January 2008 – Special Educator e-Journal

Update from The National Institutes of Health

New Research Provides Evidence on Auditory Processing Disorders:  Ability to Listen to Two Things at Once Is Largely Inherited, Says Twin Study
Your ability to listen to a phone message in one ear while a friend is talking into your other ear—and comprehend what both are saying—is an important communication skill that’s heavily influenced by your genes, say researchers of the National Institute on Deafness and Other Communication Disorders (NIDCD), one of the National Institutes of Health. The finding may help researchers better understand a broad and complex group of disorders—called auditory processing disorders (APDs)—in which individuals with otherwise normal hearing ability have trouble making sense of the sounds around them.

“Our auditory system doesn’t end with our ears,” says James F. Battey, Jr., M.D., Ph.D., director of the NIDCD. “It also includes the part of our brain that helps us interpret the sounds we hear. This is the first study to show that people vary widely in their ability to process what they hear, and these differences are due largely to heredity.”

The term “auditory processing” refers to functions performed primarily by the brain that help a listener interpret sounds. Among other things, auditory processing enables us to tell the direction a sound is coming from, the timing and sequence of a sound, and whether a sound is a voice we need to listen to or background noise we should ignore. Most people don’t even realize they possess these skills, much less how adept they are at them. Auditory processing skills play a role in a child’s language acquisition and learning abilities, although the extent of that relationship is not well understood.

To determine if auditory processing skills are hereditary, NIDCD researchers studied identical and fraternal twins who attended a national twins festival in Twinsburg, OH, during the years 2002 through 2005. A total of 194 same-sex pairs of twins participated in the study (138 identical pairs and 56 fraternal pairs), representing ages 12 through 50. All twins received a DNA test to confirm whether they were identical or fraternal and a hearing test to make sure they had normal hearing.

If a trait is purely genetic, identical twins, who share the same DNA, will be alike nearly 100 percent of the time, while fraternal twins, who share roughly half of their DNA, will be less similar. Conversely, if a trait is primarily due to a person’s environment, both identical and fraternal twins should have roughly the same degree of similarity, since most twins grow up in the same household.

The volunteers took five tests that are frequently used to identify auditory processing difficulties in children and adults. In three of the tests, volunteers listened as two different one-syllable words or nonsense syllables (short word fragments such as ba, da, and ka) were played into their right and left ears simultaneously, and then tried to name both words or syllables. In two other tests, volunteers listened to digitally altered one-syllable words played into the right ear and tried to identify the word. One test artificially filtered out high-pitched sounds, which tended to obscure the consonants, while the other sped up the word.

In all but the filtered-words test, researchers found a significantly higher correlation among identical twins than fraternal twins, indicating that differences in performance for those activities had a strong genetic component. Participants showed the widest range of abilities on those tests in which they were asked to identify competing words or nonsense syllables entering each ear—called dichotic listening ability. The tests in which different one-syllable words were played simultaneously into each ear showed the widest degree of variation as well as the highest correlation among twins, especially identical twins. As much as 73 percent of the variation in dichotic listening ability was due to genetic differences, a magnitude that is comparable to well-known inherited traits such as type 1 diabetes and height. Conversely, the ability to understand the filtered words showed high correlation among all twins, indicating that variation in that skill is primarily due to differences in environment.

Scientists believe that problems with dichotic listening ability are often due to a lesion or disconnect between the brain’s right and left hemispheres. When we listen to someone talking, speech entering the right ear travels in large part to the left side of the brain, where language is processed. Speech entering the left ear travels first to the right side of the brain before crossing to the brain’s language center on the left side by way of the corpus callosum, a pathway connecting the brain’s right and left hemispheres.

Today’s finding that normal twins show such wide variation in their dichotic listening abilities, and that the differences are mostly due to genetic variation, adds a new perspective to our understanding of auditory processing disorders. These disorders may affect as many as seven percent of school-aged children in the United States and often appear alongside language and learning disorders, including dyslexia. APDs also affect older adults and stroke victims and can limit the successfulness of hearing aids in the treatment of hearing loss. The researchers suggest that scientists may be able to fine-tune their understanding of what an APD is and the role these disorders play in the development of language and learning disorders.

Study Aims to Develop First Medications for Fragile-X Syndrome, Leading Inherited Cause of Mental Retardation–Proposed Medications also May Reveal Treatments for Autism
A new NIMH grant is enabling scientists to begin testing safety and effectiveness of potential medications for fragile-X syndrome, the most common inherited form of mental retardation. No effective medications are available for the disorder. The animal studies currently underway are designed to lay the groundwork for the first human clinical trials in subsequent phases of the research.

People with other developmental disorders that share some of the same brain mechanisms which lead to fragile-X syndrome, including some cases of autism, also may benefit from this research. The purpose of the study is to advance promising laboratory findings into treatments for patients.

The grant will total $3.37 million over three years. Randall Carpenter, M.D., of Seaside Therapeutics (Cambridge, Massachusetts), is the principal investigator.
The National Institute of Mental Health (NIMH) is the primary funder of the project, with additional support from two other institutes of the National Institutes of Health: the National Institute of Child Health and Human Development and the National Institute of Neurological Disorders and Stroke. Two private organizations, the Fragile X Research Foundation and Cure Autism Now, also contributed funding.

Family-centered Intervention Effectively Reduces Risky Behavior Among Hispanic Youth
A family-centered program that improves parent-child dynamics and family functioning is more effective at discouraging Hispanic youth from engaging in risky behavior than programs that target specific behaviors, according to a study published in the December 2007 issue of the Journal of Consulting and Clinical Psychology.

Hispanic adolescents are at higher risk for substance abuse and risky sexual behavior than other ethnic groups, according to the U.S. Centers for Disease Control and Prevention. And while they represent 14 percent of the U.S. population, they account for a disproportionate 18 percent of all HIV/AIDS cases in the nation.

Several types of interventions exist that aim to reduce or prevent risky behavior like substance use and unsafe sexual behavior among non-Hispanic white youth, but no studies have been conducted to determine the relative effectiveness of similar programs targeted to Hispanic youth. Guillermo Prado, Ph.D., of the University of Miami, and colleagues randomly assigned 266 eighth-grade Hispanic youth and their primary caregivers (usually the mother) to one of three interventions:

• Familias Unidas plus Parent-Preadolescent Training for HIV Prevention (PATH)
• English for Speakers of Other Languages (ESOL) plus PATH
• ESOL plus HeartPower for Hispanics, an American Heart Association program

Familias Unidas plus PATH was designed to promote positive adolescent development by increasing parental involvement and teaching more effective parental communication techniques. The program was designed to be more consistent with Hispanic cultural expectations, in which life is family-centered and vital to an individual’s emotional support. PATH is designed to specifically increase parent-adolescent communication about sexual behavior and HIV risks, but it does not target family dynamics specifically. HeartPower for Hispanics is designed to encourage healthier behaviors among Hispanic youth to reduce obesity and heart disease risks.

The interventions were conducted over one year, and researchers followed up with participants at one and two years after the intervention ended. They found that the Familias Unidas plus PATH intervention was much more effective than the other two interventions in reducing cigarette use, and moderately more effective in reducing illicit drug use and unsafe sexual behavior among the adolescents.

