June 2008 – Special Educator e-Journal

Table of Contents

Message from the Executive Directors

NASET’s New Online Job Service Now Up and Running

A League of Our Own—The Story of the Vocabulary Football League

This Just In……

Q and A: Serving Children With Disabilities Placed by Their Parents at Private Schools

Calls to Participate

New Projects

Special Education Resources

Upcoming Conferences, Workshops, and Events

Get Wired!—Websites, Blogs and Listservs

Funding Forecast and Award Opportunities

Latest Career Center Classifieds

Acknowledgements

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Message from the Executive Directors

Dr. Roger Pierangelo & Dr. George Giuliani

Welcome to the June, 2008 edition of the NASET Special Educator e-Journal. To those of you who are new members, this is NASET’s publication that keeps its members up to date with all of the latest news in special education that we feel is important for special education teachers, professors, and those seeking a career as a  special education teacher.

It’s been a phenomenal year for NASET.  We have offered our members numerous professional development resources, practical resources, and publications this year.  Take a look at the Home Page of our website (www.naset.org) and get good look at just how much NASET is now has available to you.  We cannot thank you enough for all of the great ideas and suggestions that you have given us for these resources.

This year, membership in NASET grew at a phenomenal rate, both with renewals and new members. We thank all of you for referring your colleagues to us. NASET is dedicated to meeting all of the needs of special educators throughout the world.

Remember that NASET is your organization, and anything we can do to enhance your professional development, we will take very seriously.  NASET is working very hard to meet the variety of demands placed on special educators, and we hope to continue to furnish you with all of the professional and practical resources that you need.

As for this June 2008 edition of the NASET Special Educator e-Journal, well, it’s the last one before we go on hiatus for 1 month. We hope that this edition meets your needs and keeps you current with everything happening in the field of special education.  If you have any questions, comments or feedback that we can address, always be sure to write us at news@naset.org.

We hope you have had a fantastic school year.  The work you do as special educators is as important as any done by anyone in any field.  You make a difference, and as a community, we strive to make changes, and we do. Have a happy, healthy, and really enjoyable summer.  We’ll see you in August for our back to School Edition.

Sincerely,

Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors

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To top

NASET’s New Online Job Service Now Up and Running

The National Association of Special Education Teachers (NASET) has now officially launched its interactive job board, the NASET Career Center. With its focus on field of Special Education companies and professionals, the NASET Career Center offers its members—and the field of Special Education at large—an easy-to-use and highly targeted resource for online employment connections.

“We’re very excited about NASETCareer Center, because we know how critical it is for employers in the field of Special Education to attract first-rate talent with a minimum expenditure of time and resources,” said Contact: Richard Scott.  “And it’s important for us help enable smooth career transitions for those seeking jobs in Special Education.”

Both members and non-members can use NASETCareer Center to reach qualified candidates.  Employers can post jobs online, search for qualified candidates based on specific job criteria, and create an online resume agent to email qualified candidates daily.  They also benefit from online reporting that provides job activity statistics.

For job seekers, NASETCareer Center is a free service that provides access to employers and jobs in the field of Special Education.  In addition to posting their resumes, job seekers can browse and view available jobs based on their criteria and save those jobs for later review if they choose. Job seekers can also create a search agent to provide email notifications of jobs that match their criteria.

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“A League of Our Own”

Karen Talalas and Bill Gallacher

The basketball player who hits two free throws to win the game is never ridiculed for practicing foul shots.  The runner who breaks a personal best is never jeered for training in all kinds of weather.  The outstanding wrestler is never belittled for enduring tortuous workouts day after day.  Yet, the aspiring, conscientious student is often mocked for studying, the academic equivalent of practicing. This has always bothered Bill Gallacher, English teacher and a two-sport coach at Howell High School in Monmouth County.

“Teenagers willingly accept people who strive for excellence in sports and in many other areas of life, but when it comes to striving for excellence in the classroom, teenagers will label classmates as ‘nerds’ or suggest that somehow those who study and care about doing well ‘have no lives.’  I wanted to change that attitude.”

Gallacher’s pet peeve got him thinking and acting more like a coach in his English class, and it became the impetus for the formation of what he termed the “Vocabulary Football League.”

The Vocabulary Football League (aka “VFL”) is a high school learning program modeled after the National Football League. Special and regular education students are assigned to NFL teams and compete for points on their vocabulary tests. The match-ups are set before the “game,” which is the weekly test.  Student-players receive an individual test score, and their team receives a score based on its performance. Teams compete for extra credit points in weekly head-to-head games.  The top teams qualify for playoff rounds and, ultimately, one team from each class battles in the championship game called the Watershed, the equivalent of the NFL’s Super Bowl.

“I was just a little hesitant to introduce the concept,” says Gallacher, “because over the years there were some trends in education that went against my philosophy.  One was to eliminate competition in education.  Much of that ground swell seemed to stem from the concern that a student’s self-esteem would be detrimentally affected by any activity that had winners and losers, another idea that was in direct opposition to my plan.  Remember, I had read educational articles that suggested that a game of tag was even frowned upon because someone had to become ‘it.’”

“Like the team sports I coach,” Gallacher continues, “this league uses teamwork and competition to challenge students to try their very best for themselves and for teammates.  It recognizes individuals for outstanding effort and achievement, and it is also helping to change the way kids view study and preparation for class.”

After discussing his concept with his special education co-teacher, Karen Talalas, Bill felt confident his idea was worth pursuing.  Talalas wholeheartedly agreed with the concept and committed to making it work.  “When we first discussed forming the VFL, I was so enthusiastic. The VFL combines teamwork and competition, and it motivates those who are not self-motivated. More importantly, however, the socialization aspect of the VFL is particularly beneficial for my students.  Inclusion students become part of a team and practice with regular education students to prepare for ‘game day.’  Many of our freshmen special education students come from a smaller resource room setting and have had little opportunity to integrate with the regular education population in the classroom.  Participation in the VFL grants the perfect opportunity for socialization and cooperative learning.”

“It seems to me,” adds Gallacher, “ that many of the inclusion students are some of the most enthusiastic and successful players.  They really enjoy the competition and the camaraderie that comes from being part of a team.”

Bill gives much of the credit for the league’s enormous success to Karen Talalas. He states, “Karen’s tireless efforts on behalf of the league have been the linchpin of the program’s popularity.”

When Bill first introduced the idea of the VFL to me,” Talalas explains,  “it was very appealing. This program is an innovative and motivational way to present vocabulary to our students. As ‘Assistant Commissioner,’ I wanted to help in the organization and promotion of the league.”

Talalas continues, “I began by creating a VFL Scoreboard, and then contacted NFL Headquarters and every NFL franchise by email, phone or letter. I requested that each send a congratulatory letter to our student-players for their participation and success in our program. The response from the NFL has been absolutely overwhelming. Almost two dozen teams have responded with inspiring letters, certificates, and small promotional items (such as stickers, player cards, key rings, etc) that we use as incentives for student achievement. Additionally, NFL Communications Director Jared Cooper sent a congratulatory letter from the NFL Corporate Division, the Minnesota Vikings sent an authentic jersey signed by six players, the Miami Dolphins mailed autographed player pictures and pennants, and the owner of the Baltimore Ravens a sent beautifully written letter of encouragement and a dozen team caps. In fact, we often hold ‘press conferences’ to update our VFL players on the latest arrivals. We are humbled by the extraordinary support and generosity of the NFL.”

