Table of Contents
Message from the Executive Directors
NASET Congratulates the Winners of its 2007 Outstanding Special Education Teacher Award
Update from the National Dissemination Center for Children with Disabilities
Update from the U.S. Department of Education
Update from the National Collaborative on Workforce and Disability for Youth
Upcoming Conferences, Workshops, and Events
Funding Forecast and Award Opportunities
Latest Career Center Classifieds
Message from the Executive Directors
Dr. Roger Pierangelo & Dr. George Giuliani
Welcome to the June, 2007 edition of The NASETSpecial Educator e-Journal. This is the final edition of the 2006-2007 school year e-Journals until our September – “Back to School Issue”.
The response to our announcement about offering professional development courses has been tremendous. The feedback that this is a great idea, as well as the appreciation from you that it is free to our members, has been stated repeatedly. These courses are a response to a very important need by school districts, agencies and private schools for better trained, more informed, more qualified, and more knowledgeable teachers. The American Academy of Special Education Professionals (AASEP) in partnership with NASET is proud to offer its members access to one of the most extensive and comprehensive sources for professional development courses available today. To view the professional development courses available to NASET members, visit: http://www.naset.org/2439.0.html?&no_cache=1
We are also thrilled with the feedback we have gotten from our members on The Practical Teacher Series. The comments have been so positive and incredibly appreciative. Further, the comments about the Parent-Teacher Conference Handouts and the Classroom Management Series have been just as strong. Please keep the feedback coming. What you say truly matters, and it’s your words and suggestions that drive the association to add new, exciting, and practical materials.
We are currently in discussions with the American Academy of Special Education Professionals to form a peer-reviewed journal for NASET members.
More details should be forthcoming in the next few months.
As for this June 2007 edition of the NASETSpecial Educator e-Journal, well, it’s the last one before we go on hiatus for 2 months. 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 September for our back to School Edition.
Sincerely,
Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors of NASET
NASET Congratulates the Winners of its 2007 Outstanding Special Education Teacher Award
NASET takes great pride in awarding special educators for the dedication, loyalty, perseverance, and enthusiasm that they give to the exceptional students whom they educate. The NASET 2007Outstanding Special Education Teacher Award is bestowed on special education teachers who have demonstrated outstanding achievement as a teacher in the field of special education. It recognizes and rewards the special skills and excellence of special education teachers throughout the United States.
We congratulate this year’s winners:
Legal Issues Corner
Supreme Court Rules in Favor of Parents of Children with Disabilities WASHINGTON, D.C. – A Supreme Court decision on Monday gave parents of children with disabilities the right to go to court without a lawyer to challenge their public school district’s individualized plan for their child’s education.
The 7-to-2 decision involved an interpretation of the federal law that gives all children the right to a “free appropriate public education,” regardless of disability. Millions of children receive benefits under the law, the Individuals with Disabilities Education Act. Most federal appeals courts have ruled that when a dispute brings families and school districts into court, the parents cannot proceed without a lawyer.
Many parents, including the couple from Parma, Ohio, who brought this case, either cannot afford a lawyer or cannot find one. Increasingly, school districts have been bringing parents who seek to handle their own cases into court on charges of violating state statutes against the “unauthorized practice of law.”
To read the entire article on this landmark decision, visit: http://www.nytimes.com/2007/05/22/washington/22scotus.html?ref=education
New IDEA Part C Regulations Proposed by U.S. Department of Education
The U.S. Department of Education has proposed regulations to ease bureaucratic burdens, increase flexibility and assure accountability by states in helping prepare America’s infants and toddlers with disabilities for success in school.
In proposed rules for Part C of the Individuals with Disabilities Education Act (IDEA) to be published in the May 9 Federal Register, the department sought to ensure that states provide early intervention services to children birth through age 2 in a timely and effective manner.
Part C is a $436 million program serving infants and toddlers through age 2 with developmental delays or who have diagnosed physical or mental conditions with high probabilities of resulting in developmental delays. At a state’s discretion, children in that age range who are at risk of having substantial developmental delays may be eligible to receive services.