“It is noteworthy that Familias Unidas + PATH produced favorable outcomes among the youth, even though most sessions in this group were conducted only with the parents.” said Dr. Prado. “The findings also suggest that targeting specific health behaviors such as cigarette smoking and risky sexual behavior within the context of strengthening the family may be the most effective approach for Hispanic adolescents.”

Behavioral Therapy Effectively Treats Children with Social Phobia
A behavioral therapy designed to treat children diagnosed with social phobia  helped them overcome more of their symptoms than the antidepressant fluoxetine (Prozac), according to an NIMH-funded study published in the December 2007 issue of the Journal of the American Academy of Child and Adolescent Psychiatry.

Social phobia, also called social anxiety disorder, is characterized by an extremely distressing fear of social situations, of being watched or judged by others, and of being embarrassed. People with social phobia also may have physical symptoms like a racing heart, excessive sweating or blushing, trembling, nausea and other symptoms. Social phobia is more extreme than common shyness and can interfere with a person’s ability to function. Children with the disorder avoid everyday activities and situations such as playing with other kids, reading in class, and speaking to adults.

Deborah Beidel, Ph.D., of the University of Central Florida, and colleagues randomly assigned 139 children ages seven to 17 to one of three treatments—Social Effectiveness Therapy for Children (SET-C), fluoxetine or placebo (sugar pill). SET-C includes individual and group therapy sessions, plus a type of exposure therapy designed to reduce the children’s social anxiety and enhance their social skills. Antidepressants such as fluoxetine and other selective serotonin reuptake inhibitors are commonly used to treat social phobia in children, with typically favorable results.

Throughout the 12-week program, the children’s progress was tracked through self-reports, parent ratings and independent evaluators. Beidel and colleagues found that 79 percent of the children assigned to the SET-C group responded to the treatment, while 36 percent of the fluoxetine group responded, and 6 percent of the placebo group responded. In addition, when children were evaluated right after the program ended, 53 percent of the SET-C group no longer met criteria for social phobia, compared to 21 percent of the fluoxetine group, and 3 percent of the placebo group.

Overall, the researchers found that both SET-C and fluoxetine helped children overcome social distress. And although fewer children responded to fluoxetine treatment than SET-C, both groups maintained their gains at about the same rate one year after treatment ended. But SET-C also helped children overcome their fears and improve their general functioning and social skills, suggesting the behavioral intervention has a more comprehensive treatment effect.
 

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

New Sudden Infant Death Resource Center
National Sudden Infant Death Resource Center (NSIDRC) will serve as a central source of information on sudden infant death (including sudden infant death syndrome, miscarriage, stillbirth and other sudden infant deaths), on bereavement, and on promoting healthy outcomes for infants from the prenatal period through the first year of life and beyond.
http://www.sidscenter.org 

The National Youth Leadership Network (NYLN) is Looking for New Leaders!
Do you know a young person with a disability between 15-28 years old that has good leadership and advocacy skills? Find out how he/she can apply to be on NYLN’s Governing Board.
http://www.nyln.org 

New Resource to Help Counter Mental Health Stigma
The Resource Center to Address Discrimination and Stigma Associated with Mental Illness recently debuted a new library of more than 600 resources including articles, fact sheets, toolkits, and brochures. The site features information and advice to help individuals and organizations counter discrimination and stigma associated with mental illness.
www.stopstigma.samhsa.gov 

Guides on Sharing Information Released
The Virginia Tech shooting has sparked many efforts to tighten school security, improve mental health services and create systems to alert students of danger. Schools also have asked for guidance on what information can be shared among government agencies and parents under the 1974 Family Educational Rights and Privacy Act. The U. S. Department of Education has related three brochures on the law: one for k-12 educators, one for colleges, and one for parents. They are available at http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools .

From the National Consortium on Deaf-Blindness – Children Who are Deaf-Blind
This publication provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deafblindness. Information from the population is drawn from annual child count data reported in The National Deaf-Blind Child Count: 1998–2005 in Review . A PDF version is available at: http://www.nationaldb.org/NCDBProducts.php.

New Evidence for Education Module from NICHCY
Assessment and Accommodations
What accommodations are appropriate for which students? How do accommodations affect student learning and their performance on tests? This Evidence for Education addresses these and other questions and explores the research base in this area. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for children with disabilities. To view online or download PDF version, go to: http://research.nichcy.org/Evidence_TOC.asp .

From Collaborative for Academic, Social and Emotional Learning (CASEL)
The Impact of After-School Programs That Promote Personal and Social Skills
This report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits. It also describes evidence-based approaches that after-school programs can use to promote students’ personal and social skills.
http://www.casel.org/ 

New Educator Guide from NEA
Truth in Labeling: Disproportionality in Special Education
The guide provides educators with basic information about disproportionality – what it is, what causes it, and what the implications are for students, schools, and the community.  It offers recommendations on addressing disproportionality at the classroom, school, and community levels, and it includes helpful research references and resources.  PDF version available at: http://www.nea.org/specialed/disproportionality.html.

Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.
The following training module has recently been posted online:

Module 19, IDEA’s Discipline Provisions

• Download available modules.
  www.nichcy.org/training/contents.asp  
• Sign up to be notified when new modules become available.
  www.nichcy.org/mod_signup.asp 

New Web Site Launched to Help Educators
The U.S. Department of Education launched new ‘Doing What Works’ Web site to provide teachers, administrators and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement. http://dww.ed.gov/ 

New Guide to Help with Parental Involvement in Public Schools
Engaging Parents in Education
The guide profiles five Parental Information and Resource Centers (PIRCs) that are representative of how PIRCs and their partnering organizations can successfully increase parental involvement in education. The centers emphasize the power of strong parent-educator partnerships to improve schools and raise students’ academic achievement.
http://www.ed.gov/admins/comm/parents/parentinvolve/index.html 

Second Quarter 2007 Policy Letters of Clarification on IDEA
Letters from the U.S. Department of Education received by individuals during the second quarter of 2007, which describe interpretations of the IDEA and its implementing regulations are now available online at http://www.ed.gov/policy/speced/guid/idea/index.html.

New from Project Forum 
Collaborative Partnerships Between SEAs and Parent Training and Information Centers
This Policy Analysis begins with a background on federally funded parent centers. It continues with the findings from two sets of interviews: one for state education agency (SEA) staff and one for PTI staff. Types of collaboration including development of training materials, dissemination of information, parent outreach, data collection and others are described. Handling of communication and fiscal and human resources is discussed as well as barriers and benefits of these partnerships. A PDF version is available at: http://projectforum.org/docs/CollaborativePartnershipsBetweenSEAsandPTIs.pdf. 

Parent Participation in State Monitoring
This Policy Analysis provides readers a background to monitoring processes in general and many useful links to other documents and websites. It describes what states are doing to include parents in their monitoring of local education agencies. Trends from four other Project Forum studies are also included. Sixteen of 37 responding states include parents as members on their monitoring teams. Many respondents felt strongly that there were many benefits to having parents on the teams. Both benefits and challenges are described as well as other ways states are including family members in the monitoring process. A PDF version is available at: http://projectforum.org/docs/ParentParticipationinStateMonitoring.pdf.