Typical week in the VFL

The typical week in the Vocabulary Football League begins after the completion of a game on Wednesday.  After collecting the tests, Gallacher and Talalas have students “break out the play books” (a packet containing weekly lists for the entire school year) and pronounce each of the words on the new list because, as Gallacher and a doctored Spider-Man poster warn: “With a great vocabulary comes great responsibility.”  Like it or not, he tells his students, there are always social consequences when using words.  “Mispronunciation and/or misuse of a word,” he stresses, “can leave you feeling foolish or appearing pretentious.”
    
Talalas notes that Gallacher likes to use humor while introducing the words.  “Bill will provide our students with lucid examples of how each word is typically used, and he also attempts to make words memorable by injecting humor.  He’s never afraid to take a risk. He will scamper about the room imitating the ‘dexterous’ movements of a squirrel, if that’s what he feels he needs to do to drive the meaning home.  He also makes contemporary references to music, sports, and current events that our students understand. This not only enhances our students’ comprehension, but makes the vocabulary relevant to them.”

Students then begin preparing for next week’s game with a variety of cooperative activities and homework assignments.  As Gallacher observes, “They work as a unit with the same players for six months and really do begin to think and act like a team. Some teams wear the same colored shirts on game day, some wear football jerseys, and others tape signs with their teams’ logo or helmet on their desks.”  Students will huddle with teammates on Thursday for a fifteen-minute practice, creating flashcards to use throughout the week and for cumulative reviews.  The VFL expects that students demonstrate sportsmanlike conduct at all times. Gallacher and Talalas remind students that some members of the team will perform better than others, just like any athletic team. A good teammate does not complain about the performance of others; he or she must look to help their teammates to improve. By stressing this point, the teachers set the tone for positive and productive “practice sessions.” Vocabulary homework is due on Monday, and is assessed and recorded by Mrs. Talalas. Students must correctly spell each vocabulary word, identify its part of speech, and use the word appropriately in a sentence. Teams often gather again on Tuesday for another 10-minute practice session. 

Talalas says that on Wednesday, game day, Gallacher’s enthusiasm is absolutely infectious.  “We both wear referee uniforms, but his is complete with whistle and yellow flag.  As the students enter the room, he tosses a small football around while sports-themed music blasts from a portable CD-player.  The student-players take a few minutes to ‘warm-up’ by huddling with teammates to review the play book or flashcards.”

The action, however, doesn’t stop when Gallacher turns off the music and blows his whistle.  He then goes into his pre-game referee’s speech, which reinforces many of the VFL words.  He warns students not to “tarry” when putting away the playbooks or a delay of game penalty will be “assessed.” Students may be penalized for “encroachment” if their desks are too close to one another.  Just prior to distributing the tests, he “implores” the students to “curtail the prattle.” “ Bill stays in character during the game, as he patrols the room with whistle and flag,” says Talalas.
    
Ninth grader and VFL star Rebeca Brown appreciates the enthusiasm.  “It’s really fun.  I think it is cool how Mrs. T. and Mr. G. get everyone in the mood by wearing their referee jerseys, playing music, and throwing the football around.”  Mrs. Talalas agrees, “Bill’s high-energy enthusiasm sets the tone and keeps the students motivated and engaged. They revel in the ‘big game’ atmosphere and excitedly await scores.”
    
Just as coaches recognize outstanding athletic efforts and performances, Gallacher and Talalas are committed to praising and rewarding the accomplishments of the VFL players. Players with high or improved scores qualify for weekly drawings of NFL merchandise. Each class also has a “Last Player Standing Competition.” The winners of these contests are the students who remain perfect on tests for the longest period of time. Remarkably, after twelve weeks of testing, one class still has four perfect students. Overall, eight students are still perfect. “This is particularly impressive” Gallacher notes, “when you consider that the tests are cumulative. I select words from previous lists to add to the current test.”  Additionally, one student is recognized and awarded a “Player of the Week” certificate.

At home on Wednesday night, Gallacher computes team averages and consults the schedule to determine the outcome of each game.  He prepares the results of the week’s action, updates the standings, and posts them on the VFL scoreboard on Thursday morning.  “It’s very gratifying to see so many of the students rush into class and head to our scoreboard to check on the results of the games,” says Talalas.
                                                                                
Bob DeMore, another teacher in the Howell High School English Department, joined the VFL in September. Talalas continues, “We are delighted that Bob DeMore and his students joined the VFL this season. Bob is very enthusiastic.  He has created a VFL Scoreboard for his classroom, and he is also writing his own vocabulary tests to challenge his student-players. Recently, Bob recognized individual player achievements at a Howell High School football playoff game.”  Bob admits he initially had some doubts about the VFL. “I really wasn’t sure how it would go over with my students in the beginning, but now I’m really glad we joined the league. Each week quiz scores have gone up and the students are doing much better, overall. The highest score possible on my tests is a 29, and last week every member on one team got a perfect score!” Bob’s students echo his enthusiasm. Sophmore Dru Thomas states, “Some of us didn’t take it very seriously at first, but when we started seeing the scores posted on the scoreboard we really got serious and excited about the VFL.” His classmate Jake Serrano echoes, “I’m a huge Philadelphia Eagles fan and that’s the team I was drafted to. It’s great!”  

Bob Demore’s inclusion teacher, Mary Lu Hansen, makes this observation, “The concepts of teamwork and competition really seem to motivate our students. They may not be self-motivated, but they make sure to study their vocabulary words for the test so that they don’t let their teammates down.  It’s truly a ‘win-win’ situation.”                

Gallacher and Talalas have high hopes for the future of the Vocabulary Football League. “I can speak for both of us and say that one of the most gratifying aspect of our involvement in the VFL has been seeing the players evolve as students and as individuals.” states Talalas, “ Many of these students may never be on a traditional sports team, but in the VFL they work cooperatively as teammates and enthusiastically engage in competition as part of a team. We could not be more proud of the fact that the Vocabulary Football League has come to represent success in learning. We are hoping to   inspire other educators to consider introducing the concepts of teamwork and competition in their classrooms.”