For more details on Part C and the IDEA in general, visit the Education Department’s Web site at http://idea.ed.gov/explore/home.
Secretary Spellings Announces Regulations to More Accurately Assess Students with Disabilities
U.S. Secretary of Education Margaret Spellings has announced new regulations under the No Child Left Behind Act (NCLB) allowing states to test certain students with disabilities using an alternate assessment that more appropriately aligns with students’ needs and yields more meaningful results for schools and parents. The new regulations provide states and schools with greater flexibility by allowing them to more accurately evaluate these students’ academic progress and tailor instruction to individual needs. For more information, visit, http://www.ed.gov/news/pressreleases/2007/04/04042007.html
Documents on Transitioning to Postsecondary Education from the Office for Civil Rights
The Office for Civil Rights has posted two letters on its Web site to provide information about the legal rights and responsibilities of students with disabilities as they transition from high school to institutions of postsecondary education: a “Dear Colleague” letter and a “Dear Parent” letter. Also available is a Q&A document entitled Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators, and a revised version of Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. For more information, visit: http://www.ed.gov/about/offices/list/ocr/whatsnew.html
Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act
The Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) is now available online. Volume 1 focuses on the children and students being served under IDEA and provides profiles of individual states’ special education environments. Volume 2 contains state-reported data tables and appendices. For more information, visit: http://www.ed.gov/about/reports/annual/osep/2004/
Final regulations of IDEA Now Available
You’ve no doubt heard that final regulations for IDEA 2004 have been published. They’re only 307 pages long— including the comments and analysis of changes— perfect reading for a 3-day weekend. Pick up your copy of the regs (in PDF), at:
http://www.nichcy.org/reauth/IDEA2004regulations.pdf
Implementing IDEA: How Are We Doing?
Marking the Progress of IDEA Implementation discusses the implications from the six-year Study of State and Local Implementation and Impact of IDEA (SLIIDEA). SLIIDEA addressed how states, districts, and schools made progress toward issues of concern identified by Congress in the 1997 amendments to IDEA. A three-volume Sourcebook has been prepared to complement the report provided at the link above. Volume I summarizes study findings for each of the Congressional topics. Volume II consists of tables that display state, district, and school-level data for each data collection year and that show changes, including trends over time, in responses to individual survey items for each Congressional topic. Volume III provides a complete description of the sampling design and analytic approach used in SLIIDEA. Where would you find these three volumes? At the link above as well, where all the reports from the project can be found. www.abt.sliidea.org/reports.htm
OSEP-Reviewed Materials on IDEA 2004
The materials listed on this Web page from NICHCY, the National Dissemination Center for Children and Youth with Disabilities, relate to IDEA 2004 and its implementing regulations. They have been reviewed by the U.S. Department of Education, Office of Special Education Programs for consistency with the IDEA Amendments of 2004. Materials are available on the following topics: assessment, behavior/discipline, disproportionality, due process, early intervening services, evaluations/reevaluations, funding, highly qualified teachers, IEPs/IFSPs, learning disabilities, mediation, model forms, NCLB, NIMAS, Part C, preschool, prior written notice, private schools, procedural safeguards, state complaint procedures, and transition. For more information, visit http://www.nichcy.org/idealist.htm
Update from the National Dissemination Center for Children with Disabilities
Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.
The following training modules have recently been posted online:
— Module 6, Early Intervening Services and Response to Intervention
— Module 11, Identification of Children with Specific Learning Disabilities
— Module 12, The IEP Team: Who is a Member?
— Module 14, Meetings of the IEP Team
Download available modules.
www.nichcy.org/training/contents.asp
Sign up to be notified when new modules become available.
www.nichcy.org/mod_signup.asp
Updated NICHCY Publication!-Autism and Pervasive Developmental Disorder (PDD)(fs1)
A revised and expanded fact sheet, with new resources, April 2007.
What about summer camps for children with disabilities?
The following two publications provide information about how to select camps as well as resources to help you find camps.
