June 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Latest Job Opportunites Posted on NASET

• Special Education Resources

• Upcoming Conferences, Workshops, and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

Update from the U.S. Department of Education

U.S. Department begins Competition for $437 Million in Teacher Incentive Fund Grants

Today, the U.S. Department of Education made $437 million in Teacher Incentive Fund (TIF) grant applications available for school districts, non profits and states. TIF grants support local projects that reward teachers, principals and other school personnel who improve student achievement. States, districts and non-profits partnering with states or districts are eligible to apply. Applications are due July 6th and grants will be awarded in September 2010.

“As superintendent of Chicago Public Schools, I learned firsthand how TIF grants can prompt districts to create ways to reward success and drive reform,” said Duncan. “We want to scale up this promising program so we can recognize great teachers, principals and other school personnel who are working hard and raising student achievement.”

The Department will be awarding approximately $437 million in new TIF grants this fall. These funds are available through both the ARRA and the FY 2010 appropriations. Applicants for these funds must meet TIF program and eligibility requirements including:

• Program must reward teachers and principals that improve student achievement using fair and transparent evaluations based on multiple measures including student growth.
• Program must demonstrate that there is a high level of local educator support and involvement.
• Program must demonstrate that there is a plan for financial sustainability after the 5 year grant award period.
• Programs must demonstrate that they are implementing performance based compensation as part of a coherent and integrated strategy for strengthening the educator workforce.
• Program must serve high needs schools.

TIF applicants will receive additional points if they meet the following criteria:

• Program will use “a value add” measure of the impact of teachers and/ or principals on student growth
• Program demonstrates that it is designed to attract effective teachers to hard to staff subject or specialty areas or to serve high needs students in high needs schools.
• Program is a new applicant

The TIF program will hold two separate competitions— the Main TIF competition and the TIF Evaluation competition. Both competitions will utilize the same aforementioned criteria. The Department is running a separate TIF evaluation competition in order to identify applicants willing to participate in a rigorous evaluation of the impact of performance based compensation on student achievement in high need schools. TIF Evaluation competition applicants will be required to meet additional criteria and will be eligible for at least an additional $1 million over the 5 year grant period. The Department will select winners for the TIF Evaluation competition first and then allow anyone who did not win the TIF Evaluation to compete for the Main TIF competition.

TIF began in 2006 and currently supports 33 grant sites in 18 states and has been implemented in 109 school districts, including charter school districts. The current program impacts approximately 55,000 teachers and 2,500 principals. The estimated range of awards is between $5,000,000- $10,000,000 and the Department expects to award approximately 40-80 grants.

Statement by U.S. Secretary of Education Arne Duncan on the 56th Anniversary of the Landmark Brown v. Board of EducationRuling

U.S. Secretary of Education Arne Duncan today issued the following statement on the 56th anniversary of the May 17, 1954, Supreme Court ruling in the case known as Brown v. Board of Education of Topeka.

“Today, on the 56th anniversary of the landmark Brown v. Board of Education, we celebrate the progress we have made to bring educational equity to millions of American students. But we also honor the sacrifice of all those who fought for equality by recognizing that, for all of our progress, we still have further to go. We reaffirm our collective commitment to providing a high quality education to all children regardless of race or background so they can succeed in college and careers and prosper in life. Education is the civil rights issue of our time. President Obama and I remain deeply committed to reforming schools so that all children receive the world-class education they deserve.”

Minnesota to Receive More Than $220 Million in Additional Recovery Funds

U. S. Secretary of Education Arne Duncan today announced that an additional $220,403,088 is now available for Minnesota under the American Recovery and Reinvestment Act (ARRA) of 2009. To date, Minnesota has received $1,308,304,524 through the Recovery Act. The state recently reported that recovery dollars have been used to provide funding for more than 6,000 education jobs from Oct. 1 to Dec. 31, 2009, while also supporting programs that drive education reform.

“With this application, Minnesota provided us with basic information on what is working in their classrooms,” said Duncan. “This data is a critical tool in helping us work together—with students, parents, teachers, administrators, community leaders and elected officials at every level—to improve education for Minnesota’s students.”

The application required states to provide data that will lay the foundation for reform including:

• How teachers and principals are evaluated and how this information is used to support, retain, promote or remove staff.
• The extent to which the state has a Statewide Longitudinal Data Systems that includes all the necessary America COMPETES Act requirements and how it will implement a comprehensive system by 2011.
• Whether the state provides student growth data on current students and the students taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the state administers assessments in those subjects in a manner that is timely and informs instructional programs.
• The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools.

State applications must describe the state’s current ability to collect the data or other information needed for the assurance indicators and descriptors as well as the state’s current ability to make the data or information easily available to the public. If the state is currently able to fully collect and publicly report the required data or other information at least annually, the state must provide the most recent data or information with its plan.

If a state is not currently able to fully collect or publicly report the data or other information at least annually, the plan must describe the state’s process and timeline for developing and implementing the means to do so as soon as possible but no later than Sept. 30, 2011. The state plan must describe the state’s collection and public reporting abilities with respect to each individual indicator or descriptor. The application, requirements and summary of the requirements can all be found here: http://www.ed.gov/programs/statestabilization/applicant.html.

In addition to the more than $220 million announced today, the Recovery Act has provided $1,087,901,436 in funding through 11 different programs to the state of Minnesota. Prior to today’s announcement, Minnesota had received:

• $596,086,086 in State Fiscal Stabilization funds through their successful completion of part 1 of the application. The State Fiscal Stabilization Fund program is a new one-time appropriation of $53.6 billion distributed directly to states to:

  Help stabilize state and local government budgets in order to minimize and avoid reductions in education and other essential public services.
  Help ensure that local educational agencies (LEAs) and public institutions of higher education (IHEs) have the resources to avert cuts and retain educational personnel and staff.
  Help support the modernization, renovation, and repair of school and college facilities.
  Help advance reforms, from early learning through post-secondary education, to benefit students and families.

• $94,711,036 in Title I funds. The Recovery Act provides $10 billion in additional Title I, Part A funds to state education agencies (SEAs) and local education agencies (LEAs) to support schools that have high concentrations of students from families that live in poverty in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards.

• $205,403,101 in IDEA funds. The Recovery Act provides $12.2 billion in additional funding for Parts B and C of the Individuals with Disabilities Education Act (IDEA). Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child’s unique needs and prepare him or her for further education, employment, and independent living. Part C of the IDEA provides funds to each state lead agency designated by the Governor to implement statewide systems of coordinated, comprehensive, multidisciplinary interagency programs and make early intervention services available to infants and toddlers with disabilities and their families.

