set of guiding principles, titled “Raising Achievement: A New Path for No Child Left Behind,” which takes into consideration the unique situations of states. An example of this new approach is providing more flexibility to states to use alternate assessments and modified achievement standards for students with disabilities. States would be able to include, for accountability purposes, the test scores from such alternative assessments of students with persistent academic disabilities in determining adequate yearly progress, subject to a cap of 2 percent of the total tested population. By comparison, the current regulation permits states to give alternate assessments to students with significant cognitive disabilities, about 1 percent of all students. In addition, the Department is directing an additional $14 million in immediate support for these students and, later this summer, would provide states with a comprehensive tool kit to help them identify and assess students with disabilities.

These principles will guide the Department’s decisions when considering amendments to state accountability plans or consolidated applications, allowing for innovative methods for achieving the goals of NCLB. Below is a list of those principles, each followed by some examples of ways in which states may demonstrate their adherence to each principle.

Ensuring that students are learning:

 Adequate yearly progress (AYP) results;
 Significant improvement in overall achievement or in specific grade levels on state assessments, particularly for subgroups; and
 National Assessment of Educational Progress (NAEP) results that show reductions in the achievement gap.

Making the school system accountable:

 Assessments in reading/language arts and mathematics in grades 3-8 and once in high school by 2005-06;
 Alternate assessments and achievement standards based on content standards; and
 A four-year longitudinal graduation rate that can also be disaggregated by student subgroups.

Ensuring that information is accessible and parental options are available:

 Reader-friendly report cards accessible online or through other means (e.g., newspapers, direct mail);
 Schools identified for improvement before the beginning of the school year; and
 State-approved providers of supplemental services available in both urban and rural areas, as well as for special education and limited English proficient students.

Improving the quality of teachers:

 Reports on the percentage of public school classes taught by highly qualified teachers;
 Measures for rigorously evaluating teachers’ subject-matter knowledge in each core academic subject taught; and
 Policies for ensuring that low-income students and their more affluent peers are comparably taught by highly qualified teachers.

In addition to considering a state’s implementation of these principles, the Department may consider such factors as dropout rates or fiscal management in providing additional flexibility. For the full listing of these factors along with examples evidencing a state’s implementation of the guiding principles, visit www.ed.gov/policy/elsec/guid/raising/new-path-long.html.

Spellings:  Reward Teachers Who Get Results

“We must treat our teachers like the professionals they are,” U.S. Secretary of Education Margaret Spellings told more than 300 educators and others attending the Milken Family Foundation National Education Conference on April 27 in Washington, D.C. “And that means we must reward teachers who make real progress closing the achievement gap in the most challenging classrooms.”

Citing studies that show the importance of strong teachers to a child’s educational achievement, Spellings explained, “That’s why No Child Left Behind requires that, by 2006, every classroom must have a highly qualified teacher. The president’s new budget includes almost $3 billion to help states meet this goal.”

President Bush has also proposed the new $500 million Teacher Incentive Fund, Spellings said. The fund would provide states with money to reward teachers who accept jobs in high-need schools and achieve real results.
Under the program, states would have the flexibility to design their own systems for rewarding teachers. A portion of the Teacher Incentive Fund would be reserved to help states and districts develop new performance-based teacher compensation systems that reward results rather than credentials and seniority.

In addition, Spellings noted that the nation’s public schools will need to hire an estimated two million new teachers over the next decade. “The president’s budget includes almost $100 million to help schools meet this demand, including $40 million for the new Adjunct Teacher Corps Initiative,” she explained. The initiative would help recruit professionals, particularly in the fields of math and science, into teaching.

For the full text of the secretary’s remarks, visit www.ed.gov/news/speeches/2005/04/04272005.html.

No Child Left Behind:  Tips for Parents 

Readers interested in the public school choice and supplemental educational services provisions of No Child Left Behind are invited to sign up for a Listserv to receive periodic information on these subjects. To subscribe to this free service from the U.S. Department of Education’s Office of Innovation and Improvement, visit www.ed.gov/nclb/choice/help/signupform.html.
 

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National Education Data

Partnership Update:  New

 Website  Provides One-Stop

Shopping for School Data 

The National Education Data Partnership recently unveiled a new Web site that provides “consumer reports” on the quality of educational services for the nation’s public school system. Schoolmatters.com compiles data on schools, districts and states across the country from state departments of education, the National Center for Education Statistics, the U.S. Census Bureau and testing vendors.

The site synthesizes these statistics into colorful graphs and reader-friendly charts that profile:

 Student proficiency results, by subgroups and grades, on statewide reading and math tests, and on the National Assessment of Educational Progress (NAEP);
 Student demographic information, including socioeconomic, special education and English-language-learner populations;
 Financial data, including spending allocations, revenue streams, staff compensation and long-term debt;
 Community demographic data, such as income levels, housing values and adult education levels; and
 Standard & Poor’s unique ratios that examine academic and financial performance in demographic context.