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This Just In……

Florida Kindergarten Teacher Defends Having Class Vote 5-Year-Old Out
A kindergarten teacher told police she wanted a 5-year-old boy to hear how his behavior was affecting his classmates. After students shared their view, Morningside Elementary teacher Wendy Portillo had them vote, but said the vote was only to keep Alex Barton out of class for the day, not for good.  “Portillo said she did this as she felt that if (Alex) heard from his classmates how his behavior affected them that it would make a bigger difference to him, rather than just hearing it from adults,” according to a report released Thursday morning by the Port St. Lucie Police Department.  Alex was in the process of being tested for Asperger’s Syndrome, a type of high-functioning autism, at the time of the incident. His mother, Melissa Barton, said a private psychologist officially diagnosed him Tuesday with an autism-spectrum disorder and attention deficit disorder. Alex’s mother filed a complaint with Morningside’s school resource officer about the May 21 incident, saying her child told her he had been voted out of class at the encouragement of the teacher.  She told the officer that after she talked with Portillo about the voting, Portillo “blocked the door for about five minutes to prevent me from leaving the classroom with my child, who was visibly shaken by the abuse.”  To read more, click here, http://www.suntimes.com/news/nation/977845,kinder052908.article

Parents: Disability Training Should Be Mandatory
You wouldn’t put a deaf child in a classroom with a teacher who doesn’t know sign language. That’s the complaint voiced by local parents of children with disabilities who would like to see special training for teachers of children with often-invisible disabilities, such as autism, made mandatory. It was one of the issues brought up at a special town hall meeting Wednesday evening, designed as a forum for anyone with concerns or questions about the Hernando County School District’s Exceptional Student Education department. “Students are going into classrooms with teachers who don’t know anything about autism spectrum disorder,” said Spring Hill resident Stacy Walsh. Her son, Gavin, a third grader at Challenger K-8 School of Science and Mathematics, has a form of high-functioning autism known as Asperger Disorder, a neurological condition that means he looks like other children and is bright, yet is often unaware of socially appropriate behavior and has difficulty interacting with other children, she said. “It really is an invisible disability,” she said.  To read more, click here
http://www2.hernandotoday.com/content/2008/may/29/ha-parents-disability-training-should-be-mandatory/

Pa. Firm to Run Special Education School
The Baltimore school system is contracting with an outside company to run a school for special-education students, a move that will combine two special-education schools currently operating alongside each other in the same building. Pennsylvania-based Specialized Education Services Inc. received a three-year contract, worth $4.2 million for the first year, to run the Woodbourne Day School and Central Career Academy at Briscoe. The amount the company receives in future years will depend on a funding formula for special-education services set by the Maryland State Department of Education. The move will combine Woodbourne and Briscoe into a school called the High Road School at Briscoe, serving 125 middle and high school students with emotional and behavioral disabilities. According to city school board documents, the school system will pay $3.2 million of the $4.2 million and the state Department of Education will cover the rest. Officials had budgeted $5.9 million to run Woodbourne and Briscoe next academic year, so the new arrangement will save the system $2.7 million, the documents say.  To read more, click here
http://www.baltimoresun.com/news/education/bal-md.ci.schools29may29,0,1428281.story

Parents and Advocates Oppose Special Education Changes
The speakers changed every three minutes, but with few exceptions their message Wednesday night was the same: The proposed changes to the state special education regulations are flawed and harmful. Department of Education staff and Board of Education Vice President Ella Ward listened as more than 60 people offered comments during the department’s public hearing at Norfolk’s Norview High School. The event drew more than 150 people, including disabled students such as Joshua Parker of Norfolk, who haltingly and respectfully voiced his concerns about losing his individual education program and services guaranteed by the federal Individuals with Disabilities Education Act. The public hearing was one of nine being held across the state as the education department revises the state’s regulations to bring them in line with the federal law. But while parents and advocacy organizations have agreed changes are necessary, they oppose proposals to reduce parent’s roles in determining when services should be stopped, to reduce the number of progress reports, to shorten the developmental delay age span from 2-8 to 2-5 years, and to move the hearings process from the state courts to the department of education. Several speakers also objected to a proposal allowing school district personnel to have voting rights on special education advisory committees.  To read more, click here
http://www.dailypress.com/news/dp-local_specialed_0529may29,0,7498759.story

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Q and A: Questions and Answers

Serving Children With Disabilities Placed by Their Parents at Private Schools

A. Consultation With Private School Representatives and Representatives of Parents of Parentally-Placed Private School Children With Disabilities

Authority:The requirements for consultation are found in the regulations at 34 CFR §300.134.

Question A-1: What guidance is available on how to carry out the consultation process? Are there any consultation models available?

Answer: In March 2006, OSEP issued a document entitled “Questions and Answers on Serving Children With Disabilities Placed by Their Parents at Private Schools.” This document provides guidance on the requirements for the consultation process. In addition, the website http://idea.ed.gov provides a topic brief and a video clip describing specific changes in the requirements in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) for parentally-placed private school children with disabilities. There are a number of ways to carry out the consultation process. OSEP, however, does not endorse any specific consultation model.

B. Equitable Services

Authority: The requirements for equitable services are found in the regulations at 34 CFR §§300.132 and 300.137-300.138.

Question B-1: Define equitable services.

Answer: Equitable services are services provided to parentally-placed private school children with disabilities in accordance with the provisions in IDEA and its implementing regulations at 34 CFR §§300.130 through 300.144.

The regulations at 34 CFR §300.137(a) explicitly provide that children with disabilities enrolled in private schools by their parents do not have an individual right to receive some or all of the special education and related services they would receive if enrolled in the public schools. Under the Act, LEAs only have an obligation to provide parentally-placed private school children with disabilities an opportunity for equitable participation in the services funded with Federal Part B dollars that the LEA has determined, after consultation, to make available to its population of parentally-placed private school children with disabilities.

The consultation process is important to ensure the provision of equitable services. Consultation among the LEA, private school representatives, and parent representatives must address how the consultation will occur throughout the school year so that parentally-placed children with disabilities identified through child find can meaningfully participate in special education and related services. How, where, and by whom special education and related services will be provided for parentally-placed private school children with disabilities is determined during the consultation process.

Equitable services for a parentally-placed private school child with disabilities must be provided in accordance with a services plan. A services plan must describe the specific special education and related services that will be provided to a parentally-placed private school child with disabilities designated to receive services.

C. Services Plans

Authority:The requirements for services plans are found in the regulations at 34 CFR §§300.132(b) and 300.138(b).

Question C-1: How often must a services plan be written?

Answer: IDEA and its implementing regulations do not specify how often a services plan must be written. As provided in 34 CFR §300.138(b)(2)(ii), a services plan must, to the extent appropriate, be developed, reviewed and revised in accordance with the IEP requirements in 34 CFR §§300.321 through 300.324. The regulations at 34 CFR §300.324(b)(1) require that a child’s IEP be reviewed periodically and not less than annually, to determine whether the annual goals for the child are being achieved; and to be revised as appropriate. The Department, therefore, believes that generally a services plan should be reviewed annually and revised, as appropriate.

Question C-2: Must the parent of a parentally-placed private school child participate in the development of a services plan?

Answer: As provided in 34 CFR §300.138(b)(2)(ii), a services plan must, to the extent appropriate, be developed, reviewed and revised in accordance with the requirements in 34 CFR §§300.321 through 300.324. Therefore, to the extent appropriate, the meeting to develop a services plan should be conducted in accordance with 34 CFR §300.321. Under 34 CFR §300.321(a)(1), the parents of the child are required participants. Given the emphasis on parent involvement in IDEA, the Department believes that parents should participate in the meeting to develop the services plan for their child.

D. Due Process

Authority:The requirements for how due process and State complaints apply to children parentally-placed in private schools are found in the regulations at 34 CFR §300.140.

Question D-1: Under what circumstances may a parent file a complaint under the private school provisions?