Supplemental Educational Services Under NCLB: State Implementation for Students with Disabilities
This Policy Analysis provides readers a comprehensive background for SES for students with disabilities. It describes what states are doing in this area concerning requirements, approval processes, assistance to local education agencies, data collection and effectiveness for students with disabilities. Observations and conclusions are given. A PDF version is available at: http://projectforum.org/docs/SESUnderNCLB-StateImplementationforSWD.pdf.

The National Instructional Materials Accessibility Standard (NIMAS): Current State Implementation
This Policy Analysis provides a legislative background to NIMAS followed by survey findings from 46 state NIMAS coordinators. Findings are clustered in the areas of dedicated staff, coordination with the National Instructional Materials Accessibility Center (NIMAC), guidelines and requirements, professional development, legal issues, file conversions, challenges and next steps. A PDF version is available at: http://projectforum.org/docs/TheNatlInstructionalMaterialsAccessibilityStandardNIMAS-StateImplementations.pdf.

From Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
This is the first nationally representative study that assesses early mental and physical development, the quality of early care and education settings and the contributions of parents to the lives of children in the years leading up to school. To download, view and print the publication as a PDF file, visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008025.

From The Nation’s Report Card
Two reports are now available which detail the achievement of 4th-8th grade students nationwide who participated in the National Assessment of Education Progress (NAEP) administered by the U.S. Department of Education earlier this year. The reports compare national and state data in 2007 with each prior year the tests were given, beginning in 1990 in mathematics and 1992 in reading.

• The Nation’s Report Card Reading 2007
  To read the report go to: http://nationsreportcard.gov/reading_2007.
• The Nation’s Report Card Math 2007
  To read the report go to: http://nationsreportcard.gov/math_2007 .

From The National Council on Disability (NCD)
Empowerment for Americans with Disabilities
This report reviews the issues integral to the employment of people with disabilities. It has two broad aims: a) to summarize the existing knowledge regarding the employment of people with disabilities in a series of short issue briefs and b) to present new information on the perspectives of employers, people with disabilities, and disability specialists on the key barriers to and facilitators of employment.  This report is available at: www.ncd.gov/newsroom/premium-publications/2007/NCDEmployment_20071001.htm.

From the HSC Foundation
Partnering with Your Child’s School: A Guide for Parents
The HSC Foundation offers this new resource for parents. The booklet – available online and in hard copy – in English and in Spanish, is designed to help parents of children who have been diagnosed with health or mental health care needs to learn about available resources and to develop a partnership with their children’s schools. The booklet’s content has been reviewed and validated by groups of parents, youth, and educators and is produced in partnership with the Council for Exceptional Children and the National Association of State Directors of Special Education. To download, go to: www.hscfoundation.org/whatwedo/familysupports.php.

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Update from the U.S. Department of Education

Web Site on State Education Reforms from the National Center for Education Statistics
The State Education Reforms Web site, which draws primarily on data collected by organizations other than the National Center for Education Statistics, compiles and disseminates data on state-level education reform efforts in four areas:

• standards, assessment, and accountability
• school finance reforms
• resources for learning
• state support for school choice options.

Specific reform areas include student and teacher assessments, adequate yearly progress, statewide exit exams, highly qualified teachers, open enrollment laws, and charter schools.
http://nces.ed.gov/programs/statereform/

Projections to 2016
Anxious to look ahead? The National Center for Education Statistics’ “Projections of Education Statistics to 2016” projects key statistics, including student enrollment, graduates, teachers, and expenditures for elementary and secondary schools and degree-granting institutions. For example, K-12 enrollment rose 16% between 1991 and 2004 and is projected to increase an additional 9% between 2004 and 2016. Also, college enrollment rose 22% between 1991 and 2005 and is projected to increase an additional 17% by 2016. For more information, please go to http://nces.ed.gov/programs/projections/projections2016/.

Secretary Spellings Awards Over $52 Million to 21 States in School Improvement Grants

U.S. Secretary of Education Margaret Spellings today announced over $52 million to 21 States, the first of $125 million in School Improvement Grants to help turn around low-performing schools. The grants will help States take a greater role in developing and delivering comprehensive leadership and technical assistance to help reform schools and districts that aren’t making adequate yearly progress (AYP).

“No Child Left Behind shines a spotlight on schools and holds them accountable for results. School Improvement Grants support the steps States and school districts are taking to improve standards and outcomes in low-performing schools so that our nation’s students can succeed in classroom and beyond,” said Secretary Spellings.

Under No Child Left Behind, a school is considered in need of improvement if it fails to make AYP for at least two consecutive years. As a result of increased accountability, the number of schools identified for improvement is rising, and the trend demonstrates the growing demand for more comprehensive improvement measures so States and schools can work to address problems before facing restructuring. School Improvement Grants are part of the national effort to bring about educational reform and assist States in fulfilling their responsibility for improving schools, while also providing significant support for school district efforts to ensure that no child is left behind and that all students are reading and doing math on grade-level by 2014.

The U.S. Department of Education will award $125 million in School Improvement Grants this year. The first 21 recipients and grant amounts are listed below. The allocation of funds is based on the Title I allocation for each state.

  Alabama — $1,861,720
  Arkansas — $1,190,751
  California — $16,620,295
  Delaware — $328,808
  Florida — $5,729,854
  Hawaii — $358,793
  Idaho — $431,188
  Indiana — $2,253,964
  Maryland — $1,804,240
  Montana — $361,711
  Nebraska — $527,388
  Nevada — $771,291
  New Jersey — $2,397,833
  Ohio — $4,325,232
  Oregon — $1,259,126
  Pennsylvania — $5,021,980
  South Carolina — $1,814,877
  Tennessee — $1,961,679
  Utah — $576,478
  West Virginia — $796,450
  Wisconsin — $1,936,898

Additional information on School Improvement Grants is available online at http://www.ed.gov/policy/elsec/guid/stateletters/schimpfundappl.pdf.

U. S. Department of Education and First Book Announce 2007 Nationwide Holiday Book Donation
U.S. Deputy Secretary of Education Raymond Simon, First Book® Senior Vice President Lynda Lancaster and Pittsburgh Public Schools Superintendent Mark Roosevelt today highlighted the importance of reading and presented free books to students at Pittsburgh Fulton PreK-5 in Pittsburgh, Pa.

The donation included some of the 400,000 new books provided by Random House Children’s Books, First Book and the U.S. Department of Education as part of the 2007 Holiday Book Donation. The effort is designed to provide brand new, age appropriate children’s books to schools, libraries and literacy organizations serving low-income youth across the country.

“We know that reading is the essential skill for success in school and throughout one’s lifetime,” Secretary of Education Margaret Spellings said.