• $6,117,378 in Education Technology Grants. The Recovery Act provides $650 million in additional funding for Education Technology Grants. The primary goal of the Education Technology Grants program is to improve student academic achievement through the use of technology in schools. It is also designed to help ensure that every student is technologically literate by the end of eighth grade and to encourage the effective integration of technology with teacher training and curriculum development.

• $7,737,672 in Vocational Rehabilitation Funds. The Recovery Act provides $540 million in additional funding for the Vocational Rehabilitation (VR) State Grants program. The VR State Grants program provides grants to states to help individuals with disabilities, especially those individuals with the most significant disabilities, prepare for, obtain, and maintain employment.

• $2,290,571 in Independent Living Services Funds. The Recovery Act provides $140 million in additional funding for the Independent Living (IL) programs. The IL programs support services to individuals with significant disabilities and older individuals who are blind to maximize their leadership, empowerment, independence, and productivity, and to promote the integration and full inclusion of individuals with disabilities into the mainstream of American society.

• $28,984,959 in School Improvement Grants. The Recovery Act provides $3 billion in School Improvement Grants to support the transformational changes that are needed to turn around the nation’s persistently lowest-achieving schools by using rigorous school intervention models.

• $651,740 in Impact Aid funds for construction activities, including the preparation of drawings and specifications for school facilities; erecting, building, acquiring, altering, remodeling, repairing or extending school facilities; and inspecting and supervising the construction of school facilities.

• $691,988 in McKinney-Vento Homeless Assistance funds. The Recovery Act provides $70 million under the McKinney-Vento Education for Homeless Children and Youth program to assist States and local educational agencies (LEAs) in addressing the educational and related needs of some of the most vulnerable members of our society – homeless children and youth – during a time of economic crisis in the United States.

• $141,249,736 in Pell Grants has been awarded to students attending schools in Minnesota. Pell Grants are awarded based on student applications, not by state. The Recovery Act provides $17.1 billion in additional funds for students across the country in need of Pell Grants. The Federal Pell Grant Program provides need-based grants to low-income undergraduate and certain postbaccalaureate students to promote access to postsecondary education.

Students may use their grants at any one of approximately 5,400 participating postsecondary institutions. The additional funding allowed the Department of Education to raise the maximum Pell award from $4,731 to $5,350.

• $3,977,169 in Work Study funds have been awarded to students attending schools in Minnesota. The Recovery Act provides an additional $200 million to the Work-Study program, providing colleges and universities with additional funding to provide jobs to students to help with their college and living expenses.

New Hampshire to Receive More Than $54 Million in Additional RecoveryFunds

U. S. Secretary of Education Arne Duncan today announced that an additional $54,200,505 is now available for New Hampshire under the American Recovery and Reinvestment Act (ARRA) of 2009. To date, New Hampshire has received $323,098,532 through the Recovery Act. The state recently reported that recovery dollars have been used to provide funding for more than 200 education jobs from Oct. 1 to Dec. 31, 2009, while also supporting programs that drive education reform. “With this application, New Hampshire provided us with basic information on what is working in their classrooms,” said Duncan. “This data is a critical tool in helping us work together—with students, parents, teachers, administrators, community leaders and elected officials at every level—to improve education for New Hampshire’s students.”

The application required states to provide data that will lay the foundation for reform including:

• How teachers and principals are evaluated and how this information is used to support, retain, promote or remove staff.
• The extent to which the state has a Statewide Longitudinal Data Systems that includes all the necessary America COMPETES Act requirements and how it will implement a comprehensive system by 2011.
• Whether the state provides student growth data on current students and the students taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the state administers assessments in those subjects in a manner that is timely and informs instructional programs.
• The number and identity of the schools that are Title I schools in improvement, corrective action or restructuring that are identified as persistently lowest-achieving schools.

State applications must describe the state’ current ability to collect the data or other information needed for the assurance indicators and descriptors as well as the state’s current ability to make the data or information easily available to the public. If the state is currently able to fully collect and publicly report the required data or other information at least annually, the state must provide the most recent data or information with its plan.

If a state is not currently able to fully collect or publicly report the data or other information at least annually, the plan must describe the state’s process and timeline for developing and implementing the means to do so as soon as possible but no later than Sept. 30, 2011. The state plan must describe the state’s collection and public reporting abilities with respect to each individual indicator or descriptor. The application, requirements and summary of the requirements can all be found here: http://www.ed.gov/programs/statestabilization/applicant.html.

In addition to the more than $54 million announced today, the Recovery Act has provided $268,898,027 in funding through 10 different programs to the state of New Hampshire. Prior to today’s announcement, New Hampshire had received:

• $146,586,725 in State Fiscal Stabilization funds through their successful completion of part 1 of the application. The State Fiscal Stabilization Fund program is a new one-time appropriation of $53.6 billion distributed directly to states to:
     • Help stabilize state and local government budgets in order to minimize and avoid reductions in education and other essential public services.
     • Help ensure that local educational agencies (LEAs) and public institutions of higher education (IHEs) have the resources to avert cuts and retain educational personnel and staff. 
     • Help support the modernization, renovation, and repair of school and college facilities.
     • Help advance reforms, from early learning through post-secondary education, to benefit students and families.

• $30,947,654 in Title I funds. The Recovery Act provides $10 billion in additional Title I, Part A funds to state education agencies (SEAs) and local education agencies (LEAs) to support schools that have high concentrations of students from families that live in poverty in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards.

• $51,475,870 in IDEA funds. The Recovery Act provides $12.2 billion in additional funding for Parts B and C of the Individuals with Disabilities Education Act (IDEA). Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child’s unique needs and prepare him or her for further education, employment, and independent living. Part C of the IDEA provides funds to each state lead agency designated by the Governor to implement statewide systems of coordinated, comprehensive, multidisciplinary interagency programs and make early intervention services available to infants and toddlers with disabilities and their families.

• $3,209,375 in Education Technology Grants. The Recovery Act provides $650 million in additional funding for Education Technology Grants. The primary goal of the Education Technology Grants program is to improve student academic achievement through the use of technology in schools. It is also designed to help ensure that every student is technologically literate by the end of eighth grade and to encourage the effective integration of technology with teacher training and curriculum development.

• $1,923,884 in Vocational Rehabilitation Funds. The Recovery Act provides $540 million in additional funding for the Vocational Rehabilitation (VR) State Grants program. The VR State Grants program provides grants to states to help individuals with disabilities, especially those individuals with the most significant disabilities, prepare for, obtain, and maintain employment.