The “Compare States” feature juxtaposes some of the above measures that are comparable across states, including college entrance examination performances. In addition, Schoolmatters.com provides parents, educators, and district and state leaders with testimonies of how the site has benefited various education stakeholders; offers suggestions for navigation; and gives detailed explanations of popular terms such as “adequate yearly progress” and “benchmarking.”

The National Education Data Partnership is a collaboration among the Council of Chief State School Officers, Standard & Poor’s School Evaluation Services, Achieve, Inc., and the CELT Corporation. It is funded by The Broad Foundation and the Bill & Melinda Gates Foundation.
 

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National Association of Parents

 with Children in Special

 Education Update

Washington, DC- A new national association has been launched for parents of children with special needs to promote a sense of community and provide a national forum for their ideas. The National Association of Parents with Children in Special Education (NAPCSE) has been established for parents who had no national organization to call their own. With the recent changes in the laws affecting special education, there is a heightened awareness of the importance of parents knowing their children’s rights and the responsibilities of the educational programs in which they participate.

NAPCSE serves the interest of parents with children in special education by providing the latest special education news updates, laws, information, resources and a forum to help them become their children’s best advocate. Also with the Ask the Experts resource, members have the opportunity to ask professionals in the field very specific questions pertaining directly to their children.

 
NAPCSE is committed to helping parents stay abreast of current issues that are shaping the field of special education, and affecting the lives of their children and their futures. NAPCSE also supports the highest educational standards, and innovation in educational research. NAPCSE works to enhance and build public support for high quality special education programs and strengthens its community through networking, research, publications, and membership benefits. To learn more about NAPCSE go to www.napcse.org.

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National Center on Secondary

 Education and Transition

(NCSET) Update

Announcements

Applications Sought for National Center for Mental Health and Juvenile Justice National Policy Academy

The National Center for Mental Health and Juvenile Justice is accepting applications for its 2005 National Policy Academy, ³Improving Services for Youth with Mental Health and Co-Occurring Substance Use Disorders Involved in the Juvenile Justice System,² to be held September 13-15, 2005 in Bethesda, MD. The Academy is designed to provide select jurisdictions with the opportunity to develop improved, collaborative strategies to identify and respond to youth with mental health and co-occurring substance use disorders in contact with the juvenile justice system. Particular emphasis will be placed on community-based efforts to successfully divert and reintegrate these youth. Application deadline: June 24, 2005.
https://www.ncmhjj.com/

Call for Papers for CEC¹s 2006 Annual Convention & Expo

The Council for Exceptional Children (CEC) is seeking presenters for its 2006 Annual Convention & Expo, to be held in Salt Lake City, Utah, April 5-8, 2006. CEC will accept ONLY online submissions for this conference. The deadline is May 14, 2005.
https://www.cec.sped.org/call_for_papers/

Join the National Service-Learning Partnership

The National Service-Learning Partnership is a nationwide network dedicated to making service-learning a part of every elementary and secondary student¹s education. Joining the network is free and easy. Members have access to tools, resources, and best practices; have opportunities to connect with other members in their local communities; receive a monthly updates with news, resources, and opportunities to take action; and are represented in federal advocacy initiatives.
https://nslp.convio.net/site/PageServer?pagename=CM_member_join

Proposals Sought for Symposium on IEP Facilitation

The National Center on Dispute Resolution in Special Education is seeking presenters for its First National Symposium on IEP Facilitation, to be held October 28-29, 2005 in Eugene, OR. This event will bring together state dispute resolution coordinators, directors of special education, dispute resolution practitioners, parent advocates, attorneys, educators, service
providers, parents, and others interested in creating effective agreements that benefit educational and early intervention programs for infants, children, and youth with disabilities. Topics will include research and evaluation, program design and management, internal vs. external facilitation, IFSP facilitation, co-facilitation models, student and advocate roles, participant preparation, ethical considerations, process skills, training, conflict management, related legal issues, multicultural and linguistic issues, technology and online opportunities, and personnel
preparation. Proposal submission deadline: May 28, 2005.
https://www.directionservice.org/cadre/IEPSymp.cfm

U.S. Department of Education Seeks Nominations for American Stars of Teaching

The U.S. Department of Education seeks nominations for the second annual American Stars of Teaching project, which recognizes outstanding classroom teachers who are successful in using innovative teaching strategies and raising all students¹ academic achievement. These teachers will be highlighted as representatives of the thousands of teachers who are making a difference in the lives of their students. One teacher will be recognized in every state and the District of Columbia. Parents, students, colleagues, school administrators, or others can nominate a teacher who they believe has the qualities to be an American Star of Teaching.
https://www.teacherquality.us/TeacherToTeacher/AmericanStars.asp

Public Comment on Human Service Transportation Sought

The Interagency Coordinating Council on Access and Mobility (CCAM) is seeking public comment from the transportation industry, human service providers, and consumers of human transportation services on Technical Assistance (TA) needs in the area of human service transportation. The public is invited to share its views on existing TA efforts and/or identify future options for delivering effective technical assistance to the field. Fax submission to Public Comment, United We Ride Office, at (202) 366-3136 or e-mail a submission to UnitedWeRide@fta.dot.gov by June 15, 2005.
https://www.fta.dot.gov/legal/federal_register/2004/16290_16451_ENG_HTML.htm