“Children need access to books in their schools, homes and libraries in order to improve and maintain their reading skills. The books we’re donating today, in partnership with First Book will ensure that students in Pittsburgh, and other high-need communities, have the resources to continue reading and learning.”
“Every child deserves the opportunity to experience the joy of learning and reading with new books of their very own,” said Kyle Zimmer, president of First Book. “By partnering with the Department of Education and Random House Children’s Books, First Book is helping to share the delight and excitement of new books with thousands of disadvantaged children across the country.” First Book is a national nonprofit organization whose mission is to give children from low-income families the opportunity to read and own their first new books.
“Reading is a gift that sparks the imagination and opens new doors for children of all ages,” said Chip Gibson, president of Random House Children’s Books. “Random House is proud to be part of the 2007 Holiday Book Donation to help make a lifetime of difference to children in need during this season of giving.”
Random House Children’s Books is the world’s largest English-language children’s trade book publisher, creating books for toddlers through young adult readers, in all formats, from board books to activity books to picture books and novels. The company’s award-winning website, www.randomhouse.com/kids offers an array of materials and activities free of charge for children, teens, parents and educators.

Today’s book donation is the latest distribution in the Book Donation Campaign. The Campaign is a multi-year effort of the U.S. Department of Education, First Book and a host of major U.S. book publishing companies to promote literacy and supply books to children in need. Since 2006, including the books earmarked for this donation, campaign partners and contributors have collaborated to distribute over two million books across the nation.

Adolescent Readers Initiative
On November 2, Secretary Spellings announced the national distribution of 520,000 free, new books as part of the 2007 Adolescent Readers Initiative. The initiative, a joint venture between the Department and the non-profit entity First Book, is designed to improve the literacy skills of struggling young adults in low-income schools and communities. Most of the books donated for this effort are from Townsend Press’s “Bluford Series,” a batch of 13 novels that focus on the lives of a group of young high school students and their families. Set in contemporary urban America, each novel addresses topics relevant to the lives of today’s students. Since June 2006, the Department, First Book, and major book publishers have collaborated to distribute more than 1.65 million children’s books to schools, libraries, and organizations serving low-income students in hurricane-affected communities and throughout the country. For more information, please go to http://www.ed.gov/news/pressreleases/2007/11/11022007b.html.

Also: A recent study by the Center on Education Policy (CEP), “Reading First: Locally Appreciated, Nationally Troubled,” finds the Department’s Reading First program, while embattled in Washington, is the most highly rated No Child Left Behind program in terms of its effect on achievement. More than three-fourths of states and two-thirds of school districts with Reading First grants reported that the program’s instructional initiatives and assessment systems were “important” causes of gains in student achievement. And, the program’s impact is felt beyond just participating schools: over half of Reading First districts reported using elements of Reading First in non-Reading First schools and in the upper grades. Therefore, CEP recommends fixing and expanding the program. For more information, please go to http://www.cep-dc.org/index.cfm?fuseaction=document.showDocumentByID&nodeID=1&DocumentID=228.

Title I Report
This month, Secretary Spellings submitted to Congress the final report of the “National Assessment of Title I.” This two-volume study presents recent data on the implementation of the Title I program and an evaluation of the impact of four remedial reading programs on student achievement. Some highlights:
Title I Funding. After adjusting for inflation, funding for Title I, Part A has increased by 35% over the previous seven years, from $9.5 billion in Fiscal Year 2000 to $12.8 billion in Fiscal Year 2007. More than three-fourths of Title I funds went to high-poverty schools and school districts. However, the highest-poverty schools received smaller Title I allocations per low-income student compared with lower-poverty schools.

Student Achievement. In states that had three-year trend data available on their state assessments, the percentage of students achieving at or above the state’s proficient level rose for most student subgroups in a majority of states. Also, both National Assessment of Educational Progress (NAEP) and state assessments results indicate that the achievement gaps between disadvantaged students and other students may be narrowing. However, at present pace, most states would not meet the goal of 100% proficiency by 2013-14.

Implementation of State Assessment Systems. During the 2005-06 academic year, all states administered assessments intended to meet No Child Left Behind requirements for reading and math. Further, as of this fall, 24 state assessment systems had been approved through the Department’s peer review process, eight were designated as “approval expected,” and 20 were as designated “approval pending” (see http://www.ed.gov/admins/lead/account/nclbfinalassess/).

Accountability and Support for School Improvement. During the 2004-05 academic year, 75% of schools and districts met all applicable Adequate Yearly Progress (AYP) targets. (Schools most often missed AYP for the “all students” group and/or for multiple subgroups, rather than single subgroups.) On the other hand, 18% of Title I schools were identified as in need of improvement.

School Choice and Supplemental Educational Services (SES). Although still low, the number of students opting for public school choice doubled over the three-year period from 2002-03 to 2004-05. SES participation increased ten-fold over the same period.

“We have made substantial progress in the last six years,” the Secretary wrote in her transmittal letter, “but more work needs to be done. We will continue to work with states in developing challenging assessments, while focusing on secondary education. In addition, we need to expand participation in public school choice and SES. Finally…many states are going to have to redouble their efforts to reach the 100% proficiency target by 2014, but the progress made through 2004-05 suggests that it is possible.” For more information, please go to http://ies.ed.gov/ncee/pubs/20084012/.

National Consequence
“To Read or Not to Read,” from the National Endowment for the Arts, gathers statistics from more than 40 studies on the reading habits and skills of children, teenagers, and adults. The stark conclusion? Americans are reading less and reading less well. For example, less than one-third of 13-year-olds are daily readers, a 14% decline from 20 years earlier. Among 17-year-olds, the percentage of non-readers has doubled over that period, from 9% in 1984 to 19% in 2004. On average, Americans (ages 15 to 24) spend two hours a day watching TV and only seven minutes of daily leisure time on reading. Not surprisingly, reading scores on related assessments (NAEP, the National Assessment of Adult Literacy, the Program for International Student Assessment, etc.) have remained flat or declined. Also, the research suggests deficient readers run higher risks of personal, professional, and social failure. For more information, please go to http://www.nea.gov/research/ToRead.pdf.

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Calls to Participate

Nominate Champions of Inclusive Education to be Featured in EquiNews
The National Center for Culturally Responsive Education Systems (NCCRESt) and the National Institute for Urban School Improvement (NIUSI) want to recognize champions for inclusive education in EquiNews, their joint monthly newsletter. They seek nominations from readers describing a person whose work they feel should be acknowledged, including what this person is doing or has done related to equity and excellence in education. Nominations should be approximately 500 words in length and include a photo. Send nominations to niusi@asu.edu or nccrest@asu.edu.
http://www.nccrest.org/Enews/EquiNews_Oct_07.html#people

High School Students: Enter the U.S. Institute of Peace National Essay Contest
The U.S. Institute of Peace is seeking entries for its 2007-08 National Peace Essay Contest. Its topic is “Natural Resources and Conflict.” Youth in grades 9-12 are asked to write a 1,500-word essay stating what they believe are the necessary elements for the development of fair, peaceful, or effective use of natural resources after a conflict. State-level winners receive $1,000 each. National awards include one first-place award of $10,000; one second-place award of $5,000; and one third-place award of $2,500. State winners also receive an all-expenses-paid trip to Washington, DC for the awards program. Entry deadline: February 1, 2007.
http://www.usip.org/ed/npec/index.html

K-12 Schools and Libraries: Apply to Receive the “We the People Bookshelf” As part of its We the People initiative, the National Endowment for the Humanities and the American Library Association present the We the People Bookshelf, a program that encourages young people to read classic books and explore themes in American history, culture, and ideas. K-12 schools and public libraries are invited to apply to receive a set of 17 thematically related books which embody the theme of “Created Equal.” In return for receiving a Bookshelf, libraries are must organize programs that introduce the books and the “Created Equal” theme to the library’s students, patrons, or intergenerational audiences. Application deadline: January 25, 2008.
http://www.wethepeople.gov/bookshelf/createdEqual.html