• $673,365 in Independent Living Services Funds. The Recovery Act provides $140 million in additional funding for the Independent Living (IL) programs. The IL programs support services to individuals with significant disabilities and older individuals who are blind to maximize their leadership, empowerment, independence, and productivity, and to promote the integration and full inclusion of individuals with disabilities into the mainstream of American society.

• $429,411 in School Improvement Grants. The Recovery Act provides $3 billion in School Improvement Grants to support the transformational changes that are needed to turn around the nation’s persistently lowest-achieving schools by using rigorous school intervention models.

• $190,310 in McKinney-Vento Homeless Assistance funds. The Recovery Act provides $70 million under the McKinney-Vento Education for Homeless Children and Youth program to assist States and local educational agencies (LEAs) in addressing the educational and related needs of some of the most vulnerable members of our society – homeless children and youth – during a time of economic crisis in the United States.

• $32,179,594 in Pell Grants has been awarded to students attending schools in New Hampshire. Pell Grants are awarded based on student applications, not by state. The Recovery Act provides $17.1 billion in additional funds for students across the country in need of Pell Grants. The Federal Pell Grant Program provides need-based grants to low-income undergraduate and certain postbaccalaureate students to promote access to postsecondary education. Students may use their grants at any one of approximately 5,400 participating postsecondary institutions. The additional funding allowed the Department of Education to raise the maximum Pell award from $4,731 to $5,350.

• $1,281,839 in Work Study funds have been awarded to students attending schools in New Hampshire. The Recovery Act provides an additional $200 million to the Work-Study program, providing colleges and universities with additional funding to provide jobs to students to help with their college and living expenses.

Statement by U.S. Education Secretary Duncan on NAEP Reading 2009 Trial Urban DistrictAssessment

U.S. Secretary of Education Arne Duncan issued the following statement on The Nation’s Report Card: Reading 2009 Trial Urban District Assessment, National Assessment of Educational Progress (NAEP) at Grades 4 and 8:

“Today’s report shows that the reading achievement of students in our largest cities has increased over time. At the same time, the results also show that cities have significant work to do. The increases since 2007 weren’t statistically significant in 4th grade. The overall scores of cities are lower than the nation, and the achievement gap in the urban districts is larger than in a nation.

“But the report shows that several cities are leading the way. Of the cities that have participated since the urban district assessments started in 2002, Atlanta and Los Angeles have produced significant increases in reading achievement in both 4th grade and 8th grade. Boston has significant increases since it first participated in the assessment in 2003.

“President Obama has committed unprecedented resources to reform our schools. Through Race to the Top and Investing in Innovation, the administration is supporting states and districts that are creating the next generation of school reforms. Through the Blueprint for Reform of the Elementary and Secondary Education Act, the President is supporting schools efforts to prepare success in college and careers with a fair and flexible accountability system that is focused on our lowest-performing schools.
“In cities, towns, and rural areas across the country, we have to work together so that all children are receiving the world-class education they deserve.”

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Calls to Participate

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

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

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

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Update From The National Dissemination Center for Children with Disabilities

THIS MONTH FROM THE NATIONAL DISSEMINATION CENTER

• Have an IEP meeting coming up?
  Find a wealth of information on all aspects of the IEP, for families and educators alike.
  http://www.nichcy.org/EducateChildren/IEP/Pages/default.aspx
• Deciding children’s placement.
  What types of placement are there? How is placement decided? What does the law require?
  http://www.nichcy.org/EducateChildren/placement/Pages/default.aspx
• What are extended school year services (ESY)?
  Go to the link below, scroll down the page a bit, and you’ll see ESY discussed.
  http://www.nichcy.org/educatechildren/iep/pages/servicedelivery.aspx
• What’s in the Summary of Performance?
  When a student’s eligibility under Part B ends, the school must provide the student with: (a) a summary of his or her academic achievement and functional performance; and (b) recommendations on how to assist the student in meeting his or her postsecondary goals. So what’s in that summary of performance? The link below will take you to a list of resources generated by NICHCY’s search engine.http://tinyurl.com/29avy2p
• Are you moving to a new location this summer? If you’re the parent of a child with special needs, here’s a checklist to help you get ready.
  http://www.nichcy.org/FamiliesAndCommunity/Pages/moving.aspx
• If you are moving, check out what’s available in your new state.
  http://www.nichcy.org/Pages/StateSpecificInfo.aspx
• Find end-of-the-year teaching ideas and materials.
  http://www.nichcy.org/EducateChildren/effective/Pages/gened.aspx
• Is there a dispute between school and family?
  Five ways to resolve the dispute.
  http://www.nichcy.org/EducateChildren/disputes/Pages/overview.aspx
• Planning summer fun.
  In the February newsletter, the Special Focus was “Summer Camps.” Might want to re-connect with those resources.
  http://www.nichcy.org/Newsletters/Pages/February2010.aspx#letter.block22

A reminder…
…to tap into the brand-new NICHCY en español–our Spanish website on disabilities in children, early intervention, and the special education process. Bring all your Spanish-speaking friends, too, beginning at the Spanish homepage: http://www.nichcy.org/spanish/Pages/default.aspx

ITALL STARTS IN FAMILIES AND COMMUNITIES

Aprenda inglés gratuitamente via Internet.
That’s Spanish for, literally, Learn English for Free on the Internet, aka the U.S.A. Learns site, which is designed as an on-line tool to help Spanish speakers learn English outside of the classroom. The site offers practical and contextualized activities in reading, writing, understanding, conversation, and skills necessary to success at work and in the community.
http://www.usalearns.org

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

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

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

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

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

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

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

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

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

THELITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD

Early childhood education interventions for children with disabilities.
That’s the newest topic area from the What Works Clearinghouse. The first release on this topic is the WWC Intervention Report on Dialogic Reading, an interactive shared picture-book reading practice designed to enhance young children’s language and literacy skills. The WWC found Dialogic Reading to have potentially positive effects on communication and language competencies for children with disabilities.  Read the report at:
http://ies.ed.gov/ncee/wwc/reports/ece_cd/dialogic_reading/

Hands-on ways to build social emotional skills through everyday routines.
Visit the Book Nook at CSEFEL (Center on the Social and Emotional Foundations for Early Learning) and have a look at the guides offered there for teachers/caregivers and parents. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting, and fun music and movement activities to express emotions.
http://www.vanderbilt.edu/csefel/resources/strategies.html#booknook 

Supporting children’s mental health and reducing challenging behaviors.
Visit the Center for Early Childhood Mental Health Consultation, whose target audiences include – Head Start administrators, staff, and programs, as well as mental health consultants and families. The Center translates research in healthy mental development into materials tailored to the needs of each of the target audiences, and makes them available on this website.
http://www.ecmhc.org/index.html