Answer: As provided in 34 CFR §300.140(b), a parent of a child enrolled by that parent in a private school has the right to file a due process complaint regarding the child find requirements in 34 CFR §300.131, including the requirements in 34 CFR §§300.300 through 300.311. Such a complaint must be filed with the LEA in which the private school is located and a copy forwarded to the SEA. The due process provisions in section 615 of the Act and 34 CFR §§300.504 through 300.519 of the regulations do not apply to issues regarding the provision of services to a particular parentally-placed private school child with disabilities an LEA has agreed to serve, because there is no individual right to services for parentally-placed private school children under IDEA. Disputes that arise about equitable services are, however, properly subject to the State complaint procedures in 34 CFR §§300.151 through 300.153. As provided in 34 CFR §300.140(c), a parent may file a signed written complaint in accordance with the State complaint procedures alleging that an SEA or LEA has failed to meet the private school provisions, such as failure to properly conduct the consultation process.

E. Child Find and Individual Evaluations

Authority: The requirements for child find for parentally-placed private school children with disabilities are found in the regulations at 34 CFR §300.131.

Question E-1: Is it possible for a parent to request evaluations from the district where the private school is located as well as the district where the child resides?

Answer: The Department recognizes that there could be times when parents request that their parentally-placed child be evaluated by different LEAs if the child is attending a private school that is not in the LEA in which they reside. For example, because most States generally assign the responsibility for making FAPE available to the LEA in which the child’s parents reside, and because that could be an LEA that is different from the LEA in which the child’s private school is located, parents could ask two different LEAs to evaluate their child for different purposes at the same time. Although there is nothing in IDEA that prohibits parents from requesting that their child be evaluated by the LEA responsible for FAPE for purposes of having a program of FAPE made available to the child at the same time that the parents request that the LEA where the private school is located evaluate their child for purposes of considering the child for equitable services, the Department does not encourage this practice. Note that a new requirement at 34 CFR §300.622(b)(3) requires parental consent for the release of information about parentally-placed private school children between LEAs. Therefore, as a practical matter, one LEA may not know that a parent also requested an evaluation from another LEA. However, the Department does not believe that the child’s best interests would be served if parents request evaluations of their child by the resident school district and the LEA where the private school is located, even though these evaluations are conducted for different purposes. Subjecting a child to repeated testing by separate LEAs in close proximity of time may not be the most effective or desirable way to ensure that the evaluations are meaningful measures of whether a child has a disability or of obtaining an appropriate assessment of the child’s educational needs.

Question E-2: Does the LEA where the private school is located have an obligation to make an offer of FAPE?

Answer: The LEA where a child attends private school is responsible for ensuring equitable participation. If a parentally-placed private school child also resides in that LEA, then the LEA would generally be responsible for making FAPE available to the child, unless the parent makes clear his or her intent to keep the child enrolled in the private elementary or secondary school located in the LEA. If a parentally-placed private school child resides in a different LEA, the district in which the private elementary or secondary school is located is not responsible for making FAPE available to that child.

If a determination is made through the child find process by the LEA where the private school is located that a child needs special education and related services and a parent makes clear his or her intent to keep the child enrolled in the private elementary or secondary school located in another LEA, the LEA where the child resides need not make FAPE available to the child.

F. Highly Qualified Teachers in Private Schools

Authority:The requirements for highly qualified teachers in private schools are found in the regulations at 34 CFR §§300.18(h) and 300.138(a).

Question F-1: Who must meet the “highly qualified teacher” requirements? If an LEA hires a teacher to provide special education services to children with disabilities placed by their parents in private schools, does the teacher have to meet the “highly qualified teacher” requirements?

Answer: The regulations at 34 CFR §300.138(a) clarify that personnel providing equitable services required by IDEA to children enrolled in private schools by their parents must meet the same standards as personnel providing services in the public schools, except that private elementary and secondary school teachers who are providing equitable services to parentally-placed private school children with disabilities do not have to meet the highly qualified special education teacher requirements in 34 CFR §300.18. If the responsible LEA contracts with private school teachers to provide equitable services to children with disabilities enrolled by their parents in private schools, those private school teachers do not have to meet the highly qualified special education teacher requirements. However, if public school personnel provide equitable services to private school children on or off the premises of the private school, those public school personnel must meet the highly qualified teacher requirements.

Question F-2: Can States go beyond IDEA’s requirements and require teachers in private schools to hold certain credentials or certifications?

Answer: The regulations at 34 CFR §§300.18(h) and 300.138(a) make clear that private school teachers do not have to meet the same highly qualified teacher requirements as teachers who are employed by public agencies. IDEA is silent regarding additional credentials or certifications that each State may require under State law.

Therefore, States may go beyond IDEA requirements and require teachers in private schools to hold certain credentials or certifications. If a State establishes requirements that exceed those required by Part B of the Act or the Federal regulations, the State is required by 34 CFR §300.199(a)(2) to identify in writing to the LEAs located in the State and to the Secretary that such rule, regulation, or policy is a State imposed requirement, which is not required by Part B of the Act or the Federal regulations.

G. Expenditures

Authority:The expenditure requirements are found in the regulations at 34 CFR §300.133.

Question G-1: Is the proportionate share that the LEA must expend to provide equitable services to children with disabilities placed by their parents in private schools different from the calculation required in previous years?

Answer: Yes, the revisions to IDEA in 2004 made a significant change in the manner in which the proportionate share is calculated. The major change is that the calculation is based on the total number of children with disabilities who are enrolled in private schools located in the LEA whether or not the children or their parents reside in the LEA.

The proportionate share is now calculated as follows: (1) For children aged three through 21, an amount that is the same proportion of the LEA’s total subgrant under section 611(f) of the Act as the number of private school children with disabilities aged three through 21 who are enrolled by their parents in private, including religious, elementary schools and secondary schools located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged three through 21.

(2) For children aged three through five, an amount that is the same proportion of the LEA’s total subgrant under section 619(g) of the Act as the number of parentally-placed private school children with disabilities aged three through five who are enrolled by their parents in a private, including religious, elementary school located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged three through five.

Appendix B of the regulations provides a helpful example of how to make this calculation.

Question G-2: Which children does an LEA use to make its proportionate share calculation?

Answer: Children who have been evaluated and found eligible for special education and related services, not just those children who receive services through an IEP or services plan, should be included in the calculation. As discussed at 34 CFR §300.133(a), an LEA needs to know the total number of private school children with disabilities who are enrolled by their parents in private elementary schools and secondary schools located in the LEA and the total number of children with disabilities enrolled in public and private elementary schools and secondary schools located in the LEA.

Question G-3: May an LEA expend more than the proportionate share of Part B funds on children with disabilities placed by their parents in private schools?

Answer: As discussed above, each LEA is required to spend a minimum amount of its subgrant under Part B for children with disabilities placed by their parents in private schools. As long as the LEA meets all the other requirements of the Act, including providing FAPE to children with disabilities, it is permissible for an LEA to spend more than the minimum amount of Part B funds. In addition, as provided in 34 CFR §300.133(d), State and local funds may be used to supplement, but not supplant, the proportionate share of Federal funds required to be expended on children with disabilities placed by their parents in private schools.