Summer Camps for Children with Disabilities: 2007 , available on NICHCY’s website at: http://www.nichcy.org/pubs/genresc/camps.htm
Summer Camp 2007: Anything You Can Do, They Can Do Too, available on FCTD’s website at: http://www.fctd.info/resources/newsletters/index.php
From the Research and Training Center on Family Support and Children’s Mental Health
Defining the Wraparound Process
http://www.rtc.pdx.edu/pgDataTrends2007.shtml
The Effectiveness of Strength-Based Treatment for Youth with Emotional or Behavioral Disorders
http://www.rtc.pdx.edu/pgDataTrends2007.shtml
The Role of Data Collection and Evaluation in Supporting Systems Change
http://www.rtc.pdx.edu/pgDataTrends2007.shtml
New from Project Forum!
Check out their newest resource entitled “Highly Mobile Children and Youth with Disabilities: Policies and Practices in Five States.” A PDF version of this publication is available at:
http://projectforum.org/docs/HighlyMobileChildrenandYouthwithDisabilities-PoliciesandPracticesinFiveStates.pdf .
“Hints and Tips for Addressing Accommodations Issues for Peer Review”
is a new publication from the National Center on Educational Outcomes (NCEO) which provides examples that should be useful for States in responding to accommodation criteria in the Standards and Assessment Peer Review process. It is available at: http://education.umn.edu/nceo/.
The 3Rs: Research, Reports, & Resources
Research
The Harvard Family Research Project has completed the second research brief in their series “Family Involvement Makes a Difference.” This series provides evidence of family involvement’s importance for children of all ages, as well as direct recommendations for policymakers, practitioners, and researchers.
Family Involvement in Elementary School
This latest brief reviews research on why and how family involvement matters for elementary school children’s learning and socio-emotional development. It highlights how you can use this research to promote effective policies and practices. Find this brief at:
http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/elementary.html
Family Involvement in Early Childhood Education
This is the first brief in the series, which reviews family involvement research and its implications in early childhood education. Find it at: http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/earlychildhood.html
Reports
Key State Education Policies on PK-12 Education: 2006
A new report from the Council of Chief State School Officers (CCSSO)is now available. This report informs policymakers and educators about the current status of key education policies across the 50 states that define and shape elementary and secondary education in public schools.
To download, view, and print the publication as a PDF file, please visit:
http://www.ccsso.org/premium-publications/details.cfm?PublicationID=348
Resources
IDEA Dispute Resolution Process Comparison Chart
This comparison chart was presented at the IDEA Regional Implementation Meetings in January and February 2007. It answers the following questions regarding mediation, due process complaint, resolution process, and state complaint: Who can initiate the process? What is the time limit for filing? What issues can be resolved? What is the timeline for resolving the issues? Who resolves the issues? Available in PDF at: http://www.directionservice.org/pdf/IDEA%20DR%20Process%20Comparison%20Chart.pdf .
Recording for the Blind & Dyslexic Launches a New Website for Educators
The new web site provides easy-to-use, research-based information developed by educators, targeted to the K-12 inclusive classroom. Lesson plans and other downloadable materials are grouped by subject and grade level based on feedback from educators. Check it out at: http://ltl.rfbd.org/.
Update from the U.S. Department of Education
Secretary Spellings Approves Additional Growth Model Pilots for 2006-2007 School Year
Washington, D.C. — U.S. Secretary of Education Margaret Spellings announced approval of two high-quality growth models, which follow the bright-line principles of No Child Left Behind. Iowa is immediately approved to use the growth model for the 2006-2007 school year. Ohio’s growth model is approved on the condition that the state adopt a uniform minimum group size for all subgroups, including students with disabilities and limited English proficient students, in AYP determinations for the 2006-2007 school year.
In May 2006, North Carolina and Tennessee received approval to implement their growth models for the 2005-2006 school year. Last November, Delaware and Arkansas received full approval to implement their growth model for the 2006-2007 school year. Additionally, Florida submitted a quality growth model that was conditionally approved by the Department in November.
“A growth model is a way for states that are already raising achievement and following the bright-line principles of the law to strengthen accountability,” Secretary Spellings said. “Iowa and Ohio were recognized by our impressive group of peer reviewers to have written strong growth models that adhere to the core principles of No Child Left Behind.”