Legislative Announcements

New Document on Secondary Transition in IDEA 2004
The Office of Special Education Programs, U.S. Department of Education has just released a new document on Secondary Transition in IDEA 2004. It highlights the changes from IDEA 1997 to IDEA 2004 regarding transition services. IDEA 2004 will take effect on July 1, 2005. This document does not address any changes that may be made by the final regulations.
https://www.ncset.org/docs/osers/idea04_sec_transition.html

NCSET Documents

The Transition Planning Process (April 2005)–(NCSET NLTS2 Data Brief)
This NLTS2 Data Brief provides a national view of the transition planning process undertaken during high school with and for youth with disabilities as they prepare for life after school. The information reported comes from a mail survey of school personnel conducted as part of the National Longitudinal Transition Study-2 (NLTS2). Findings from NLTS2 generalize to youth with disabilities nationally who were 13 to 16 years old in December 2000, to each of 12 federal disability categories, and to each age group within the age range.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2130

Transition Planning: Community Mapping as a Tool for Teachers and Students–(April 2005) –(NCSET Research to Practice Brief)

Community mapping can acquaint teachers and students with a community¹s culture, resources, transition needs, and assets. This NCSET brief describes the research base for community mapping and provides an outline of the roles, responsibilities, and materials involved in the community mapping process. It also provides examples and further resources for engaging in
community resource mapping.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2128

Universal Design for Learning and the Transition to a More Challenging Academic Curriculum: Making it in Middle School and Beyond (April 2005)–(NCSET Parent Brief)

This NCSET Parent Brief describes universal design, a process for creating environments that support the learning of students with diverse abilities, styles, and needs. In universal design, versatility is built into the environment from the start. Further resources are also provided.
https://www.ncset.org/premium-publications/viewdesc.asp?id=2165

Other National Resources

A Profile of Students with ADHD Who Receive Special Education Services
(November 2004) –(Fact Sheets)

At the request of the U.S. Office of Special Education Programs (OSEP), data from national longitudinal studies including the National Longitudinal Transition Study-2 is incorporated into brief reports on varying topics. These OSEP Fact Sheets are designed to inform the public about important topics that impact children and youth with disabilities. The latest Fact Sheet profiles students with ADHD who receive special education services. These students are a diverse group; they vary in their disability profiles, family and demographic characteristics, the interventions they receive, their school and social experiences, and their outcomes.
https://www.nlts2.org/nlts2_textonly/reports/student_profile.html

Anatomy of School System Improvement: Performance-Driven Practices in Urban School Districts (April 2005)–(Report)

NewSchools Venture Fund has embarked on a three-year research project tracking the adoption of performance-driven practices in urban school systems. In this first year, a research partner, the Institute for the Study of Knowledge Management in Education, analyzed the status of the adoption of performance-driven practices within 28 leading school districts. The goal of
this first year of study was to define the features of a performance-driven school system and to set a benchmark against which to measure future years of adoption of performance-driven practices. Report available in PDF (100 pages, 687 KB).
https://www.newschools.org/viewpoints/ideas_at_work.htm

Microsoft Accessibility Guides–(Web Page)

Microsoft has developed seven guides that organize information from the Microsoft Web site into helpful resources for people with various types of difficulties and impairments. Each guide provides a list of assistive technology products and links to Step-by-Step Tutorials for accessibility features that are helpful for people with specific types of difficulties and impairments. Difficulties and impairments addressed include visual, dexterity, hearing, language and speech, and learning. Two additional guides, ³Tips for the Awkward Age of Computing,² which addresses aging-related impairments, and ³Find an Accessibility Resource Center,² are
also available.

https://www.microsoft.com/enable/guides/

Opening Doors: Technology and Communication Options for Children With Hearing Loss (Spring 2005)–(Report)

The U.S. Department of Education has released a new publication, ³Opening Doors: Technology and Communication Options for Children With Hearing Loss,² designed to connect children with hearing loss and their families to assistance as early as possible. It describes current technologies and communication options for children with hearing loss, including deafness.
https://www.ed.gov/about/offices/list/osers/products/opening_doors/

Facilitated IEP Meetings: An Emerging Practice–(Booklet)

This booklet provides parents an introduction to IEP facilitation, discusses the use of external IEP facilitators who are not directly affiliated with the team or who may be independent of both the team and the school district, distinguishes IEP facilitation from mediation, describes how families can prepare for facilitated IEP meetings, and answers frequently asked questions about IEP facilitation. A joint project of the Alliance and CADRE (Consortium for Appropriate Dispute Resolution in Special Education), the national technical assistance center on alternative dispute resolution. Also available in Spanish (go to https://www.taalliance.org/publications to select Spanish version). Available in PDF (8 pages, 362 KB).
https://www.taalliance.org/premium-publications/FacilitatedIEP.pdf

Free Online Training for Student Notetakers–(Online Training)