Encourage children’s imaginations with CELL’s Act Natural.
This Practice Guide for Parents is designed to help parents and caregivers encourage their toddler’s imagination. Ideas are given on incorporating pretend play into story time, outdoor activities, and other daily routines.
http://www.earlyliteracylearning.org/cellpractices_rev/CELLprac_Act_Natural.pdf

Tips for using assistive technology with young children.
This issue of the Tots’n’Tech newsletter focuses on the ways to adapt materials using low-tech solutions so that children can participate in activities and routines that require use of arms and hands.
http://tnt.asu.edu/files/March2010.pdf

What’s your state’s early childhood profile?
Visit the National Center for Children in Poverty and find out. NCCP’s profiles highlight state policy choices that promote health, education, and strong families alongside other contextual data related to the well-being of young children. http://www.nccp.org/profiles/early_childhood.html

SCHOOLS, K-12

What you need to know about IEPs: Legal requirements.
This issue of the Special Ed Advocate (from Wrightslaw) gives an overview of the significant changes to IEPs in IDEA 2004.
http://www.wrightslaw.com/nltr/10/nl.0413.htm

Reading software: Finding the right program.
Since different reading software applications contain different features, it is important that students are matched with software that best meets their specific needs. LD Online has identified five web-based resources that contain detailed information on reading software programs and address specific needs of students with special needs in reading.
http://www.ldonline.org/article/Reading_Software%3A_Finding_the_Right_Program

Principals talk about effective practices for ELLs.
Looking at key practices in schools with high populations of non-native speakers of English who’ve achieved exemplary academic success, Effective Practices for English Language Learners: Principals from Five States Speak details findings from 49 school principals on nine factors, including school and student characteristics, instructional supports and strategies for ELLs, and barriers to effective instruction for ELLs.
http://centeroninstruction.org/resources.cfm?category=ell&subcategory=materials&grade_start=0&grade_end=12#281

Starting up RTI: First steps for district leaders.
This Ask The Expert video from the National Center on RTI answers the question, “If I were a leader in a district and we decided we wanted to implement RTI district-wide, what would be the top three things you would encourage me to figure out first?”
http://www.rti4success.org/index.php?option=com_content&task=view&id=1464

Essential components of RTI.
A 2nd new resource from the National Center on RTI.
 http://www.rti4success.org/images/stories/pdfs/rtiessentialcomponents_042710.pdf 

Which RTI product to buy?
With a growing array of RTI-related products on the market, schools need to make purchasing choices carefully. This article from Education Week takes a close look at the challenge.
http://www.edweek.org/tsb/articles/2010/04/12/02tools.h03.html?cmp=clp-edweek

Intellectual disability and special education.
How the AAIDD Definition System Applies to School Psychologists, Teachers, and Educational Teams is the subtitle of this video featuring Dr. Martha Snell, who discusses the definition system of intellectual disability described in the 11th edition of the classic manual by the American Association on Intellectual and Developmental Disabilities (AAIDD).
http://www.aaidd.org/videos.cfm

1-to-1 aides for students with autism: A practical and legal guide.
Pairing case summaries with practical advice, this 44-page publication from LRP is intended to help schools fulfill their legal obligations to provide aides plus communicate more effectively with parents–so that students are served better and legal disputes are minimized. Cost: Under $30.
http://www.shoplrp.com/product/p-300603.html

Visit the LearningPort.
LearningPort is a new online library of general and special education
professional development resources. This library provides local educators with easy access to an array of resources that can be used or customized to meet their needs. Brought to you by the IDEA Partnership.
http://www.learningport.us/

Two new modules from the Iris Center.
IRIS STAR Legacy Modules are Web-based instructional materials that provide information about working with students with disabilities. Two sweet new ones are available:

• Bookshare: Providing Accessible Materials for Students with Print Disabilities
  http://iris.peabody.vanderbilt.edu/bs/chalcycle.htm
• Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs
  http://iris.peabody.vanderbilt.edu/fid/chalcycle.htm

STATE & SYSTEM TOOLS

Using the TANF emergency fund to create summer jobs for youth.
TANF stands for the Temporary Assistance for Needy Families (TANF) program. TANF agencies and workforce investment boards previously have worked together to use TANF funds to support summer jobs for low-income youth. However, the TANF Emergency Fund’s requirements are complicated, and may be particularly confusing to workforce agencies that are not already familiar with the underlying TANF rules. This 8-page brief from CLASP explains the rules and requirements, based on TANF regulations and guidance issued by the Administration for Children and Families.
http://www.clasp.org/admin/site/premium-publications/files/TANFSummerJobs.pdf
 
Children’s mental health: What every policymaker should know.
This new paper from the National Center for Children in Poverty (NCCP) provides an overview of the current state of the mental health service delivery system in the U.S., the needs of children with mental health problems and their families, and effective policy strategies to enhance mental health for children, youth, and families.
http://www.nccp.org/premium-publications/pub_929.html
 
Administrator’s guide to building and maintaining a comprehensive autism program.
Here’s a one-stop guide to building a reliable system for determining and delivering appropriate services and ultimately avoiding lawsuits. 
Written for district administrators by a district administrator, it’s a firsthand account of how one public school district created a high-quality, legally compliant program. Available from LRP, cost is under $40.
http://www.shoplrp.com/product/p-300605.html
 
Meeting the educational needs of youth exposed to the Juvenile Justice system.
This Transition Toolkit brings together strategies, existing practices, and updated resources and documents on transition to enable administrators and service providers to deliver high-quality transition services for children and youth moving into, through, and out of education programs within the juvenile justice system.
http://www.neglected-delinquent.org/nd/resources/toolkits/transition_200808.asp
 
Upcoming webinars on research funding opportunities.
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences will host a series of webinars related to research funding opportunities between May and August.
For more information regarding webinar topics, dates, and registration process, visit:
http://ies.ed.gov/funding/webinars/
 
State complaints: Summary of how states apply the exceptional circumstances extension.
This brief publication from CADRE is provided to assist states in making decisions about when to extend timelines for state complaints.
http://www.directionservice.org/cadre/ExceptionalCircumstances.cfm
 
The Nation’s Report Card: Mathematics 2009.
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8.
http://centeroninstruction.org/resources.cfm?category=math&subcategory=materials&grade_start=4&grade_end=8#277

And now…the Nation’s Report Card: Reading 2009.
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8.
http://centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=4&grade_end=8#273
 