“There are many different routes for states to take, but they all must begin with a commitment to annual assessment and disaggregation of data. And, they all must lead to closing the achievement gap and every student reaching grade level by 2014. We are open to new ideas, but when it comes to accountability, we are not taking our eye off the ball.”
The Department plans to approve no more than 10 high-quality growth models for the pilot program. If Florida completes the necessary work on their assessment system, they will be permitted to implement their growth model for the 2006-2007 school year.
A rigorous peer review process was used by the Department to ensure that the selection process was fair and transparent for all participating states. A panel of nationally recognized experts reviewed and made recommendations on states’ proposals, choosing Iowa and Ohio for approval.
The Department intends to gather data to test the idea that growth models can be fair, reliable and innovative methods to measure student improvement and to hold schools accountable for results. Growth models track individual student achievement from one year to the next, giving schools credit for student improvement over time. The pilot program enables the Department to rigorously evaluate growth models and ensure their alignment with NCLB, and to share these results with other States.
For more information on the Growth Model Pilot, please visit: http://www.ed.gov/admins/lead/account/growthmodel/proficiency.html
President Bush Announces Intent to Nominate Diane Auer Jones as Assistant Secretary of Education
President George W. Bush announced his intention to nominate Diane Auer Jones to serve as Assistant Secretary for Postsecondary Education at the U.S. Department of Education. The White House today released the following statement:
The President intends to nominate Diane Auer Jones, of Maryland, to be Assistant Secretary for Postsecondary Education at the Department of Education. Ms. Jones currently serves as Principal Deputy Assistant Secretary for the Office of Postsecondary Education at the Department of Education. Prior to this, she served as Deputy to the Associate Director for Science in the Office of Science and Technology Policy in the Executive Office of the President. Previously, she served as Director of the Office of Government Affairs at Princeton University. Earlier in her career, she served as Program Director in the Division of Undergraduate Education at the National Science Foundation and as an Associate Professor at the Community College of Baltimore County.
Additionally, Ms. Jones is the former Chair of the Intellectual Property Working Group within the Council on Federal Relations for the Association of American Universities. Ms. Jones received her bachelor’s degree from Salisbury State University and her master’s degree from the University of Maryland, Baltimore County.
News Show Focuses on Teacher Quality
High-quality, effective teaching, as well as innovative approaches to better recruit and retain exceptional teachers, will be the focus of the May edition of Education News Parents Can Use, the U.S. Department of Education’s monthly television program.
All across the country, highly qualified teachers are inspiring excellence in students. The May broadcast will showcase several award-winning teachers and explore how effective teaching is at the core of America’s long-term economic competitiveness. Among the many features are: an overview of the current state of the teaching profession and what is being done to place a high-quality teacher in every classroom; innovative and alternative strategies to recruit, train and reward effective teachers; and how programs like the Teacher Incentive Fund, along with the proposed Adjunct Teacher Corps and other teacher quality programs under the American Competitiveness Initiative, are designed to strengthen our nation’s teachers, schools and students.
Each month, Education News Parents Can Use showcases: schools and school districts from across the country; conversations with school officials, parents and education experts; and advice and free resources for parents and educators. To learn about viewing options, including webcasts, visit http://www.ed.gov/news/av/video/edtv/; or call toll-free 1-800-USA-LEARN.
Making ED.gov More User-Friendly
The U.S. Department of Education has enhanced its Web site, http://www.ed.gov, to provide a more user-friendly resource for promoting educational excellence for all Americans. The site now has a brighter, more uniform look, and many of the links have been streamlined to make navigation much simpler.
While the Web site retains its most popular links—including the four categories designed for students, parents, teachers and administrators—it introduces two new features:
- Secretary’s Corner – This feature highlights the Department’s key priorities, which focus on the No Child Left Behind Act (NCLB), higher education and the American Competitiveness Initiative. In particular, a fresh addition, “Meet the Secretary,” provides detailed information about U.S. Secretary of Education Margaret Spellings: her biography, speeches, reflections from recent travels, and responses to questions from teachers on various policy issues. Also included is a sequence of video excerpts spotlighting the secretary’s views on topics ranging from the reauthorization of NCLB to making college more affordable.