The Northeast Technical Assistance Center provides comprehensive, interactive, and free online training for students who take notes for students with disabilities. The training includes three modules that take about 90 minutes total to complete. It emphasizes taking notes for students who are deaf or hard of hearing, but can also apply to taking notes for students with many other disabilities.
https://www.netac.rit.edu/onlinenotetakertraining.html

Implementation Research: A Synthesis of the Literature (2005)–(Report)

This report provides a comprehensive view of the current science of implementation and offers practical advice for getting evidence-based practices and programs off the ground. Sections include Implementation in the Context of Community, A Conceptual View of Implementation, Core Implementation Components, Research on Core Implementation Components, and Organizational Context and External Influences. From the National Implementation Research Network, University of South Florida.
https://nirn.fmhi.usf.edu/resources/premium-publications/Monograph/

It¹s My Life: Employment–(Guide)

This guide, intended for child welfare professionals and others responsible for helping young people prepare for transition to the workplace, provides the following recommendations: start early to develop employability, cultivate interests and skills and relate them to future employment, promote activities that help young people explore careers, build job-readiness skills, help young people get and keep jobs, and promote work-related education and training after high school. The guide also provides benchmarks for career exploration by age group and techniques for job seeking. From Casey Family Programs. Available in PDF (80 pages, 886 KB).
https://tinyurl.com/c2qze

Web Sites of Interest

AutismSource

An enhanced version of Autism Society of America¹s (ASA) online searchable directory is now available to parents and professionals. New features include the ability to search by keyword and zip code, as well as to search listings by category: ASA chapters, camps and recreation, consultants, day schools, dentists, government agencies, information and support, legal/advocacy, medical and diagnostic, physicians, psychologists, related services, research, service providers, and training. In addition, organizations with listings can now update their information directly, rather than submit changes through ASA.
https://209.200.89.252/search_site/

Alexander Graham Bell Association for the Deaf and Hard of Hearing Launches Redesigned Web Site

In celebration of Better Hearing and Speech Month, the Alexander Graham Bell Association for the Deaf and Hard of Hearing has launched a redesigned Web site. The Web site includes information for parents, professionals, deaf and hard of hearing adults, and teens with hearing loss; and links to information about Alexander Graham Bell, Association membership, programs and events, ways to take action, financial aid and scholarships, hearing loss, and Association partners and supporters. Visitors to the site can also shop the bookstore, join the Association, find a job, search a service director, donate to the Association, or ask a question.
https://www.agbell.org/DesktopDefault.aspx

Resources for Indispensable Schools and Educators (RISE)

The Resources for Indispensable Schools and Educators (RISE) network is a free resource for teachers who are committed to improving the education and achievement of students in low-income K-12 public schools. RISE offers a support network of resources to enhance work environments and improve student achievement, offers financial rewards for effective teachers to defray the cost of materials and supplies, and provides pre-screened job opportunities for effective teachers who want to work in low-income communities. Committed to retaining teachers who consistently improve student achievement in K-12 public schools, RISE reduces attrition rates among those who would otherwise leave the profession.
https://www.risenetwork.org/

Funding Forecast–Federal grants, award opportunities, foundation funding, and more.

Federal Grant Opportunities

Forecast of Funding Opportunities under Department of Education Discretionary Grant Programs for Fiscal Year 2005
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2005 and 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 Department¹s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
https://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2005 Discretionary Grant Application Packages

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

Succeed Newsletter

Grants.gov, a Web site that allows organizations to electronically find and apply for competitive grant opportunities from all Federal grant-making agencies, offers a free quarterly newsletter with the latest news and updates about Grants.gov. Grants.gov is THE single access point for over 900 grant programs offered by the 26 Federal grant-making agencies.
https://www.grants.gov/Index#subscription

Training and Information for Parents of Children With Disabilities: Community Parent Resource Centers

U.S. Department of Education¹s Community Parent Resource Centers work to ensure that parents of children with disabilities receive training and information to help improve results for their children. The maximum award is $100,000. Eligible applicants are local parent organizations which have as their mission serving parents of children with disabilities from that community who are ages birth through 26 and represent the full range of disabilities as defined in section 602(3) of IDEA. Application deadline: May 20, 2005.
https://www.ed.gov/legislation/FedRegister/announcements/2005-2/040605d.html

Additional Funding and Award Opportunities

National Down Syndrome Society Joshua O’Neill and Zeshan Tabani Enrichment Fund (Postsecondary Scholarship)

National Down Syndrome Society announces a new postsecondary scholarship program, the Joshua O¹Neill and Zeshan Tabani Enrichment Fund. The fund will offer five grants of up to $1000 to young adults with Down syndrome who wish to take a postsecondary course at their local community college or other educational institution in order to obtain employment and other important life skills. Eligible applicants must have Down syndrome, be 18 years old or older, and intend to enroll in a postsecondary class that will enrich their life through employment, independent living skills, life skills, etc. Application deadline: June 10, 2005.
https://www.ndss.org/content.cfm?fuseaction=NwsEvt.Article&article=1160