Question G-4: If an LEA does not expend the entire proportionate share of Part B funds on children with disabilities placed by their parents in a private school that closes, what must the LEA do with those unexpended funds

Answer: Under 34 CFR §300.133(a), each LEA is required to spend a minimum amount of its subgrant under Part B on children with disabilities placed by their parents in private elementary and secondary schools. As provided in 34 CFR §300.133(a)(3), if an LEA has not expended all of the proportionate share of its Part B subgrant by the end of the fiscal year for which Congress appropriated the funds, the LEA must obligate the remaining funds for special education and related services to children with disabilities placed by their parents in private schools during a carry-over period of one additional year. A reduction in the number of children, for example, when a school closes after the start of the school year, does not excuse the LEA from spending its proportionate share to provide equitable services to children with disabilities placed by their parents in private schools.

Question G-5: Can an LEA require another LEA to pay for the services of a parentally-placed private school child with a disability from another State?

Answer: Section 300.133(a) clarifies that the LEA where a private school is located is responsible for spending a proportionate amount of its subgrant under Part B on special education and related services for children enrolled by their parents in private elementary and secondary schools located in the LEA. There is no exception for out-of-State children with disabilities attending a private school located in the LEA. Therefore, out-of-State children with disabilities must be included in the group of parentally-placed children with disabilities whose needs are considered in determining which parentally-placed private school children with disabilities will be served and the types and amounts of services to be provided. Another LEA may not be charged for child find and equitable services even if the child with a disability resides in another State.

Nothing in IDEA precludes an LEA from contracting with a third party to fulfill its obligations to ensure equitable participation. This includes contracting with a student’s LEA of residence as a third party provider.

Question G-6: How can the public find out the amount an LEA must expend to meet its proportionate share of Part B funds?

Answer: This information should be readily available from the LEA or SEA. As required by 34 CFR §300.134(b), the consultation process must include a determination of the proportionate share of Federal funds available to serve parentally-placed private school children with disabilities, including how the proportionate share of funds will be calculated.

Question G-7: Will the Federal/State allocation of Part B funds have to be adjusted to include parentally-placed private school children with disabilities receiving equitable services?

Answer: Federal Part B funds are allocated under the Grants to States and Preschool Grants for Children with Disabilities programs to States, and from States to LEAs, based on a statutory formula that considers the amount of program funds received in a prior year (the base year) and population and poverty allocations (see 34 CFR §§300.703, 300.705, 300.807 and 300.816). Each LEA calculates the proportionate share it must spend on parentally-placed private school children with disabilities based on the LEA’s subgrant. Because Part B funds are allocated to States and LEAs using a statutory formula that is not based on a child count, the amount of Part B funds allocated to States and LEAs cannot be adjusted to include the number of private school students with disabilities receiving equitable services. Adjustments in State funding could be made depending on each State’s laws and funding mechanisms.

Question G-8: How are the “Maintenance of Effort” requirements affected when equitable services are no longer provided with State and local funds to children with disabilities placed by their parents in private schools? How are the “Maintenance of Effort” requirements affected for an LEA that only used State and local funds in previous years to provide equitable participation to children with disabilities placed by their parents in a private school?

Answer: In accordance with the regulations at 34 CFR §300.133(d), State and local funds may supplement, and in no case supplant, the proportionate share of Federal funds required to be expended for children with disabilities placed by their parents in private schools. This is a new requirement in IDEA. Prior to the reauthorization of IDEA, if an LEA spent more than the Federal proportionate share of funds using State and local funds, the LEA was not required to spend any Federal Part B funds on parentally-placed private school children. This is no longer permissible.

An LEA that previously used only State and local funds to provide equitable services to children with disabilities placed by their parents in a private school and now uses Federal Part B funds to provide equitable services must meet the maintenance of effort requirements in 34 CFR §300.203. The exceptions to the maintenance of effort requirements in 34 CFR §300.204 do not apply to funds used for equitable participation of parentally-placed private school children with disabilities. Therefore, the total or per capita amount of State and local funds expended for the education of children with disabilities, including the amount previously expended for equitable services to children with disabilities placed by their parents in private schools, would have to be maintained, unless adjustments are permitted as discussed in 34 CFR §300.205.

H. General

Question H-1: When making a determination regarding the services that an LEA will provide a child with disabilities placed by their parents in a private school, could an LEA decide to only provide services to students from their LEA or their State?

Answer: LEAs have discretion to determine how the proportionate share of Federal Part B funds will be expended so long as the consultation requirements in 34 CFR §300.134 are followed for all parentally-placed private school children. LEAs cannot determine, outside of the consultation process, that the proportionate share of Federal Part B funds for equitable services can only be expended to meet the needs of children who are residents of that LEA or State.

Question H-2: Section 300.139(a) states that services to parentally-placed private school children with disabilities may be provided on the premises of the private school, including religious schools, to the extent consistent with law. How is “the extent consistent with law” determined?

Answer: Services offered to parentally-placed private school children with disabilities may be provided on-site at a child’s private school, including a religious school, to the extent consistent with law, or at another location. The Department believes that, in the interests of the child, LEAs should provide services on-site at the child’s private school so as not to unduly disrupt the child’s educational experience, unless there is a compelling rationale for these services to be provided off-site. The phrase “to the extent consistent with law” is in section 612(a)(10)(A)(i)(III) of the Act. The Department interprets this to mean that the provision of services on the premises of a private school must take place in a manner that would not violate the Establishment Clause of the First Amendment of the U.S. Constitution and would not be inconsistent with applicable State constitutions or laws.

Question H-3: What obligation, if any, do districts have to serve 3 through 5-year-old children who are parentally-placed in private preschools?
Answer: An LEA’s obligation to provide equitable services to three through five- year-old parentally-placed private school children with disabilities depends on whether a child is enrolled in a private school or facility that meets the definition of “elementary school” in IDEA and the final regulations. “Elementary school” is defined at 34 CFR §300.13 as a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law. Accordingly, three through five-year-old children with disabilities that are enrolled by their parents in a private school or facility that meets the State’s definition of “elementary school” would be considered parentally-placed and the equitable participation provisions would apply. A child aged three through five enrolled by his or her parents in a private school or facility that does not meet the State’s definition of “elementary school” would not be eligible to be considered for equitable services. However, the State’s obligation to make FAPE available to such children remains. Section 612(a)(1) of IDEA requires that States make FAPE available to eligible children with disabilities aged three through twenty-one in the State’s mandated age range (34 CFR §300.101). Because many LEAs do not offer public preschool programs, particularly for three- and four-year-olds, LEAs often make FAPE available to eligible preschool children with disabilities in private schools or facilities in accordance with 34 CFR §§300.145-300.147. In these circumstances, there is no requirement that the private school or facility be an “elementary school” under State law.

In some instances, an LEA may make FAPE available in the private preschool program that the parent has selected. If there is a public preschool program available, the LEA of residence may choose to make FAPE available to a preschool child in that program. If the group of persons making the placement decision, as specified in 34 CFR §300.116(a)(1), places the child in a public or private preschool program and the parents reject the public agency’s offer of FAPE because they want their child to remain in the private preschool program they have selected, the public agency is not required to provide FAPE to that child. The parent may challenge the public agency’s determination of what constitutes FAPE for their child using the State complaint and due process procedures available under IDEA.

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Calls to Participate

Free Online Course Available on Improving Education Data
http://www.academypa.org/sifa/splashDQ.html
The National Forum on Education Statistics and the National Center for Education Statistics recently released a free online course for Local Education Agencies to improve the collection and use of education data.