Updated multistate review of professional teaching standards.
This review of teaching standards in six states–California, Florida, Illinois, North Carolina, Ohio, and Texas–focuses on the structure, target audience, and selected content of each state’s standards.
http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2010014.pdf
 
School Improvement Grant (SIG) program resources.
Here are 2 resources on SIGs that may interest you.
• The SIG recorded Webinar series.
A series of recorded webinars  that explain the four intervention models related to the SIGs: Turnaround, Restart, Closure, and Transformation.
http://www.centerii.org/webinars/
• The SIG Transformation Toolkit.
As a companion piece to the SIG Handbook and recorded webinar  “The Transformation Model”, the Center on Innovation and Improvement (CII) has developed a Transformation Toolkit. This resource was developed to provide states and districts with action items and resources for implementing the SIG transformation model, and to help districts and schools in their school transformation efforts. It is available in both Word and PDF format.
http://www.centerii.org/resources/Transformation_Toolkit-0409.pdf

SPECIAL FOCUS: Classroom Accommodations

At the heart and soul of improved outcomes for children with disabilities may very well be the types of accommodations they receive in the classroom to help them access the general curriculum, learn new info and skills, and demonstrate their learning. Certainly, we get a lot of inquiries at NICHCY from both teachers and parents about how to adapt curricula, support students in the classroom, and provide instruction that meets their special needs. So we are focusing on this as our special topic in April.

Visit NCEO’s Accommodations pages–they’re fantastic!
You’d better bring a big bag to haul away the resources you find at NCEO (National Center on Educational Outcomes). Enter through the link below and find sections answering FAQs, publications, links to state websites posting their accommodations policies and information, and more.
http://www.cehd.umn.edu/NCEO/TopicAreas/Accommodations/Accomtopic.htm

Accommodations for students with disabilities.
Here’s a short guide to explain accommodations.
http://das.kucrl.org/iam/studentacc.html

Info from NICHCY.
http://www.nichcy.org/EducateChildren/Supports/Pages/default.aspx  

How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities.
http://www.osepideasthatwork.org/toolkit/accommodations_manual.asp

From TeacherVision.
http://www.teachervision.fen.com/special-education/resource/5347.html

Accommodation strategies.
Read Chapter 6 of the resource Collaborative Teaching: Special Education in Inclusive Classrooms. http://www.parrotpublishing.com/Inclusion_Chapter_6.htm

An IRIS online module: Instructional accommodations.
Making the Learning Environment Accessible to Students With Visual Disabilities can be found at:
http://iris.peabody.vanderbilt.edu/v02_successsight/chalcycle.htm

Accommodations and strategies for different disbilities.
Here, you’ll find info on what types of accommodations are appropriate for specific disabilities, namely: Autism | Mental Retardation | Learning Disability | Other Health Impaired | Emotionally Disturbed | Visually Impaired | Hearing Impaired | Orthopedically Impaired.
http://akuehnel3.tripod.com/index.html

What about accessible materials?
Bookshare provides an online accessible library for individuals with print disabilities and offers pre-recorded webinars for educators and parents. The link below will take you to the K-12 Educators Bookshare Community.
 http://bookshare.org/_/community/educatorsK12

Maryland’s accommodations manual for students with disabilities.
http://tinyurl.com/yznk7oa

Florida’s guide for educators.
http://www.paec.org/fdlrstech/acom_edu.pdf

Including students with disabilities in STEM courses and activities.
http://www.washington.edu/doit/Stem/acc.html

Accommodations for students with disabilities in high school.
http://www.ncset.org/premium-publications/viewdesc.asp?id=247

And for those with disabilities in college.
http://das.kucrl.org/iam/ACCSDModule.pdf

More for those in college.
http://www.disaboom.com/college-for-students-with-disabilities/college-accommodations-for-students-with-disabilities

NASET hopes that the resources available through the organizations and links above will come in very handy for teachers, parents, and the students themselves! 

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Latest Job Listings

Special Education Teachers for August 2010

Description
Be Noble. Join a high-achieving, dedicated team of educators working relentlessly to prepare low-income students for college. As we expand our network of schools, each of our ten Chicago campuses is seeking exceptional special education teachers or learning specialists.

Founded in 1999, Noble Street Charter School has been recognized nationally for its success serving low-income students, sending more than 90% of graduates to college and becoming Chicago’s highest performing non-selective high school. Our vision is that by the year 2020, there will be 2,020 Noble scholars who have earned college degrees, which will have a dramatic impact on their lives, our city and our movement.

Requirements
Noble campuses prepare scholars for college success using a program of rigorous academics, more time on task, strict discipline, health and fitness, and community service.  Our special educators and learning specialists are an integral part of Noble’s success and provide students with the quality education they deserve by following a co-teaching inclusion model.  Duties include teaching classes, serving as an advisor, coaching a club or sport teams and working with fellow teachers on building curriculum and culture. Experience at the high school level is not necessary. Illinois certification in special education by August 1, 2010 is required. We have a dedicated staff member to assist with transferring out of state certifications.

Benefits
Noble Network of Charter Schools offers a competitive compensation and benefits package to its employees. These include:

• Health Insurance
• Dental Insurance
• Vision Insurance
• Chicago Teachers Pension Fund
• Employer Match 401K
• FSA Medical, Dependent Care, and Transportation
• Long Term Disability /Short Term Disability
• Life Insurance
• Employee Assistance Program
• Vacation, Holidays and Personal/Sick Days

Contact
If you are an experienced special education teacher and are interested in a new and exciting teaching position for August 2010, or if you are looking to start your career in teaching special education, Noble Network of Charter Schools may have the perfect opportunity for you! Join us in our mission to ensure Chicago students achieve the dream of college success. All applicants must apply online at www.noblenetwork.org

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Teacher – Special Education – EmotionalSupport

Description
Pathway, a school designed exclusively for the learning disabled child, was the first in the nation to unify the disciplines of psychology, psychiatry, medicine, social work and education.  We are currently seeking an Emotional Support Teacher in Norristown, PA to prepare plans and implement a therapeutic classroom environment and develops student IEP’s in social, emotional and academic areas under the Student Achievement Model.