MetLife Foundation Community College Excellence Award (Program Scholarship)

Sponsored by the MetLife Foundation and administered by Jobs for the Future, the MetLife Foundation Community College Excellence Award celebrates and highlights the accomplishments of community colleges that are helping less-advantaged youth and adults succeed and advance in college and careers with a $30,000 award. Successful applicants will show how they combine strong leadership, effective programming, and attention to outcomes to create and institutionalize improvement throughout the college to meet the varied learning needs of harder-to-serve students. Application deadline: August 31, 2005.
https://www.jff.org/jff/newsroom/PR/2005/PR_4_8_2005.html

CVS/pharmacy Charitable Trust (Program Funding)

The CVS/pharmacy Charitable Trust, established by the CVS Corporation with a goal of positively impacting the culturally diverse populations in the communities where CVS stores are located, offers funding for 1) health programs serving children (under age 18) with physical disabilities that address awareness, accessibility, early intervention, and health rehabilitation services; and 2) public school programs promoting inclusion of children with physical disabilities in all aspects of school functions, including student academic activities, extracurricular programs, and physical activity/play. Application deadline: June 15, 2005.
https://fconline.fdncenter.org/pnd/1880/cvs

Excellence through Challenging Exploration and Leadership Internship Program (Student Internship)

The National Foundation of the Blind Jernigan Institute and the National Aeronautics and Space Administration (NASA) are offering a new internship program for college students who are legally blind. The Excellence through Challenging Exploration and Leadership (EXCEL) program will place 2 interns at each of three NASA centers for an intensive six-week program. Applicants must be at least 18 years old; be going into their first or second year of college; be interested in pursuing a career in science, technology, engineering, or mathematics; and have at least a 3.0 GPA. Rolling deadline.

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National Collaborative on

 Workforce and Disability for

Youth Update

Quick Reference Guide Still Available

NCWD/Youth is offering a series of Quick Reference Guides that provide resources on critical topics for administrators, youth service practitioners, and policymakers. The topics include: Workplace success; Youth development and youth leadership for all youth; Assessment; Hidden Disabilities; and Benefits Planning for Youth with Disabilities. The packet of guides can be downloaded and/or hard copies can be ordered using our publications request form online at https://ncwd-youth.info/resources_&_Publications/quick_Reference_Guides/index.html.

ED Dept Changes to NCLB

U.S. Secretary of Education Margaret Spellings announced states will have additional alternatives and flexibility in implementing the No Child Left Behind Law. States will be allowed to use modified assessments for their students with persistent academic disabilities who need more time and instruction to make substantial progress toward grade-level achievement. These scores will be limited to 2 percent of all students for accountability purposes. This is a separate policy from the current regulation that allows up to 1 percent of all students being tested (those with the most significant cognitive disabilities) to take an alternate assessment.

The Department of Education also announced that it was directing an additional $14 million in immediate support for these students and that the Department would provide states with a comprehensive tool kit to help them identify and assess students with disabilities.

2005 National Transition Conference

“From Roots to Wings” is a first-time conference to bring together the key players in transitioning youth from school to work or to post-secondary education or training. The event will be held at the Capital Hilton in Washington, DC on June 16 – 17, 2005. It is co-sponsored by the U.S. Department of Education’s Rehabilitation Services Administration and the Council on State Administrators of Vocational Rehabilitation. For information, visit https://www.dtiassociates.com/rsatransitions.

The 411 on Disability Disclosure Workbook Now Available

A new publication of NCWD/Youth, The 411 on Disability Disclosure: A Workbook for Youth with Disabilities, is now available online at
 https://www.ncwd-youth.info/resources_&_Publications/411.html.
The publication is designed for youth and adults working with them to learn about disability disclosure. This Workbook will help young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision, the Workbook will help young people think about and practice disclosing their disability.

Young people with visible disabilities and those with hidden (not readily apparent to others) disabilities will benefit from using the Workbook. As young people move through each unit, they gain the information necessary to make informed decisions about disclosure. Each unit of the Workbook contains a general statement of purpose, relevant terminology, a discussion section, and activities to allow a young person to understand and practice the ideas presented throughout the unit.

The units provide activities to help youth make important disclosure decisions such as the following:

 Whether to disclose?
 Who is an appropriate person to tell?
 When to disclose?
 How much to disclose?
 What to disclose?

Printed copies will be available soon and can be ordered at https://www.ncwd-youth.info/order.php. Complete and unit-by-unit PDF and WORD versions can be downloaded at https://www.ncwd-youth.info/resources_&_Publications/411.html.

High School/High Tech conference

NCWD/Youth is hosting a national, multi-tracked conference on High School/High Tech (HS/HT) June 8-9, 2005, in Washington, DC.

HS/HT is a national network of state and locally operated programs designed to provide young people with all types of disabilities the opportunity to explore jobs or further education leading to technology-related careers. As one of the most promising comprehensive models for preparing youth with disabilities to explore careers in math, science, and technology, HS/HT effectively links youth to a broad range of academic, career development, and experiential resources and experiences that will enable youth to successfully meet the workforce demands of the 21st century. To find or start a program in your area, visit https://www.ncwd-youth.info/HSHT/index.html.