No Child Left Behind Call for Comments
http://www.ed.gov/policy/elsec/reg/proposal/index.html
On April 23 U.S. Secretary of Education Margaret Spellings announced proposed changes to regulations for Title I under No Child Left Behind. A copy of the proposed regulations (NPRM) is available on the Web site, which also has a questionnaire to survey people’s reactions to the NPRM. The Department is accepting public comments on the NPRM through June 23, 2008. Comments must be submitted in writing to the Department in accordance with the instructions in the NPRM. Individuals who wish to present comments on the proposed regulations during a public meeting should register at Special.Events@ed.gov , at least one week before the meeting. These meetings will be held: Wednesday, May 14, 2008: Boston, Massachusetts; Thursday, May 15, 2008: Dunwoody, Georgia; Monday, May 19, 2008: Kansas City, Missouri; and Thursday, May 22, 2008: Seattle, WA. Over the next several months, the Secretary will pose various questions related to the state of education in the U.S. on the Web page and encourages all to periodically log onto the site and respond to the questions.

PSA Contest for Youth
http://www.bkfk.com/Modules/Competition/Competition.aspx?section=sayit
The By Kids For Kids youth empowerment company and DoSomething.org announce the Advertise Your Cause Media Challenge, which encourages young people to discover what cause matters most to them and then “Do Something” to propel their cause into the public eye. The competition will reward the cleverest and powerful new Public Service Announcement (PSA) campaign idea that will also have the broadest impact. Maximum Award: $10,000 and national media exposure for the winning PSA. Eligibility: U.S. residents ages 5 to 19, not graduated from high school at the time of competition. Deadline: June 30, 2008.

Transition Coalition Short Courses
http://www.ContinuingEd.ku.edu/is/sped.shtml
The Transition Coalition offers five online transition short courses for education professionals, as well as parents, adult service personnel, and consultants, on the tools and collaboration necessary to improve transition planning and services for students with disabilities. Topics and dates are: Interagency Collaboration during Transition Planning, April 28-May 25, 2008; Introduction to Transition Education and Services, June 2-29, 2008; Family Involvement and Student Involvement in Transition, June 2-29, 2008; Transition Assessment, July 7 – August 3, 2008; and Preparing Students for Employment/Postsecondary Education, July 7 – August 3, 2008. Courses can be taken for graduate or undergraduate credit, continuing education, or noncredit

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New Projects

AT&T Aspire
http://www.att.com/gen/corporate-citizenship?pid=11546
AT&T announced the launch April 17 of AT&T Aspire, a four-year, $100 million program to help strengthen student success and workforce readiness. The program is the largest education initiative in AT&T’s history. By pairing AT&T employees with students in grades 9-12, the program will allow students to see firsthand the kinds of skills necessary to succeed in the workforce. The initiative will also: provide grants to schools and nonprofit organizations on helping students graduate and prepare for college and work; provide support for the community dropout prevention summits being organized by America’s Promise Alliance (information on the summits is available at http://www.all4ed.org/publication_material/straight_as/04072008.); and support research on why students drop out and what barriers interfere with keeping students engaged and on track to graduate.

Collaborating with Families, On-line Interactive Module from IRIS Center
http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm
The IRIS Center, in collaboration with PACER Center, has created an interactive, on-line module to support educators in diversifying and improving family participation, especially families of students with disabilities. The IRIS Center provides resources about students with disabilities to college and university faculty and professional development providers, translating research about education into practice. Module participants join Claire Morgan (principal of M. T. Watkins Middle School) and her staff as they work through learning about the families of their students to develop ideas to engage all families and increase parental/familial involvement.

College Navigator in English and now en Español
http://nces.ed.gov/collegenavigator/
The U.S. Department of Education announces the release of a new Spanish language version of its college search tool, College Navigator. College Navigator is a free consumer information tool designed to help students, parents, high school counselors, and others get information about nearly 7,000 postsecondary institutions in the United States. It provides a wide range of information – such as programs offered, retention and graduation rates, prices, aid available, degrees awarded, campus safety, athletics, and accreditation. The English Web address is below, and the Spanish address is https://nces.ed.gov/collegenavigator/?md=1 and is listed with separate Español entry as well.

College Navigator now en Español
https://nces.ed.gov/collegenavigator/?md=1
El Departamento de Educación de los Estados Unidos anuncia la publicación de la nueva versión en Español de su herramienta de búsqueda estudiantil, College Navigator. College Navigator es una herramienta de información gratis diseñada para ayudar a estudiantes, padres, consejeros estudiantiles, y otros a obtener información sobre casi 7,000 instituciones pos secundarias en los Estados Unidos. Provee una variedad de información – como programas ofrecidos, índices de retención y graduación, costos, ayuda disponible, grados ofrecidos, seguridad en el campus, deportes, y acreditación. El College Navigator fue desarrollado por el National Center for Education Statistics (NCES) dentro del Institute of Education Sciences.

RSA State Liaisons List
http://www.ed.gov/policy/speced/guid/rsa/smpid-state-liaisons.html
The Rehabilitation Services Administration’s Web site now includes a list of State Liaisons and their contact information. You can contact the State Liaison for your state for questions or concerns related to the following programs under the Rehabilitation Act: the vocational rehabilitation (VR) program, established under Title I; the supported employment (SE) program, established under Title VI, part B; the independent living (IL) program, authorized under Title VII, part B; and the independent living services program for older individuals who are blind (OIB), established under Title VII, Chapter 2.

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Special Education Resources

Beating the Odds: Urban Students’ Achievement Increases  
http://www.cgcs.org/premium-publications/achievement.aspx
Students who attend public school in the United States’ major urban school districts continue to advance in math and reading on federal and state tests. According to Beating the Odds VIII: An Analysis of Student Performance and Achievement Gaps on State Assessments, a new report from the Council on the Great City Schools, state test trends coincide with the federal National Assessment of Educational Progress gains made by urban students.

Characteristics of the 100 Largest School Districts
http://nces.ed.gov/pubs2008/2008335.pdf
A new annual report from the Common Core of Data provides insights into the nation’s largest public school districts. The data range widely, from the number of high school completers and averaged freshman graduation rate to revenues and expenditures. The 100 largest districts enrolled 23% of all public school students and employed 20% of all public school teachers in 2004-05. Available in PDF (82 p, 711 KB).

Collaborative for Academic, Social and Emotional Learning (CASEL)
http://www.casel.org/downloads/metaanalysissum.pdf
CASEL’s newsletters stress the importance of learning outside of school. Emotional, social, nutritional, and physical factors must be supported all day long so that students are in environments that provide both safety and stimulation. The summary of their forthcoming meta-analysis of the benefits of Social and Emotional Learning programs is on-line. Available in PDF (3 p, 37 KB).

Current-Generation Youth Programs: What Works, What Doesn’t, and At What Cost?  
http://www.rand.org/pubs/occasional_papers/OP215/
A new RAND report looks at the costs and benefits of youth programs offered during out-of-school time. The strongest evaluation results for at-risk youth come from programs that are costlier and provide more intensive services for youth.