Submit Comments: Proposed Center on Postsecondary Education for Students with Intellectual Disabilities
To improve postsecondary education and other outcomes for individuals with intellectual disabilities and focus attention on an area of national need, the Assistant Secretary for Special Education and Rehabilitative Services, the Assistant Secretary for Vocational and Adult Education, and the Assistant Secretary for Postsecondary Education have jointly proposed a priority and definitions for a center on postsecondary education for students with intellectual disabilities. This priority may be used for competitions beginning in fiscal year 2008. The public is invited to submit comments regarding the proposed priority by January 10, 2008. http://a257.g.akamaitech.net/7/257/2422/01jan20071800/edocket.access.gpo.gov/2007/E7-23975.htm

Submit Poetry or Prose to Literary Review Special Issue on “Abilities and Disabilities”
The Bellevue Literary Review, “a journal of humanity and human experience,” is seeking previously unpublished poetry and prose (both fiction and non-fiction) of the highest caliber focusing on experience and representations of disability for a special issue entitled “Abilities and Disabilities: The Range of Human Function.” Up to three poems or up to 5,000 words of prose can be submitted. Please indicate that your submission is for this special issue. Submission deadline: February 1, 2008.
http://www.blreview.org/blr_guidelines.htm

Suggest New Topics for the What Works Clearinghouse to Study
The U.S. Department of Education’s What Works Clearinghouse is soliciting ideas for topics that could be studied in the future. It currently studies beginning reading, elementary and middle school math, early childhood education, dropout prevention, English language learning, and character education. Should tackle other academic subjects like adolescent literacy, high school math, science, history and social studies, or writing? Should it expand to include postsecondary or adult education? Should it tackle topics in special education? Should it examine approaches to the professional development of teachers and principals, or school-level issues such as how to turn around low-performing schools?
http://ies.ed.gov/ncee/wwc/help/webmail/feedback.asp 

Young Adults with Multiple Learning and Cognitive Disabilities: Apply to the University of Iowa R.E.A.C.H Program
The University of Iowa R.E.A.C.H Program educates young adults with multiple learning and cognitive disabilities, helping them reach their full potential through a 2-year, comprehensive, campus-based certificate program. It seeks to create a living-learning experience where participants are taught the skills necessary for being independent, engaged, contributing members of their communities. Applications for Fall 2008 are now available. Application deadline: March 1, 2008; however, campus interviews will be held beginning Fall 2007.
http://www.education.uiowa.edu/reach/

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Upcoming Conferences, Workshops, and Events

January 2008

K-12 and Beyond: The Importance of Internships to Student with Disabilities and Businesses, Featuring Booz Allen Hamilton Emerging Leaders Internship Program as a Best Practice
Date: January 8, 2008 – 2:00-3:00 p.m. (Eastern)
(Web-based Event)
Abstract: This JAN/U.S. BLN Webinar will feature Barbara Haight from Booz Allen Hamilton, who helped to create and implement Booz Allen’s Emerging Leaders internship and leadership development program for college students with disabilities. Barbara will speak about the importance and value of internships to students with disabilities’ career development as well as to meeting businesses’ recruitment needs. The Emerging Leaders program will be discussed as one model for businesses to access students with disabilities. She will also offer best practices for internship placements and other examples of business-focused programs. Registration is required and a registration fee does apply.
Website:http://www.jan.wvu.edu/webcast/

Evidence-Based Practices in Secondary Transition
Date: January 9, 2008- 1:00-2:00 p.m. (Eastern)
(Teleconference Call)
Abstract: In this free teleconference, co-sponsored by the National Secondary Transition Technical Assistance Center (NSTTAC) and OSEP’s Exiting Community of Practice, Dr. David Test of NSTTAC will present findings from a literature review of evidence-based practices in secondary transition (see http://www.nsttac.org/?FileName=evidence_based_practices to review the findings prior to the teleconference). He will also respond to audience questions regarding the resources NSTTAC is developing from these findings. To participate, dial (866)593-4318 and enter the conference ID #27138234.

Project ACTION Audio Conference on ADA Paratransit Eligibility
Date: January 10, 2008 – 2:00-3:00 p.m. (Eastern)
(Teleconference Call)
Abstract: In this Easter Seals Project ACTION teleconference, Kristi Ross will address the basics about paratransit eligibility, including alternative eligibility determination processes, appeals of eligibility determinations, and how to involve people with disabilities in the eligibility process. Participation is free, but registration is required.
Website:http://projectaction.easterseals.com/site/PageServer?pagename=ESPA_distance_learning_2008_para_elig_101
 
 
Engaging Students with School: The Essential Dimension of Dropout Prevention Programs
Date: January 22, 2008 – 12:00-1:30 p.m. (Eastern)
(Web-based Event)
NOTE: THIS EVENT HAS BEEN RESCHEDULED FROM 12/11/2007. In this National Dropout Prevention Center for Students with Disabilities Webseminar, Dr. Sandy Christenson will describe universal and individualized dropout prevention interventions for students with and without disabilities. She will explain the ideal heuristic to achieve an assessment-to-intervention link, as well as data-based interventions that maximize the person-environment fit. She will discuss effective interventions with a focus on attendance and academic skills, and indicators of students’ commitment to learning, perceptions of academic and social competence, and sense of belonging. Registration is required, and is free for the first 150 registrants.
Website: https://eventservices.on.intercall.com/confmgr/event_register.jsp?eventId=51407&invitationId=966388

Special Camp Fair
Date: Saturday, Jan. 26, 2008    
Presented by Resources for Children with Special Needs, Inc.                             
Abstract:  Parents and caregivers of children and teens with disabilities can plan ahead for summer with the wealth of information offered at the 23rd annual free Special Camp Fair on Saturday, January 26, 2008 from 11 AM to 3 PM. at the Church of St. Paul the Apostle, (Entrance to Fair on Columbus Ave. near W. 60th St.) NYC .  The Fair is presented by Resources for Children with Special Needs, Inc.,  (212) 677-4650. www.resourcesnyc.org Representatives from 70 New York City day camps and sleepaway camps in the northeast will be on hand to help parents and professionals plan productive summer experiences for children with disabilities.  The Fair will also feature information on  travel programs, remedial education programs, volunteer and job opportunities and early childhood programs.  Spanish and sign language interpreters will be available.  Visitors to the Fair will receive a free copy of the  Camps 2008 Guide. The Camps 2008 Guide (publication date January 2008) is also available  by sending a check for $25 plus  $8.00  postage and handling to Resources for Children with Special Needs, Inc., Dept. PR1, 116 E. 16th St., 5th Floor, New York, NY  10003.    
Contact:  Gary Shulman, 212-677-4650
Website:  www.resourcesnyc.org 