The 2005 National HS/HT Conference will be held at the Washington Plaza Hotel, Ten Thomas Circle, NW, Washington, DC. Please contact Vincent Slatt (vincent@iel.org) for further information and conference registration.

NCWD/Youth Conference Material

National Collaborative on Workforce and Disability for Youth (NCWD/Youth) staff recently presented at the National Association of Workforce Development Professionals conference on “Career Planning Begins with Assessment,” “Keys to Success: Youth Service Practitioners Competencies,” and “Youth Development and Leadership in Programs.” These presentations are now online at the NCWD/Youth website at
 https://www.ncwd-youth.info/resources_&_Publications/Staff_Presentations/index.html.

Future presentations will be posted in the same location.

NCSL Webcast Material Available

If you missed the April 27 webcast, “Youth with Disabilities: The State of Transition,” sponsored by the National Conference of State Legislatures, a NCWD/Youth partner organization, it has been archived. The speaker handouts are available at https://www.ncsl.org/programs/employ/webcast-youthed.htm.

New Web Site, The Youthhood is Launched

A new website for young adults and their teachers, parents, and mentors is now available at https://www.youthhood.org. The Youthhood is a free, interactive, and dynamic site that assists young adults in preparing for life after high school. Grounded in the principals of universal design, the site addresses the future planning needs of all youth. The concept of Youthhood, as well as its content and activities, is based on current research in positive youth development and transition planning and their impact on post-high school success. Youthhood puts research into practice through a unique and extensive blend of content, interactive activities, links to related Web sites, and planning tools that tie youths’ future goals to their current academic work. In addition, the site provides a progressive learning experience in that the further a specific topic is explored, the more activities that are tried and planning that is done, the more the youth will learn and be able to apply the information to their own lives. Youthhood is a project of the National Center on Secondary Education and Transition (NCSET), which is funded by a five-year, $9.5 million grant from the Office of Special Education Programs, U.S. Department of Education.
 

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Upcoming Conferences and

Events

June 2005

Juvenile Justice National Symposium.

June 1-3, 2005
Miami, FL
Hosted by the Child Welfare League of America.
Find out more at:
www.cwla.org/conferences/ShowConference.asp?
CONF=JJSYMPOSIUM&YEAR=2005

National Mental Health Association¹s 2005 Annual Conference: Justice for All
Washington, DC (Conference)

June 9-11, 2005

Mental health services, especially public services, are being threatened; insurance coverage is becoming a luxury for an increasing number of people; and federal funding for research is in sharp decline. Millions of adults and children face each day without the mental health care they need. To further the fight for meaningful change in communities and across the nation, advocates, consumers, government and corporate officials, and others are invited to learn about innovative and effective programs, education campaigns, consumer empowerment and involvement, advocacy and business strategies, and more at the 2005 National Mental Health Association¹s National Conference.
https://www.nmha.org/annualconference/

National Leadership Summit on Improving Results: Policy and Practice Implications for Secondary and Postsecondary Education, Transition, and Workforce Development for Youths With Disabilities.

June 14-15, 2005
Washington, DC
Hosted by the Office of Special Education Programs (OSEP).
Find out more at:
/www.ncset.org/summit05/

IDEA and Literacy Instruction

June 15, 2005
2:00 pm Eastern Standard Time (Web Seminar)

Catharine Christo, a professor of school psychology at California State University, Sacramento will focus on strategies for fostering reading success aligned with IDEA 2004, including the characteristics of research-based interventions, essential elements of a response to intervention model, and a discussion of eligibility as a student with a specific learning disability. Hosted by the Access Center.
https://www.k8accesscenter.org/online_community_area/Webinar.asp

From Roots to Wings: Guiding Youth with Disabilities to Employment.

June 16-17, 2005
Washington, DC
Hosted by the Rehabilitation Services Administration and the Council of State Administrators of Vocational Rehabilitation.
Find out more at:
www.dtiassociates.com/rsatransitions/

Personal Assistance Services in the Workplace

June 20, 2005
2:00-2:45 pm Eastern Time (Webcast)

Sponsored by Training and Technical Assistance for Providers (T-TAP), this Webcast features Lou Orslene from the Job Accommodation Network. Orslene will explain the differences between Personal Assistive Services (PAS) at home and in the workplace, summarize the legislative history of PAS, and discuss workplace issues surrounding the use of PAS from the perspective of an employer, an employee with a disability, and a rehabilitation professional. Note that participation in this Webcast costs $50 per individual, $175 per agency.
https://www.t-tap.org/training/livewebcast/lw.html

Assets and Evidence: Positive Approaches Toward Reducing Disparities and
Transforming the Children¹s Mental Health System Portland, OR (Conference)