Empowering Students: How Georgia College Early College Changes Student Aspirations  
http://www.jff.org/Documents/empoweringstudents.pdf
Early college high schools combine a regular high school with college courses in a rigorous but supportive program, compressing the amount of time it takes to complete both a high school diploma and the first two years of college. Academic rigor combined with the opportunity to save time and money in postsecondary education can be a powerful motivator for students. Typically, these schools are intended for low-income youths, to increase the college attendance rates of underrepresented populations. This case study from Jobs for the Future (JFF) examines the Georgia College Early College (GCEC), which deliberately recruits students from the community who perform below grade level. The college-going culture, small class sizes and other support structures enable students to believe in themselves and raise their aspirations. The JFF case study examines how GCEC achieves its mission of college success for all. Available in PDF (16 p, 434 KB).

Engaged for Success: Service-Learning as a Tool for High School Dropout Prevention
http://www.civicenterprises.net/pdfs/service-learning.pdf
This April report from Civic Enterprises argues that service learning programs have the potential to make classroom learning more relevant, increase student engagement, and therefore keep students in school longer. Available in PDF (36 p, 1 MB).

Guidance and Career Counselors’ Toolkit: Advising High School Students with Disabilities on Postsecondary Options
http://www.heath.gwu.edu/files/active/1/Toolkit.pdf
This on-line toolkit from the HEATH Resource Center, contains answers to counselors’ most frequently asked questions about postsecondary opportunities for students with disabilities. Students and their families are encouraged to use the toolkit to help guide their transition planning for college and career. Available in PDF (192 p, 1.3 MB).

ICARE Schools Projects: ICARE Transition Protocol & Kids with Disabilities 
http://inclusiveschools.org/inclusivepractices.cfm
The ICARE Schools study, funded by the U.S. Department of Education, Office of Special Education Programs, focuses on families of students with disabilities and their connections with their adolescents’ schools. ICARE presented two new tools at the 2008 Council for Exceptional Children’s Annual Convention: Talking about Transition to High School: A Focus Group Protocol for Families of Students with Disabilities in Transition is a protocol to encourage discussion of transition to high school, and can be used by either parent groups or school staff to discuss the unique issues of transition to high school that students with disabilities and their families face; and Kids with Cameras: An Activity for Assessing Students’ Connections to their School Connectedness studies the attachment of students to their school, obtaining information about what students connect with in school.

Improving Transition to Higher Education for Out-of-School Youth  
http://www.aypf.org/forumbriefs/2008/fb031408.htm
This forum, co-sponsored by the American Youth Policy Forum (AYPF) and the National Youth Employment Coalition (NYEC), held March 18, 2008, highlighted factors influencing the success of youth programs that provide support for formerly out-of-school youth as they transition to postsecondary education and employment. The session featured NYEC’s policy recommendations intended to inform federal higher education and workforce development policy.

McREL Leadership Insights: Principal Autonomy: How Much is Too Much?
http://www.mcrel.org/pdf/changingschools/0125NL_08_CS57_02_leadership_insights.pdf
The best school leaders are often visionaries. However, sometimes they become frustrated when they lack the authority to carry out their visions. The Mid-continent Research for Education and Learning focused on “Principal Autonomy: How Much is Too Much?” The article reports that effective superintendents provide principals with “defined autonomy”: superintendents in high-performing districts set clear, non-negotiable goals for learning and instruction while providing school leaders with the responsibility and authority for determining how to meet those goals. The article includes guidance on how district leaders can strike a balance between micro-managing and stifling school innovation on one hand with granting too much latitude and allowing uneven school performance on the other. Available in PDF (3 p, 228 KB).

Measuring and Improving the Effectiveness of High School Teachers  
http://www.all4ed.org/publication_material/fact_sheets/effectiveness_HSteachers
This brief from the Alliance for Excellent Education defines teacher effectiveness at the high school level, explores different ways of measuring teacher effectiveness, and discusses how to use these measures to improve teaching and learning.

Mentoring, Policy and Politics  
http://www.ppv.org/ppv/premium-publications/assets/224_publication.pdf
Public/Private Ventures’ October 2007 brief discusses the impact and appeal of mentoring, addresses various critiques of the movement, and suggests future directions for mentoring’s application. Available in PDF (18 p, 260 KB).

MetLife Survey of the American Teacher: The Homework Experience
http://tinyurl.com/23decf
The November 2007 MetLife survey finds connections between attitudes about homework and student achievement. The majority of teachers, students, and parents believe doing homework is important, but some (33% of parents, 26% of students, but only 16% of teachers) feel that the quality of homework assigned is poor or irrelevant. Students who held a low opinion of homework are more likely to be low-achieving and to be associated with other risk factors. Available in PDF (270 p, 960 KB).

New Videos Featuring Youth Sharing Their Success Strategies  
http://adaptiveenvironments.org/neada/site/student_videos
The New England ADA Center and No Limits Media released informative videos this spring featuring students with disabilities sharing their strategies for successfully staying in school, graduating and getting jobs. Students reveal their struggles with self-reporting their disability, and negotiating accommodations in school and at work. These videos can be used as part of trainings (each video is 7-9 minutes) and shared with students and other professionals. The videos are open captioned

Putting the Public Back in Public Schools: Focus on Co-Production  
http://www.pdkintl.org/kappan/k_v89/k0804mat.htm
David Mathews, president of the Charles F. Kettering Foundation, in an April Phi Delta Kappan article, argues that many Americans have lost a sense of ownership of their public schools and educators have lost sight of democracy’s role in education. This dynamic weakens America’s democracy. Mathews explains that engagement campaigns, accountability standards and good customer service are born of impulses to reconnect communities with the schools. However, they fail to build the kind of public that exercises responsible ownership. Because people typically take responsibility for what they create, all members of the community need to be part of the co-production of education. Involving all will ensure that democracy prospers and schools benefit.

State Support of Education-Related Assistive Technology  
http://www.projectforum.org/
This In-Brief Policy Analysis reports findings gathered from a survey of state special education staff, in such areas as: staffing and funding for AT services at the state and local levels; state guidance; and professional development. Most of the responding states provide guidance and support to local education agencies regarding the need for AT evaluation and addressing student-specific needs. All states provide at least general training about AT services and programs. Most states do not provide an AT certificate or degree program. Findings show much variability among states in the amount of staffing provided, the ways in which funds are spent for AT and the types of professional development provided. An appendix provides access to state Web sites for education-related AT programs and services. To access this title visit the Web site and click its document search button.

The Art of Collaboration: Promising Practices for Integrating the Arts and School Reform  
http://www.culturalcommons.org/announcedetail.cfm?ID=686
This new publication from the Arts Education Partnership outlines promising practices for building community partnerships that integrate the arts into urban education systems.

Wise Words  
http://www.all4ed.org.
Bob Wise, of the Alliance for Excellent Education, has begun a monthly video series to address issues related to high school reform and the dropout crisis. His April 2008 discussion is “How Does the United States Stack Up? International Comparisons of Academic Achievement.” The videos are accessible through the Alliance’s Web site.

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Get Wired!—Websites, Blogs and Listservs

Building the Legacy Training Curriculum on IDEA 2004
http://www.nichcy.org/training/contents.asp
This Web site from the National Dissemination Center for Children with Disabilities (NICHCY) includes 19 modules from its Building the Legacy Training Curriculum on IDEA 2004. Each module includes a PowerPoint presentation to use in training sessions, discussions of IDEA for trainers, and handouts for audience participants. The modules are available for download, use, and sharing.