Job Responsibilities

• Prepares classroom lesson plans and utilizes differentiated teaching methods in the classroom environment.
• Provides individual assistance and direction to students in learning, counseling, and classroom management situations.
• Uses on-going behavior teaching interaction from the Student Achievement Model.
• Requisitions textbooks, instructional materials and supplies as needed through established procedures.
• Provides diagnostic, informal and standardized testing and participates in the diagnostic team process.
• Participates in the implementation of Pathway’s School-Wide Positive Behavior Support System (PBS).
• Reinforces appropriate social skills.
• Participates extensively in the IEP process through development, analysis of student data and revisions requesting further educational assessment information when needed from educational specialists or clinical staff.
• Prepares for and contributes to student team meetings, parent-team conferences and IEP planning meetings.
• Writes student progress reports as determined by the Educational Director.
• Facilitates student transitions to other program components.
• Participates in ongoing staff development training program including, but not limited to, training in: Student Achievement Model, Reality Therapy, Life Space Interviewing, CPI, classroom management, Positive Behavior Support, physical restraints, and instructional strategies.
• Contributes to in-service education programs at the request of an Educational Supervisor and/or the Educational Director.
• Participates in the development of curriculum, instructional materials and techniques.
• Assists in developing and carrying out research or project plans as assigned by the Educational Director.
• Will conduct staff training.

Requirements

• Master’s Degree in Special Education
• Pennsylvania State Teacher Certification
• Pennsylvania Elementary Education Certification
• Minimum 2 years experience working with and supervising paraprofessional staff and classroom teaching students with significant social and emotional needs (differentiated instruction)
• Must be able to obtain and maintain a satisfactory PA Criminal Background Check, have a valid PA Driver’s License, Child Abuse and FBI clearances, and pass a Drug Screening
• Must be physically able to assist in student emergency situations and have certification in CPR and First Aid.

Contact
Please follow the link below to apply.  Only those who apply to the link will be considered for the opportunity.  http://hire.jobvite.com/j/?aj=oJRiVfwx&s=Naset.org

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$125,000 Salary for Master Middle School Teachers

Description
Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times: (http://www.tepcharter.org/nytimes.php).

TEP is a new 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.  Applications are currently being accepted for teaching positions in Math, Science, English, Social Studies, Music, Latin, PE/Health Education, and Special Education.

Learn more and apply today at http://www.tepcharter.org/apply.php

About TEP Charter School:
TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R’s: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation. For more information, visit us online at http://www.tepcharter.org

Compensation
$125,000 salary + potential annual bonus, full benefits package

Learn more and apply today at http://www.tepcharter.org/apply.php

Benefits
$125,000 salary + potential annual bonus, full benefits package

Contact
jobs@tepcharter.org

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K-12 Special Education Teaching Jobs

DESCRIPTION
Carney, Sandoe & Associates is an educational recruitment firm that places teachers in private, independent and like-kind (charter, magnet, pilot and merit) schools across the nation and worldwide. We have placed over 25,500 teachers and administrators in independent schools since 1977.  For the most recent hiring year 2009-10, CS&A placed more teachers in schools than any other organization.

If you currently teach Special Education and want to find a new teaching position in 2010, or if you’re interested in finding your first Special Education teaching job, CS&A might be able to help you find the perfect opportunity.

In the past several years, Special Education teaching jobs among CS&A schools have increased at a significant rate.

CS&A has a team dedicated to the recruitment and placement of Special Education teachers and they are currently working to fill hundreds of positions. We strongly encourage you to apply to become a Special Education teaching candidate with CS&A.

Apply online at www.carneysandoe.com.

REQUIREMENTS
Candidates will need at least a BA/BS in the subject area they will be teaching, although minors or concentrations can be acceptable for the following areas:  chemistry, physics, mathematics, computer science and Spanish.  Experience working with children between the ages of 5-18 is preferred.  The ability to coach or direct extracurricular activities is very helpful.

Teacher certification is not required.

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 Ball
Director of Recruitment
Telephone: 617-542-0260
Email: jonathan.ball@carneysandoe.com
Website: http://www.carneysandoe.com

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Teaching Positions

DESCRIPTION
What makes Harlem Village Academies different? At Harlem Village Academies in Harlem, we emphatically believe that excellent teachers are the most important element of excellent schools. Therefore, we have thoughtfully designed every aspect of our schools to support, develop, respect, and empower our teachers. We are people-driven, not program-driven — and the difference is profound.

We’re not replicating a particular program; we are deliberately and carefully setting out to create an ideal environment and rich intellectual life for teachers. By building a system of schools designed for teachers, we ensure an excellent education for all children.

QUALIFICATIONS

• Minimum two years full-time classroom teaching experience as a special education reading teacher, preferably in an urban setting
• Outstanding instructional skills, including the ability to motivate and challenge students
• Experience implementing guided and level reading instruction
• Demonstrated ability to create and maintain a warm, strict, orderly classroom environment
• Demonstrated expertise in subject area and demonstrated student achievement results
• A strong sense of personal accountability for student achievement
• A belief that all students can learn at a high level and should be held to high academic standards
• The ability to communicate effectively with parents
• The ability to work effectively with colleagues as a positive, professional member of a team

RESPONSIBILITIES

• Develop and teach engaging, rigorous lessons
• Establish classroom routines and follow through consistently
• Develop effective lesson plans, materials, and assessments aligned with Harlem Village Academies’ standards
• With guidance, analyze assessment data and use data to develop tutoring plans and inform instruction
• Collaborate with colleagues to share best practices and ensure student mastery of standards
• Maintain close relationships with families, including phone calls and conferences
• Tutor those students needing extra help on a daily basis, and serve as an Advisor to 12-15 students

CONTACT
Aria Gee – Recruiter
Email: teach@harlemvillage.org
Telephone: 646-812-9206
Address: 2351 1st Avenue 4th Floor New York, NY 10035                            Website:  http://www.harlemvillageacademies.org/

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Seeking Excellent Special Education Teachers

Job Category: Special Education Teacher Pre-K to 12

Description
The New York City Department of Education is seeking excellent teachers who are or will be certified in special education for the September 2010-2011 school year. We offer competitive salaries and benefits, opportunities to grow and achieve as a professional, and the choice of 1,600 unique schools with their own missions and educational approaches.

The Office of Teacher Recruitment and Quality is currently conducting interviews for special education slots in TRQ Select, our program for teacher applicants who show the highest potential. Members of TRQ Select get access to a recruitment manager and extra support in making their transition to teaching in our schools. In addition to a competitive salary, special education teachers who work in one of our high-needs schools are eligible for an annual bonus of $3,400 for up to four years. Special education teachers with more than two years of experience are also eligible for a $15,000 grant through our Housing Support program. For more information on teaching in New York City, eligibility criteria, application information, and online and in-person events, please visit http://www.teachnyc.net or contact us at teachnyc@schools.nyc.gov. The deadline to apply for consideration for TRQ Select is April 19, 2010.

Benefits
Salary $45,000.00 – 54,000.00

Contact
Please visit:  http://www.teachnyc.net or contact us at teachnyc@schools.nyc.gov.