- Success Stories – Broadening the online video offerings drawn from the Department’s monthly television show, Education News Parents Can Use, this new feature offers video clips of schools with promising practices, such as a school in Georgia where 100 percent of its third- and fifth-graders are performing at grade level.
Update from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Guide on Serving Youth with Mental Health Needs Unveiled
In honor of National Children’s Mental Health Awareness Day (see next story), the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) announces the release of Tunnels and Cliffs: A Guide for Workforce Development Practitioners and Policymakers Serving Youth with Mental Health Needs, prepared by the National Collaborative on Workforce and Disability for Youth. Practitioners and policymakers have key roles to play in ensuring that youth with mental health needs (MHN) have a fair chance of achieving the American dream of independence and self-sufficiency. Obstacles such as transition cliffs and ineffective service delivery tunnels can be eliminated through thoughtful systems change processes that incorporate sound policies and practices.
The guide’s contextual framework is the Guideposts for Success, a document developed by NCWD/Youth in collaboration with ODEP. The Guideposts are research-based and describe key components that all youth, including youth with disabilities, need to transition successfully to adulthood. The Guideposts for Success for Youth with Mental Health Needs, which are included in chapter 3 of Tunnels and Cliffs, incorporate all the elements of the original Guideposts as well as the additional specific needs of youth with mental health disabilities.
Tunnels and Cliffs was developed to help workforce development practitioners, administrators, and policymakers enhance their understanding of youth with mental health needs and the supports necessary to help them transition into the workforce successfully. In addition, it highlights systems change initiatives already underway in a growing number of states and communities across the country, and provides policy makers, from the program to the state level, with useful information to assist them in addressing system and policy barriers to effective service delivery. Tunnels and Cliffs is available at
http://www.ncwd-youth.info/resources_&_Publications/mental_health.html
National Children’s Mental Health Awareness Day
The second annual National Children’s Mental Health Awareness Day is today, May 8, 2007. Awareness Day is sponsored by the U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA) to promote positive youth development, resilience, recovery, and the transformation of mental health services delivery for children and youth with serious mental health needs and their families. The theme for Awareness Day this year is Thriving in the Community with a special focus on school-based programs. Mental health resources are available from SAMHSA, either through their toll free telephone number 800-789-2647, or their website <http://www.mentalhealth.samhsa.gov/>. The information is for users of mental health services and their families, the general public, policy makers, providers, and the media.
Entering the World of Work: What Youth with Mental Health Needs Should Know About Accommodations
The U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) has released a fact sheet on accommodations for youth with mental health needs who are preparing to enter the workforce. Disclosing a mental health disability, requesting accommodations, and examples of accommodations are among the topics addressed, and resources are provided. This fact sheet is available for download or print free of charge at http://www.dol.gov/odep/pubs/fact/transitioning.htm.
USDOL Launches Initiative to Advance Employment of People with Disabilities
The U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) launched its new “Alliance Initiative” to advance the employment of people with disabilities. The ODEP Alliance Initiative is a cooperative program that enables those organizations committed to improving disability workplace practices to work with ODEP to develop and implement model policies, initiatives, and strategies that increase recruiting, hiring, advancing, and retaining workers with disabilities. The Alliance Initiative is open to businesses, trade and professional associations, labor unions, educational institutions, government agencies, and other organizations. More information is available at <http://www.dol.gov/odep/alliances/index.htm>.
NCWD/Youth Issues Foster Care Guide
NCWD/Youth has completed Negotiating the Curves Toward Employment: A Guide About Youth Involved in the Foster Care System.
The Guide was developed to encourage collaborative efforts between workforce development, child welfare, mental health, schools, and other community institutions to improve opportunities for youth in foster care to successfully transition into adulthood. The youth involved in the foster care system represent one of the most vulnerable populations in our society. Of the more than 500,000 children in foster care, 30 to 40% are also in special education. However, this number does not capture all youth with disabilities in the foster care system. In one study, it was estimated that between 20 to 60% of young children entering foster care have a developmental disability or delay. These types of disabilities include cerebral palsy, mental retardation, developmental delays, and learning disabilities, as well as speech, hearing, and vision impairments. This compares with an estimate of about 10% among the general population.