Parent Centers United for Excellence: ALLIANCE National Conference
Date: January 30-February 1, 2008
Location: Washington, DC
Abstract: The 11th annual ALLIANCE National Conference will bring together representatives from parent centers, the U.S. Department of Education, technical assistance centers, and schools to share information about special education issues and working with families. It is sponsored by the Technical Assistance ALLIANCE for Parent Centers National Center at PACER, in collaboration with the U.S. Office of Special Education Programs and the ALLIANCE Regional Parent Technical Assistance Centers. Registration deadline: December 5, 2007.
http://www.taalliance.org/conference/2008/index.htm

14th Joint National Conference on Alternatives to Expulsion, Suspension, & Dropping Out of School
Date: January 31-February 2, 2008
Location: Lake Buena Vista, FL
(Conference)
Abstract: This conference is presented by the University of Wisconsin-Green Bay in partnership with the National Alternative Education Association, the Coalition for Safe & Effective Schools, and the National Charter School Clearinghouse.
Website:http://www.uwgb.edu/outreach/alternatives/

 

March 2008

BRIGHTER TOMORROWS
Conference
Dates: March 7-8, 2008
Location: Saint Martin’s University * Norman Worthington Conference Center
5300 Pacific Ave. SE * Lacey, WA 98503
WebSite:  http://www.WyattsHouse.org
Telephone:  (360) 507-0944
Email:  info@wyattshouse.org
Abstract: Brighter Tomorrows is the annual conference-fundraiser of The Wyatt Holliday Foundation, an Olympia-based nonprofit which assists families of children with special needs through advocacy, education and support.  The conference takes place near Washington State capitol, bringing together professionals and families to learn from those specializing in various educational, medical, therapeutic and legal fields of interest.  This year there is emphasis on special education law and the Pete Wright due process DVD will be shown.  For more details please contact us!

April 2008 

Juvenile Bipolar Disorder: Under Diagnosed, Under Treated, Under Discussion 
Date(s): April 18th and 19th 2008
Location: Austin Convention Center, Austin Texas
Sponsor: dbh Neuroscience Seminars
Contact Information: Phone – 925-648-2649, FAX – 925-648-2650 e-mail – info@behaviorquest.com 
Website:www.dbhnss.com Registration online encouraged
Abstract: Our featured presenters are Demitri and Janice Papolos authors of, “The Bipolar Child”.  David Miklowitz, PhD author of “Bipolar Disorder; Family Focused Treatment”, and Steven Mattis PhD, neuropsychologist and expert in the executive processing that are frequently deficits in this population.

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Funding Forecast, Grants, and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008
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 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

FY 2006-2007 Discretionary Grant Application Packages
This site, from the Department of Education, provides information on grant competitions that are currently open.
http://www.ed.gov/fund/grant/apply/grantapps/ 

Allstate Foundation Grants for Safe and Vital Communities; Economic Empowerment; and Tolerance, Inclusion, and Diversity
The Allstate Foundation supports national and local programs regarding Safe and Vital Communities (including youth anti-violence); Economic Empowerment (including financial and economic literacy); and Tolerance, Inclusion, and Diversity (including teaching tolerance to youth, and alleviating discrimination). Nonprofit, tax-exempt organizations under Section 501(c)(3) of the Internal Revenue Code are eligible to apply. The Foundation has no deadlines for submission; proposals may be submitted throughout the calendar year.
http://www.allstate.com/citizenship/foundation/funding-guidelines.aspx

Brookdale Foundation Grants for Relatives as Parents Local and State Programs
The Brookdale Foundation’s Relatives as Parents Program (RAPP) encourages and promotes the creation or expansion of services for grandparents and other relatives who have taken on the responsibility of surrogate parenting when the biological parents are unable to do so. The Foundation provides Local and State Seed Grants for RAPP. Deadline for submission of local proposals: January 10, 2008. Deadline for submission of state proposals: February 8, 2008.
http://www.brookdalefoundation.org/relativesasparents.htm

William T. Grant Foundation Distinguished Fellows Program to Support Research on Youth Outcomes
The William T. Grant Foundation is seeking applicants for its Distinguished Fellows Program for mid-career researchers, policymakers, and practitioners. The Program aims to help researchers strengthen the ways in which their work reflects an understanding of policy and practice, and to help policymakers and practitioners enhance their capacities to recognize and use high-quality research. The program allows  practitioners/policymakers to spend extended time working in a research setting or researchers to spend extended time working in a practitioner/policymaking setting. Each fellow receives up to $175,000 for the duration of the fellowship, which may range from six months to two years. Letters of Inquiry Submission Deadline: January 10, 2008.
http://www.wtgrantfoundation.org/info-url_nocat3042/infourl_nocat_list.htm?attrib_id=10216 

Verizon Tech Savvy Awards
The National Center for Family Literacy is seeking applications for the 2008 Verizon Tech Savvy Awards, which support sustainable programs that help parents bridge the widening gap between adults and children’s understanding of technology. Programs should create innovative, readily replicable ways to employ technology as an important component in family literacy. Organizations with tax-exempt status under section 501(c)(3) of the Internal Revenue Code are eligible to apply. Four $5,000 regional awards and one $25,000 national award will be presented. Application deadline: January 11, 2008.
http://www.famlit.org/site/c.gtJWJdMQIsE/b.2180327/

Freida J. Riley Teacher Award
The Christopher Columbus Fellowship Foundation is seeking nominations for the Freida J. Riley Teacher Award, given annually to an American teacher who works with a physical disability, teaches in an especially challenging educational environment, or has performed a heroic act by making an exceptional personal or physical sacrifice on behalf of students. The award comes with a prize of $10,000. Nomination deadline: February 4, 2008.
http://www.columbusfdn.org/freidajriley/default.asp

Global Action Awards for High School Students who Fight Global Poverty
The Global Action Awards honor U.S. high school students who have led projects that have had a direct, positive impact on people in developing countries or that have raised awareness about global poverty. The Awards celebrate young people who have shown great leadership in areas such as preventing disease, alleviating hunger, protecting the environment, promoting human rights, and improving access to education. Honorees receive $5,000 for higher education or a charitable cause of their choice, and are honored at a ceremony in New York City. Application deadline: January 31, 2008.
http://www.netaid.org/global_action_awards/application.html

John W. Gardner Leadership Award
The John W. Gardner Leadership Award honors an individual whose leadership in or with the nonprofit community has been transformative and who has mobilized and unified people, institutions, or causes that improve people’s lives. Award recipients are people who, apart from personal achievements, have raised the capacity of others to advance the common good. Their leadership has either had national or international impact or, if at the regional level, has attracted wide recognition and imitation. Their work has transformed their field and has served as a model for other fields. The aware comes with a prize of $10,000. Nomination deadline: January 31, 2008.
http://www.independentsector.org/about/gardneraward.htm

Leaders in Learning Awards
Cable in the Classroom’s Leaders In Learning Awards recognize teachers, administrators, and community leaders who are helping to improve and transform education for children both in and out of school, creating the 21st-century learning environments children need to succeed in the world that awaits them. Awards are given in five categories: General Excellence, Cable Partnerships for Learning, Pushing the Envelope, Policymaker Excellence, and Media Literacy Education. Winners receive a $3,000 cash prize and an all-expense-paid trip to Washington, DC in June 2008. Application deadline: January 16, 2008.
http://www.leadersinlearningawards.org/

Smart Kids with Learning Disabilities Achievement Awards
This $1,000 award recognizing the strengths and accomplishments of young people with learning disabilities and/or ADHD is awarded annually to a student age 19 or younger who has demonstrated initiative, talent, and determination resulting in a notable accomplishment in any field—including art, music, science, math, athletics, or community service. Nomination deadline: January 31, 2008.
http://www.smartkidswithld.org/award.html

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Latest Career Center Classifieds

K-12 Special Education Teaching Jobs

Nationwide Locations

Job Category: Teacher (K – 12)

Description:

Carney, Sandoe & Associates is an educational recruitment firm that places teachers and administrators in private, independent and like-kind (charter, magnet, pilot and merit) schools across the nation and worldwide. We have placed over 20,000 teachers and administrators in independent schools since 1977.