Career Voyages
http://www.careervoyages.gov/
Career Voyages, collaboration between the U.S. Departments of Labor and Education, provides information on high-growth, in-demand occupations and identifies the skills and education needed for those jobs, with basic labor market information such as wage and employment trends as well as occupation descriptions and career videos for in-demand occupations. In addition, Career Voyages works directly with industry associations, providing direct access to their career exploration information, videos, education opportunities, scholarships, and other industry-specific resources.

CCSSO Secondary School Redesign Web Portal
http://highschool.ccsso.org/web/guest/home
The Council of Chief State School Officers launched the Secondary School Redesign Web Portal in 2008. The Web site provides a collection of existing resources, tools, and practices produced by state education agencies and others to bolster and inform secondary school redesign initiatives.

Child Trends Data Bank
http://childtrendsdatabank.org
The Child Trends Data Bank is a one-stop-shop for the latest national trends and research on over 100 key indicators of child and youth well-being, with new indicators added each month. Its data briefs and newsletters examine broad topics and special populations of greatest concern to policy makers, service providers, the media, and the general public.

Leading Change: Resources for Principal Preparation and professional Development
http://www.communityschools.org/principals/index2.html
The Coalition for Community Schools offers a new one-stop shop for research, tools and ideas to help principals and staff effectively engage communities and families. (Free registration required.)

Trace Center: Information Resources
http://trace.wisc.edu/resources/
The Trace Research & Development Center is a part of the College of Engineering, University of Wisconsin-Madison. Founded in 1971, Trace has been a pioneer in the field of technology and disability. The Trace Center is currently working on ways to make standard information technologies and telecommunications systems more accessible and usable by people with disabilities.

Annie E. Casey Foundation Print and E-Newsletters
http://www.aecf.org/Newsroom/NewsletterSubscribe.aspx
The Annie E. Casey Foundation periodically distributes print and e-mail newsletters highlighting new information and resources on a variety of topics, including leadership development, education and early care, and family economic success.

Juvenile Justice Connection Blog
http://community.nicic.org/blogs/juvenilejustice/default.aspx
The U.S. Department of Justice’s National Institute of Corrections (NIC) has established a blog to facilitate the exchange of information among juvenile justice professionals. Juvenile Justice Connection will feature news from NIC, the Office of Juvenile Justice and Delinquency Prevention, and other federal, state, and local sources, including information about professional training opportunities and juvenile justice-related research. The blog also offers RSS and other syndication feeds.

Special Education Blog from Education Week
http://blogs.edweek.org/edweek/speced/
In her blog, Education Week reporter Christina A. Samuels tracks local, state, and national news and trends in the special education community.

Weekly Insider from The Center for Health and Health Care in Schools
http://www.healthinschools.org/News-Room/Weekly-Insider/April-1-2008.aspx

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

FY 2007-2008 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/index.html
This site, from the Department of Education, provides information on grant competitions that are currently open.

AILF Offers K-12 Education Grants
http://fconline.foundationcenter.org/pnd/15012347/ailfgrants
The American Immigration Law Foundation (AILF) will award grants to teachers for the 2008-09 school year of $100 to $500 each to fund a limited number of K-12 grade-level projects that provide education about immigrants and immigration. The foundation seeks to fund classroom-based activities that are innovative and supportive of AILF’s mission of promoting the benefits of immigrants to the United States. Applications are limited to educators teaching in public or private primary, intermediate, and secondary-level schools. The 2008 program focuses on proposals that relate to: innovative use of technology; underrepresented minorities; community outreach and partnerships with community based organizations; and math and science. Deadlines: June 1, 2008 and November 28, 2008

Betterment of All Children Grants
http://www.cwf-inc.org/docs/?section=grantseekers
The American Legion Child Welfare Foundation accepts proposals from non-profit organizations that contribute to the physical, mental, emotional, and spiritual welfare of children by disseminating knowledge so that it can be more adequately used by society: either (1) knowledge about new and innovative organizations and/or their programs designed to benefit youth; or (2) knowledge already possessed by well-established organizations. Program Areas: General Education, All Other. Grants range from $1,500.00-$70,000.00. Deadline for proposals: 7/15/2008.

CVS Community Grants
http://www.cvs.com/corpInfo/community/community_grants.html
CVS Pharmacy Community Grants will accept proposals for programs targeting children under age 18 with disabilities that address: health and rehabilitation services; a greater level of inclusion in student activities and extracurricular programs; opportunities or facilities that give greater access to physical movement; and play. Maximum Award: varies. Eligibility: Public schools with programs for children under age 18 with disabilities. Deadline: applications accepted through October 31, 2008.

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

Mattel Grant Program to Benefit Children Continuation
http://simplygrantwriting.blogspot.com/2008/04/mattel-grants-for-youth-programs.html
Mattel’s funds programs that directly and effectively impact children with demonstrated needs (physical, financial, emotional, and health-related), preferring programs with demonstrated results and organizations that use creative and innovative methods to address a locally defined need directly impacting children. Applicants must be 501(c)(3) tax-exempt public charity organizations (or have a fiscal sponsor with tax-exempt status) and must directly serve children in communities within the U.S. Grants range from $5,000-$25,000 each for one fiscal year. Funds may be applied to programs or general operating costs. Deadline: July 15, 2008

Mr. Holland’s Opus Melody Program Musical Instruments for Existing K-12 Music Programs
http://www.mhopus.org/apply.htm
Mr. Holland’s Opus Melody Program provides musical instruments and instrument repairs to existing K-12 school music programs that have no other source of financing additional musical instruments and materials. Eligibility: music programs that take place during the regular school day. Schools must have an established instrumental music program (i.e., concert band, marching band, jazz band and/or orchestra) that is at least three years old. Maximum Award: $8,000. Deadline: August 1, 2008.

NEA Grants for Learning in the Arts for Children and Youth
http://www.arts.gov/grants/apply/GAP09/LITA.html
National Endowment for the Arts (NEA) Grants for Learning in the Arts for Children and Youth are given to advance arts education for children and youth in school-based or community-based settings. The program supports in-depth, curriculum-based arts education experiences that occur over an extended period. Projects must provide participatory learning and engage students with skilled artists, teachers, and excellent art. Maximum Award: varies. Eligibility: 501(c)(3) organizations that administer school-based projects for children and youth between kindergarten and grade 12, are directly connected to the school curriculum and instructional program and ensure the application of national or state arts education standard; or community-based projects for children and youth between ages five and 18. Deadline: June 9, 2008.

Reader’s Digest Foundation: Make It Matter
http://www.rd.com/makeitmatter.do
This program honors individuals who are taking action and giving back to their communities in a significant way. Each month, Reader’s Digest magazine will profile an individual who has made a significant contribution to his or her community. Deadline: n/a.

Award for Emerging Education Leaders
http://tinyurl.com/5esfl
The Association for Supervision and Curriculum Development is seeking nominations for its Outstanding Young Educator Award, which recognizes a teacher under the age of 40 who demonstrates excellence in his or her profession, a positive impact on students, creativity in the classroom, and leadership in his or her school or district. Maximum Award: $10,000. Eligibility: K-12 teachers under age 40; no self-nominations accepted. Deadline: August 1, 2008.

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Acknowledgements

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

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

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