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Special Education Teachers for2010-11 School Year

Description
Little Keswick School is looking for experienced, licensed candidates certified in ED and/or LD to work in supportive teaching environment with low staff/student ratios.  We are seeking candidates with experience in differentiated instruction at the high school level.  Experience in advanced math, Spanish, chemistry, and physics is a plus.

Requirements
Licensed to teach in the state of Virginia and certified in Ed and/or LD.

Benefits
Being part of a nationally recognized program. Tuition and course assistance available.  Medical, dental, life insurance, paid vacation, tuition assistance, and profit sharing plan & 401K.

Contact
Marc J. Columbus, Headmaster
Phone: 434-295-0457
Fax: 434-977-1892
Email: childebrand@littlekeswickschool.net
Website: www.littlekeswickschool.net

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Special Education Resources

NAMI Launches Social Networking Site for Young Adults
http://www.strengthofus.org
The National Alliance on Mental Illness (NAMI) has launched StrengthofUs.org, an online community where young adults with mental health concerns can support each other while navigating challenges and opportunities during the critical transition years from ages 18-25. The site was developed by young adults and is a user-driven social networking community where members can connect with peers; share personal stories, creativity, and helpful resources; write and respond to blog entries; engage in discussion groups; and share videos, photos, and news.

NICHCY Web Site in Spanish
http://www.nichcy.org/spanish/Pages/default.aspx
NICHCY has launched their Web site en español; their Spanish Web site on disabilities in children, early intervention, and the special education process has been updated. All of NICHY’s disability fact sheets are in Spanish.

After-School and Out-of-School Time: Strengthening Partnerships and Public Will for Out-of-School Time Programs 
Report
http://tinyurl.com/2fowl64
The Youth, Education, and Families (YEF) Institute’s strategy guide on Strengthening Partnerships and Building Public Will for Out-of-School Time Programs describes three strategies that cities can use to generate support for access to high-quality out-of-school time activities, with examples of how cities have successfully implemented each strategy, from partnerships with universities to coordinated communications plans. Available in pdf (1.15 MB, 24 pp).

Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment  
Report
http://www.annenberginstitute.org/pdf/BTO_report.pdf
“Beating the Odds” describes a qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that were producing higher than predicted graduation and college-going rates for ninth-graders who entered with far below-average reading and math scores. The Institute identified four strategies that helped these students beat the odds: academic rigor, networks of timely supports, college expectations and access, and effective use of data. Available in pdf (1.15 MB, 24 pp).

Bipolar Disorder in Children and Teens: A Parent’s Guide 
Guide
http://tinyurl.com/35ttvzl
The booklet is a guide for parents who think their child may have symptoms of bipolar disorder, or parents whose child has been diagnosed. The booklet was published by the National Institute on Mental Health. The summary includes a link to the booklet in PDF format on the web, or the booklet can be requested in hard copy.

Connected by 25 
NCSET Issue Brief
http://www.ytfgconnectedby25.org/YTFGConnectedby25FullIssueBriefApril2010.pdf
To strengthen philanthropic investments among its membership, the Youth Transition Funders Group (YTFG) asked a group of policy experts to recommend ways foundations can work to encourage effective policy solutions on issues affecting youth in transition to adulthood. The issue brief, “Connected by 25: Effective Policy Solutions for Vulnerable Youth,” offers a summary of those recommendations, focusing on four primary transition points that often threaten the ability for youth to be connected by age 25 to the institutions and support systems that help them succeed throughout life. Available in pdf (22 pages, 1.36 MB).

Decreasing Discipline Referrals for African American Males in Middle School 
Article
http://www.schoolsmovingup.net/cs/smu/view/rs/18276
This article, written by a middle school principal and a professor, profiles a successful intervention for the 10 eighth-grade boys with the greatest number of referrals in a North Carolina middle school. When the school began implementing the intervention, African American boys were receiving a disproportionately high number of discipline referrals compared to their European American counterparts. Research shows that in U.S. schools, African American and Latino boys receive a disproportionately high number of referrals for misbehavior population, and receive harsher consequences than European American boys who commit the same offenses. Mentoring, parental involvement, and cultural diversity training for staff, can decrease referrals and improve academic success.

Education – Doing Things Differently 
Podcast
http://www.idra.org/Podcasts
The fourth dimension of the Intercultural Development Research Association (IDRA) model for parent leadership in education focuses on parents as leaders and trainers of other parents. Parents, instead of being passive receivers of information from the school, can demonstrate their own expertise, share it with their peers, and work together to advocate for all children in the school. Frances Guzmán, M.Ed., an IDRA education associate, shares examples of this parent leadership in action from IDRA’s recent Annual IDRA La Semana del Niño Parent Institute, where groups of parents from several school districts led sessions for each other on multiple education topics.

Financing Special Education: State Funding Formulas 
Report
http://www.projectforum.org/user.cfm?publicationid=443&from=index
This policy report, an analysis updating previous state funding formula documents from 2000-2009 by AIR and NASDSE, reports on the formulas used in 2008-2009. The document includes a table of the types of funding formulas in 2009 for each state, and examples of complexities within formulas. Other sections describe changes in formulas over the years and in how states are allowed to spend their special education funds, with an appendix giving each state’s special education funding formula.

Health and Drop-out Risk  (March 2010)
Report
http://cdrp.ucsb.edu/dropouts/pubs_reports.htm
“The Connection Between Health and Drop-out,” a new report released by the California Dropout Research Project (CDRP), shows connections between health and failure to graduate high school. The report examines existing research and highlights three ways health and dropping out are connected: childhood physical illness, childhood mental health problems, and adolescent risk behaviors. The report underscores the need for health care reform and its importance in addressing America’s dropout crisis.

Parents’ Experiences with the IEP Process: Considerations for Improving Practice  
Report
http://www.directionservice.org/cadre/pdf/Parent-IEP%20Process.pdf
“Parents’ Experiences with the IEP Process: Considerations for Improving Practice,” a national study released by the Center for Appropriate Dispute Resolution in Special Education (CADRE), reviewed literature to explore findings from 10 recent studies (from 2004 on) focused on the experiences and perceptions of parents or other caregivers related to the IEP process. The report highlights recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings. Available in pdf (9 pages, 392 KB).