June 23-25, 2005

The 12th Annual Building on Family Strengths Conference, ³Assets and Evidence: Positive Approaches Toward Reducing Disparities and Transforming the Children¹s Mental Health System,² will include plenary, paper, panel, and poster sessions related to improving services and supports for families and their children who are affected by emotional, behavioral, or mental
disabilities. Leading-edge research on asset-building and descriptions of programs that ³walk the talk² will be featured. Hosted by the Research & Training Center on Family Support and Children¹s Mental Health.
https://www.rtc.pdx.edu/pgConference.shtml

Spina Bifida Association 32nd Annual Conference: Building Bridges to Advance Understanding

June 26-29, 2005
Minneapolis, MN (Conference)

The Spina Bifida Association of America is joining with the International Federation for Spina Bifida and Hydrocephalus to present this multi-cultural and multi-national conference. The conference will share the victories and concerns that unite all who live with spina bifida around the world. It will offer the most current information about the latest advances in orthopedics, urology, neurosurgery and neuropsychology, adult health, psychosocial and family issues, employment, sex, depression, latex allergy, self-determination, and learning disabilities.
https://www.sbaa.org/site/PageServer?pagename=sbaa_conference_2005

Exploring Youthhood.org: NCSET¹s New Interactive Web Site for
Transition-Aged Youth

June 29, 2005
2:00  3:00PM Central Daylight Time (NCSET Teleconference Call)

Mark your calendars for this NCSET teleconference call where presenters will lead you through the new Youthhood Web site. The Youthhood Web site provides students and their teachers, mentors, and parents with an online, research-based transition curriculum focused on preparing for life after high school. It¹s interactive, it¹s fun, and best of all, it¹s free! Spread the word! Tell your friends and colleagues working with transition-aged youth to check out https://www.youthhood.org <https://www.youthhood.org/>  and join this call. Presenters will provide background information on the development of the site, an overview of the contents and features of the site, and information on how to utilize the site to help all youth plan for life after high school. More information to be posted on the NCSET Web site and in the next issue of E-News.
https://www.ncset.org/teleconferences/

National Down Syndrome Society Conference: Imagine
Chicago, IL (Conference)

July 7-10, 2005

The National Down Syndrome Society 2005 National Conference, “Imagine”, will bring together parents, family members, professionals, teens, and adults with Down Syndrome for education, networking, celebration, and more. Attendees will learn best practices in education, health care, employment, community living, and inclusion; learn from and meet experts from around the country; find out about the newest products, programs, and services; acquire the most current information on education, research, and advocacy; learn about resources for babies, children, adolescents, and adults with Down syndrome; meet and network with hundreds of affiliate leaders from across the country; and more.
https://www.ndss.org/content.cfm?fuseaction=NwsEvt.EvtConfNC

Teacher-to-Teacher Summer Workshops

July 11-13, 2005
Minneapolis, MN (Workshop)

This summer, the U.S. Department of Education will host a series of workshops for K-12 teachers and principals in which some of the nation¹s best teachers and researchers will share strategies for raising student achievement and describe the latest research-based practices. Subjects covered at the workshops will be evenly distributed among elementary and secondary school instruction. Breakout sessions will cover the content areas of literacy/reading, mathematics, science, history, and the arts. Additional sessions will be held on school leadership, the No Child Left Behind Act, using data effectively, and teaching strategies that can help all levels of students to improve academically. Registration is free but required.
https://www.teacherquality.us/TeacherToTeacher/Workshops.asp

2005 National Council on Independent Living Conference: Advocacy is a Service

July 11-14, 2005
Washington, DC (Conference)

Workshop sessions at the National Council on Independent Living Conference, to be held July 11-14 in Washington, DC, will include: Active Inclusion: Rekindling the CIL’s Flame; Advocacy, Advocacy, Advocacy: Real Empowerment for the Disability Community; Advocacy + Information = Reintegration; Advocacy Row (based on Family Feud); Beyond Reasonable Accommodation: Implementing Universal Design Principles in Public Housing; Collaborating with States, Counties, and Systems in the Nursing Home Transition Process; Effectively Communicating Across a Statewide Network: Executive Directors, Advocates, SILC, and DoR; Emergency Preparedness 101; Empowering Service Delivery: Making the 5th Core Service a Reality; and many more.
https://www.ncil.org/Conferences/

The Essentials of Small Schools: Principles and Practices for Equity and Achievement

July 11-15, 2005
Tacoma, WA (Conference)

The Coalition of Essential Schools (CES) will host the 2005 Small Schools Project Summer Institute, “The Essentials of Small Schools: Principles and Practices for Equity and Achievement” at the University of Puget Sound, in Tacoma, Washington. This institute will include workshops, discussion groups, and facilitated planning time organized around the question, “How do we design and continuously improve schools that support powerful instruction and success for all students?” Workshops and roundtables will be led by staff from CES mentor schools. Presenters and speakers will include some of the most effective, renowned small school educators in the country.
https://www.essentialschools.org/pub/ces_docs/ssp/si05.html

Autism Society of America¹s 36th National Conference: In Tune with the Future Nashville, TN

July 13-16, 2005
(Conference)

Autism Society of America (ASA), an organization that works to promote lifelong access and opportunity for all individuals within the autism spectrum and their families to be fully participating, included members of their community, hosts its 36th national conference “In Tune with the Future.” Several education-related concurrent sessions include “Middle School and High School – Strategies for Success,” “Strategies to Promote Academic Achievement for Students on the Autism Spectrum,” and “Issues and Strategies in Supporting Students in General Education Settings.” Online registration available (early bird registration ends May 6, 2005).
https://www.autism-society.org/site/PageServer?pagename=2005conference

14th International Scientific Congress CNIC 2005: 40 Years at the Service of Science and Technology.