CS&A has hundreds of special education positions available each year.  All fees are paid by the client school; personal and professional placement services are free to the candidate.

Apply online at:  www.carneysandoe.com

Requirements:

Candidates will need a degree in special education. Experience working with children between the ages of 5-18 is preferred.  The ability to coach or direct extracurricular activities is very helpful.

Benefits:

Compensation and benefit packages will be different at each school and will typically depend on geographical location, experience and level of degree.  Benefit packages will include the following:  Medical, and 401K (TIAA-CREF),and may include dental, housing, relocation, tuition remission and professional development.

Contact:

Jonathan K. Ball
Director of Recruitment
Carney, Sandoe & Associates
Phone:  800-225-7986
Email:  jonathan.ball@carneysandoe.com
Website:  www.carneysandoe.com

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PART-TIME TUTORS WANTED

Descrition: Columbia College Chicago’s Writing Center is seeking qualified, experienced, and enthusiastic tutors to help support our ESL, Reading, and LD students through one to one sessions. Applicants must be able to…

Job Category:

Descrition: Columbia College Chicago’s Writing Center is seeking qualified, experienced, and enthusiastic tutors to help support our ESL, Reading, and LD students through one to one sessions. Applicants must be able to demonstrate effective tutoring with persons of diverse socioeconomic, cultural, disability, and ethnic backgrounds. Tutors must also have excellent written and interpersonal skills, be able to follow through with paperwork, and be open to other writing center duties. 

Minimum academic qualifications for ESL tutors:Master’s degree in Applied Linguistics.

Minimum academic qualifications for Reading tutors: Master’s degree in Reading or Special Education or a Specialist certificate.

Minimum academic qualifications for LD tutors: Master’s degree in Learning Disabilities or Special Education. 

Columbia College Chicago encourages female, GLBT, disabled, international and minority classified individuals to apply for all positions.

Contact: Send CV and cover letter to: nmeola@colum.edu 

Employment begins 1/22/08

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SEIT – Mono and Bilingual Spanish

Description: Special Education – SEIT Providers needed – immediate openings. Permanent/Professional/Initial Special Education certificate required. English and/or bilingual (Hebrew, Yiddish, Spanish, Russian – extension)….

Job Category: (Special Education)

Description: Special Education – SEIT Providers needed – immediate openings. Permanent/Professional/Initial Special Education certificate required. English and/or bilingual (Hebrew, Yiddish, Spanish, Russian – extension). ABA a plus. Brooklyn all areas, P/T, F/T, top salary and benefits.

Requirements: Permanent/Professional/Initial Special Education certificate required.

Benefits: Top benefits

Contact: seligs@optonline.net
fax: 718-627-1855 ATTN: Susan

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Assistant/Associate Professor (Special Education)

Description: School of Education and Human Development (SEHD) at Shenandoah University invites applications and nominations for a full-time, career contract, assistant/associate professor position in Special Education….

Job Category: (Special Education)

Description: School of Education and Human Development (SEHD) at Shenandoah University invites applications and nominations for a full-time, career contract, assistant/associate professor position in Special Education.

Requirements: A Ph.D. or equivalent in special education or related field is required. Teaching is recognized as the most important faculty activity at Shenandoah University, and, the successful candidate will teach graduate and undergraduate courses in special education. We seek faculty members who focus on individual student  learning styles and motivations. She/he will also work with SEHD to align department curriculum with state and professional  performance -based standards, advise undergraduate and graduate students, and be an active scholar. Knowledge of and experience with assistive technology and distance delivery, and experience in schools (P-12) are highly desirable.

Application: To apply please submit a statement of interest (including a statement of teaching philosophy) in the position, cv., transcripts, and contact information of three references to:

Office of Human Resources-SEHD
Shenandoah University
1460 University Dr.
Winchester, VA 22601

We encourage and support diversity in the workplace. EOE  www.su.edu

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DISABILITY SERVICES COORDINATOR

Irvine, CA

Job Category: Disability Services Coordinator

LET THE CITY OF IRVINE TAKE YOUR CAREER HIRE!

The City of Irvine is ideally located in Southern California and is close to many of the area’s tourist attractions, numerous resorts and some of the state’s finest beaches. Irvine has also been recognized as “one of the ten best places in the nation to live,” according to U.S. News and World Report!

DISABILITY SERVICES COORDINATOR

$50,877 – $76,313 annually

We are seeking an energetic customer-focused individual to develop, coordinate, and implement a variety of programs and services for individuals with disabilities. This includes designing programs and events in collaboration with multiple agencies, departments and/or service providers, compiling and evaluating program/service participation data, and creating promotional information to initiate public awareness of Recreation Inclusion, while meeting individual needs of people seeking inclusion according to ADA standards. You’ll also develop and implement volunteer services programs and monitor program budgets. Our ideal candidate will possess a Bachelor’s degree in special education, recreation therapy, sociology, psychology, teaching or field related to disability services, plus two years experience working with adults with developmental disabilities in the areas of independent living, employment and/or recreation, including knowledge of the Americans with Disability Act.

Position closes on 11/21/07. Please visit www.cityofirvine.org/jobs for a detailed position description and to apply. EOE

Contact:
Please visit www.cityofirvine.org/jobs for a detailed position description and to apply. EOE

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Special Education Teacher

King & Queen Courthouse, VA

Job Category: Special Education Teacher

Posted on Wednesday 07. of November 2007

King and Queen County Public Schools

Central High
17024 The Trail
King & Queen Courthouse, VA  23085

Minimum Qualifications:
Bachelor’s degree from an accredited college or university; Virginia Department of Education license with an endorsement in special education, valid out-of-state license, or immediate eligibility for Virginia licensure; Ability to establish effective working relationships within a. diverse student, parent, and school community.

Salary Range:
$35,000 – $53,303 – Based upon qualifications and experience.

Contact:
Lisa Weakland
(804)785-5981
Email: lweakland@kqps.net
Website: www.kqps.net

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Superintendent

Vancouver, WA

Job Category: Superintendent

CLOSES: Open until filled (initial review begins November 16, 2007)

The Washington State School for the Deaf (WSD) has an excellent opportunity for qualified individuals looking to make a difference by improving the education of deaf and hard of hearing students throughout the state.  We are seeking a student-oriented, compassionate leader dedicated to providing the finest instructional services possible to all students regardless of where they attend school.  