Principal Effectiveness and Leadership in an Era of Accountability: What Research Says 
Report
http://www.caldercenter.org/upload/CALDER-Research-and-Policy-Brief-8.pdf
The importance of principals has long been recognized, but studies on the effectiveness and distribution of principals have been undermined by the lack of data on their complex work and impact. This brief from the Urban Institute’s National Center for the Analysis of Longitudinal Data in Education Research (CALDER) uses state data to calculate the effects of principals for different kinds of schools and students. The findings demonstrate that principals with the experience and skills related to effectiveness are less likely to be working in high-poverty and low-achieving schools, raising equity concerns about the distribution of effective principals. Available in pdf (266 KB, 6 pp).

Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students With Significant Cognitive Disabilities 
Report
http://ies.ed.gov/ncser/pubs/20103007/pdf/20103007.pdf
This report, a national study released by The National Study on Alternate Assessments (NSAA), included more than 400 teachers of students with significant cognitive disabilities from three states. It provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students’ opportunity to learn academic content. Available in pdf (171 pages, 1.96 MB).

The Value of a Team Approach  
Report
http://erstrategies.org/documents/pdf/CMS_case_study_APR16.pdf
As reform debates focus on the importance of turning around low-performing schools, “Strategic Staffing for successful Schools: Breaking the Cycle of Failure in Charlotte-Mecklenburg Schools,” studied a team approach used in this North Carolina school district, and its effective turnaround of the district. Charlotte-Mecklenburg, recently nominated for the Broad Prize, used data and strategic staffing to create a coherent, systemic approach to school turnarounds. Critical components to success were found to include a transformational leader who can build a culture of high expectations and ownership of student outcomes; high-capacity teams of teachers with know-how and expert support, collaborating to adjust instruction through assessments; school designs that prioritize core academics and individualized interventions for students; and resources and central support to implement the turnaround. Available in pdf (20 pages, 545 KB).

What’s in the Summary of Performance?  
Resource list
http://tinyurl.com/29avy2p
When a student’s eligibility under Part B ends, the school must provide the student with: (a) a summary of his or her academic achievement and functional performance; and (b) recommendations on how to assist the student in meeting his or her postsecondary goals. The summary of performance link provides a list of resources and links to each generated by NICHCY’s search engine.

Office of Disability Employment Policy-Funded Web Site Features Resources on Disability Employment
http://www.whatcanyoudocampaign.org
The Campaign for Disability Employment is a collaborative effort between several disability and business organizations that seek to promote positive employment outcomes for people with disabilities by encouraging employers and others to recognize the value and talent they bring to the workplace and other benefits of fully including people with disabilities at work. The web site offers a range of education and outreach tools designed to engage employers, people with disabilities, family and educators, and the general public; and features on-line forums, grassroots tools, links to trusted resources that provide disability employment-related information, etc.

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Funding Forecast and Award Opportunities

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

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

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

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

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

Best Buy Children’s Foundation: @15 Community Grants
http://www.bestbuy-communityrelations.com/local_donations.htm
Through the @15 Community Grants Program, Best Buy teams across the United States select non-profit organizations that provide positive experiences to help teens excel in school, engage in their communities, and develop leadership skills. Special consideration will be given to programs that serve a diverse population in local or regional communities; build social, academic, leadership, and/or life skills in early adolescents (primarily ages 13-18); show positive results against a demonstrated community need; and reach at-risk children in working families. Applications will be accepted June 1-July 1, 2010.

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

CVS Caremark Charitable Trust
http://info.cvscaremark.com/community/our-impact/charitable-trust/how-apply
The CVS Caremark Charitable Trust, the private foundation of CVS Caremark Corporation, will award grants from $10,000-$50,000 to programs that help build skills and capabilities, and create opportunities for success for children under the age of 21 with disabilities. Applicant programs should focus on accessibility, inclusion, and awareness building; physical activity; early intervention; and rehabilitative services. Programs that promote wellness and obesity prevention for children of all abilities are also eligible. Deadline: June 15, 2010.

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

National Endowment for the Arts: Grants for Learning in the Arts for Children and Youth
http://www.arts.gov/grants/apply/GAP11/LITA.html
NEA Grants for Learning in the Arts for Children and Youth support in-depth, curriculum-based arts education experiences that occur over an extended period in school-based or community settings. Projects must provide participatory learning and engage students with skilled artists, teachers, and excellent art. All projects must include: (1) the opportunity for students and their teachers to experience exemplary works of art, in live form wherever possible; (2) study of the art experienced, including the acquisition of skills for practicing the art form, where appropriate; (3) the performance/making of art within the discipline(s) studied; and (4) assessment of student learning according to national or state arts education standards. Deadline: June 10, 2010.

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

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

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

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

Autism Speaks Accepting Letters of Intent for Family Services Community Grants Program
http://www.autismspeaks.org/community/family_services/community_grants.php
Grants of up to $25,000 will be awarded to organizations working to expand the range of services for individuals and communities dealing with autism. Recognizing that there are multiple needs in the expansive and varied autism community, the focus of Autism Speaks Family Services Community Grants is on proposals that serve to build the field of services for individuals with autism and expand the capacity to effectively serve this growing community. Organizations interested in submitting an application must address one of the four areas of need. Successful applicants will apply grant funding to support new programs or the expansion of existing projects. Deadline: June 10, 2010.

Captain Planet Foundation: Education Grants
http://www.captainplanetfdn.org/grants.html
Captain Planet Foundation Education Grants support hands-on environmental projects for children and youth around the world that empower them to work individually and collectively to solve environmental problems in their neighborhoods and communities. All projects must promote understanding of environmental issues, focus on hands-on involvement, involve children and young adults 6-18 and promote interaction and cooperation within the group. Deadline: June 30, 2010.

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

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

National Endowment for the Arts Accepting Grant Applications for Learning in the Arts for Children and Youth
http://www.arts.gov/grants/apply/GAP11/LITA.html
The National Endowment for the Arts’ Learning in the Arts for Children and Youth category offers funding for projects that help children and youth acquire knowledge and understanding of and skills in the arts. Projects must provide participatory learning and engage students with skilled artists, teachers, and excellent art. All proposed projects must provide the chance for students to experience exemplary works of art (e.g., live performances); to study works of art in order to understand their cultural and social contexts and to appreciate their technical and/or aesthetic qualities; and to create artwork. Deadline: June 10, 2010.

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

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

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

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

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

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

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

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

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

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

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

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

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

Federal Student Aid Grant Program Fact Sheet
http://tinyurl.com/yfbe5tb
Disability.Gov has created a fact sheet that provides an overview of the major federal student aid grant programs. The federal government provides grant funds for students attending colleges, including career colleges and universities.

Grants, unlike loans, do not have to be repaid. (A Spanish version is at: http://tinyurl.com/yz2zheg.) Available in pdf (1 page, 164 KB).

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

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

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

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Acknowledgements

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

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

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

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