June 27-30, 2005
Havana, Cuba
Hosted by the National Center for Scientific Research.
Find out more at:
www.cnic.edu.cu/14Congreso/principal_eng.htm

July 2005

Harvard Summer Institute:
Critical Issues in Urban Special Education: Achieving Adequate Yearly Progress (AYP) for Students with Disabilities.

July 11-15, 2005
Cambridge, MA
Hosted by Harvard University.
Find out more at:
www.gse.harvard.edu/ppe/k12/index.html

20th International Congress on the Education of the Deaf (ICED).

July 17 – 20, 2005
Maastricht, the Netherlands
Hosted by the International Congress on the Education of the Deaf (ICED).
Find out more at:
www.conferenceagency.com

2005 Education Conference Integrating Multiple Intelligence, Creativity, and Problem Solving.

July 19-22, 2005
Beijing, China
Hosted by Global Interactions, Inc.
Find out more at:
https://globalinteractions.org/MultipleIntelligences/Intelligences-home.htm

August 2005

Teacher-to-Teacher Summer Workshops

August 1-3, 2005
San Jose, CA
(Workshop)

This summer, the U.S. Department of Education will host a series of workshops for K-12 teachers and principals in which some of the nation¹s best teachers and researchers will share strategies for raising student achievement and describe the latest research-based practices. Subjects covered at the workshops will be evenly distributed among elementary and secondary school instruction. Breakout sessions will cover the content areas of literacy/reading, mathematics, science, history, and the arts. Additional sessions will be held on school leadership, the No Child Left Behind Act, using data effectively, and teaching strategies which can help all levels of students to improve academically. Registration is free but required.
https://www.teacherquality.us/TeacherToTeacher/Workshops.asp

September 2005

Persistently Safe Schools 2005 Conference.

September 11-14, 2005
Philadelphia, PA
Hosted by the Hamilton Fish Institute.
Find out more at:
www.hamfish.org/conference/

Many Voices, One Vision Conference

September 22-23, 2005
Washington, DC (Conference)
The Alliance for Full Participation will host the 2005 Summit: Many Voices, One Vision in Washington DC to bring together those committed to making the promises inherent in the Developmental Disabilities Act for Americans a reality. Over twelve hundred individuals are expected to attend to help craft a new strategic policy and social agenda in support of full participation, and to carry that agenda forward in their communities following the Summit.
https://www.allianceforfullparticipation.org/

CCBD International Conference on Behavioral Disorders.

September 22-24, 2005
Dallas (Irving), TX
Hosted by the International Council for Children with Behavioral Disorders (CCBD).
Find out more at:
www.ccbd.net/

October 2005

First National Symposium on IEP Facilitation.

October 28-29, 2005
Eugene, OR
Hosted by CADRE.
Find out more at:
www.directionservice.org/cadre/IEPSymp.cfm

Research-Based Tools and Strategies for Improving Outcomes for Secondary Youth with Disabilities

October 19, 2005
Albuquerque, NM (NCSET Capacity Building Institute)

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

Reaching New Heights: Improving Student Outcomes in a Diverse World
Albuquerque, NM

October 20-22, 2005
(Conference)

The Division on Career Development and Transition (DCDT), a division of the Council for Exceptional Children, will host its thirteenth international conference to present informative discussions, presentations, and research to national, state, and local professionals, leaders, and families on critical issues facing children, adolescents, and young adults with disabilities as they prepare for adult life. DCDT is a membership organization for persons and families interested in career and vocational issues for students with disabilities.
https://www.dcdt.org/

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Job Opportunities through NASET

Location: California

Job Category: Special Education Teacher – Secondary

 
Title: Probationary Jr./Sr. High School Special Education Resource Teacher for 2005-2006 SchoolYear
 

Position Description:

Under the direction of the principal or designee, provide instruction, assessment and program planning for special education students; monitor and evaluate student progress and behavior, research, obtain and provide instructional materials for special education services; serve as an informational resource for students, parents, district personnel and community organizations.
 
Contact: Grace  Carcerano

School District:  Calistoga Joint Unified School District

Address: 1520 Lake Street

City:  Calistoga    State:  California Zip Code:  94515

Phone:  707-942-4703 

Fax:  707-942-6589 

Email:  carceranog@calistoga.k12.ca.us

School District Home Page: www.calistoga.k12.ca.us 

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Acknowledgements

“Portions of this e-mail newsletter were excerpted from:

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

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

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