About the School

Founded in 1886, WSD serves eligible deaf and hard of hearing children ages birth through twenty-one.  It is responsible for the educational programs of residential and non-residential deaf and hard of hearing students attending the school. Of equal importance, the school also provides consultation and outreach services to school districts and deaf and hard of hearing children attending public schools within the State of Washington.

Located in Vancouver, Washington, the WSD campus is divided into three programs – academic, residential and outreach. WSD is fully accredited by the Northwest Association of Schools and Colleges and the Conference of Educational Administrators of Schools and Programs for the Deaf.  For more information, click here to visit the website http://www.wsd.wa.gov/index1.aspx. 

Responsibilities

With the support and direction of the Board of Trustees, the Superintendent serves as the chief administrator for the school and oversees its day-to-day operations.  This position is appointed by the Governor, and provides supervision, guidance, and leadership to staff, parents and students.  In conjunction with members of the Board of Trustees, the Superintendent works closely with the Governor and legislators to improve state deaf education policy and services, and collaborates with both public and private organizations to improve learning.   

Other key responsibilities include:

• Providing a healthy and safe environment for the students and staff by closely monitoring the implementation of policies and procedures designed to ensure student and staff safety
• Anticipating and assessing the school’s needs in order to develop the appropriate budget requests
• Assessing the current and future status of the school’s educational programs and ensuring that it is the major conduit for “best practices”
• Ensuring compliance with local, state and federal laws which affect the education of deaf and hard of hearing students
• Encouraging students, teachers, parents, and community members to share in the school’s decision-making processes
• Developing and maintaining effective partnerships and collaborative relationships with public school districts and agencies throughout the state
• Serving as a facilitator among legislators, special education professionals, parent and staff organizations, school alumni, the Washington State Association of The Deaf and other interested parties for the purpose of developing an integrated statewide educational delivery system.
• Continuing to develop the school’s post-graduate and occupational preparation programs

Qualifications

Candidates must have the knowledge and experience necessary to provide the highest caliber learning and growth opportunities possible to deaf and hard of hearing students.  They will have previously worked in a school management/administrator role, and will have experience working with the deaf and hard of hearing community.  We are looking for someone with a record of leadership derived from the power of ideas and persuasion who will advocate for students, staff, programs and ideas.  The most successful candidates will also have the communications skills to clearly communicate innovative new ideas and the organizational abilities and leadership competencies to implement them.  A collaborative and open minded approach to communicating with students, parents, educators, staff, and other stakeholders is essential in order to be successful in this role.

Successful candidates must also have:

• A graduate degree or doctoral degree in Deaf Education, School Administration, or Special Education
• Experience in deaf education, as well as complying with and implementing rules regarding the education of students with disabilities, including those with behavioral problems
• Knowledge of P-12 education and the post-graduate learning needs of the deaf and hard of hearing
• Knowledge of federal law in Special Education, and the ability to quickly learn Washington’s laws and educational framework
• Fluency in American Sign Language (ASL) and a successful track record advocating for the deaf culture
• Experience working with a board or other oversight committee, and demonstrated ability to work with legislators and other educational policy makers

Application Instructions

Email your resume and a letter of interest outlining your skills and abilities as they relate to this announcement to: ExecutiveCareers@dop.wa.gov

Please Note:

Candidate evaluation will be ongoing and it will be to the applicant’s advantage to submit materials as soon as possible.  Please be aware that the hiring authority reserves the right and may exercise the option to make a hiring decision prior to the conclusion of the recruitment process. 

The State of Washington is an equal opportunity employer. Persons with a disability who need assistance in the application process, or those needing this announcement in an alternative format should call (360) 664-6266 or TDD (360) 664-6211.

Contact Information:

Evan Oderman
WA State Dept of Personnel
Executive Careers Office
Ph: 360-664-6266
Email: evano@dop.wa.gov

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Special Education Teachers

Bronx, NY

Job Category: Special Education Teacher

Description:  Saint Dominic’s Home seeks Special Education Teachers, NYS certified in Birth-2nd grade, for the Torch Preschool Program in the Bronx.  Join us in helping 3-5 year old children develop socially, emotionally and intellectually. Visit our website www.stdominicshome.org EOE 

Contact: Email jobs@stdominicshome.org; Fax Resume: (718) 798-3354

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Special Education Teacher

Charleston, SC

Job Category: Part-time multi-categorical Secondary Education

SUMMARY OF POSITION:
Under direction of school director, will provide quality services to special education students grades nine through grade twelve in a charter school setting, through a commitment to team participation in planning and implementation of student programs including special instruction, tutorial assistance, and consultation to general education staff.

ESSENTIAL FUNCTIONS:
Essential functions may include, but are not limited to the following:

1. Prepare student education plans in consultation with parents and IEP team members.
2. Design instruction, both individual and small group, which parallels the general education curriculum.
3. Act as coordinator of IEP implementation with general education staff.
4. Monitor student progress, participates in review and revision of IEP, as appropriate.

REQUIREMENTS:
Possession of or qualification for a South Carolina Credential with multi-categorical certification. Commitment to education least restrictive normalized settings. Ability to diagnose learning disorders, prescribe remediation and evaluate student progress. Ability to function as a member of an educational team, collaborate with general education staff, support personnel, community agencies, and parents. Strong behavior management and positive discipline skills. Ability to be flexible and receptive to change.

BENEFITS:
South Carolina Health, Life, Dental, Retirement

CONTACT:
Renee Chewning, Director
Sea Islands YouthBuild
P.O. Box 867
Johns Island, SC 29457
(843) 557-1611
siybdirector@gmail.com

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Special Education Teacher

PENNSYLVANIA

Job Category: Certified Special Education Teacher

Description: While functioning as a certified Special Education Teacher and Group Therapist to Head Start (preschool) children enrolled in the Therapeutic Activities Program – Head Start, you will prepare and teach daily lessons, lead group therapy sessions, and maintain liaisons with community school personnel.  This includes:

1. Developing and teaching daily lesson plans, stressing participatory lessons in language arts, social studies, sciences, mathematics, and handwriting in the Head Start (preschool) grade skill levels and working with individual students to assess education levels and provide remedial assistance as needed.

2. Serving as a liaison between TAP-HS Program and public/private school teachers, counselors, principals, nurses, speech therapists, and other school personnel, while soliciting and assisting in referrals to Child and Family TDP.

3. Participating in the evaluation of TAP-HS referrals with other Child and Family staff, attending regularly scheduled treatment reviews of children’s progress assessment and planning goals, and participating in continuity of care and aftercare planning for children.

4. Participating in initial treatment planning meetings with children and their parents/guardians and in regularly scheduled treatment progress interviews with parents.

5. Providing Insight Oriented, Supportive, Activity, and Recreation Group Therapy to children in the TAP-HS Program.

6. Maintaining accurate observational records for the children attending the TAP-HS Program.

Requirements: The qualified candidate must possess a Bachelor’s Degree and certification in special education, and at least two years of prior special education classroom teaching experience with background/knowledge in early childhood education. This is a year round position which follows the school schedule during the school year (approx. 30 hrs. per week) and a summer camp schedule during the summer (approx. 35 hrs. per week).

Contact: To learn more about us, and to apply on-line, please visit www.pennhealth.com/jobs.  Please search by the Job Code # 20491. AA/EOE, M/F/D/V.

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