Building upon the NCWD/Youth organizing framework known as the Guideposts for Success, which details what research says all youth, including youth with disabilities, need to successfully transition to adulthood, this new publication applies the Guideposts to meeting the needs of youth in foster care with and without disabilities. Read the Guideposts for Success for Youth in Foster Care in chapter two of the Guide.
In addition, the Guide provides facts, statistics, and contextual information about youth involved in the foster care system; gives examples of states and communities that are changing policy and practices; identifies areas requiring further attention by policy makers and providers of services; and identifies resources and tools to assist cross-system collaborative efforts.
NCWD/Youth will soon be posting on its website a companion piece to the Guide that will demonstrate how the foster care Guideposts can be addressed under several pieces of program legislation affecting youth in the foster care system. To learn more, visit: http://www.ncwd-youth.info/resources_&_Publications/foster_care.html
DOL Issues Brochure on Section 504 of the Rehabilitation Act
The Office of Disability Employment Policy (ODEP), in collaboration with the Center for Faith Based and Community Initiatives (CFBCI) and the Civil Rights Center (CRC) of the Department of Labor has developed a new brochure to help faith-based and community organizations (FBCOs) better understand the requirements of Section 504 of the Rehabilitation Act of 1973. The publication is titled “Demystifying Section 504 of the Rehabilitation Act.” Section 504 of the Rehabilitation Act requires recipients of Federal financial assistance, including FBCOs, to take certain positive actions to make their facilities and services accessible and available to persons with disabilities. To learn more, visit: http://www.dol.gov/odep/pubs/fact/faith.htm
HSC Foundation Launches Youth Transitions Initiative
The HSC Foundation is launching a multi-year Youth Transitions Initiative to assist young people with disabilities and chronic illness in the Washington metropolitan area and beyond to move from school to adulthood and the world of work. To develop the initiative, the Foundation convened a national summit of professionals, youth with disabilities, and their families to examine the education, career preparation, independent living, and social and attitudinal barriers to successful transitions. The summit was organized around NCWD/Youth’s Guideposts for Success. To learn more, visit: http://www.hscfoundation.org/whatwedo/youthtransitionsinitiative.php
NASET Sponsor
Guest Editorial
Staying Alive: Tips for Managing Special Education Paperwork
Monique Green, Johns Hopkins University
Six years ago, I resigned from my job as a freelance journalist and became a special education teacher. I grew tired of reading articles in newspapers and wires about noncompliant special education paperwork and teachers’ and school systems’ neglecting children with special needs instructionally. I became a special education teacher to find the best way to instruct children with special needs and to expose them to a variety of life experiences. This is still my primary purpose. However, I have to make certain that I am compliant with meeting special education paperwork deadlines such as revising Individualized Education Plans (IEP’s) annually and writing progress notes quarterly. The amount of required paperwork became a major concern as it started to compete for my time and energy. Because of this challenge, I have developed a set of organizational strategies that other special education teachers can adapt to help them manage paperwork.
My typical day consists of instructing students, attending meetings, and consulting with parents. However, my day also includes writing Individualized Education Plans (IEP’s), Behavior Intervention Plans (BIP’s), meeting notices, and progress notes. Managing these tasks can be daunting and very overwhelming for many special education teachers who have not discovered how to organize for survival.
As a special educator and department chair, I have struggled with this dilemma for many years. Although there is no single solution to solve the problem, there are specific organizational strategies that can make all the difference. Through trial and error, I have developed a variety of strategies that have allowed me to stay focused on teaching and still manage what seems like an unending stream of special education paperwork. Here are few tips for staying alive in the special education field.
Develop a Data Tracking System
During my first year of teaching, I started out with a caseload of eight students with disabilities that included Emotional Disturbances, Learning Disabilities, and Mental Retardation. As the year progressed, I received two more students with Other Health Impairments. I quickly figured out that I needed a system for keeping track of data for each of my students. Below are a few data tracking templates that I have created. The templates can be adapted to meet your needs.
Student Caseload Spreadsheet– To avoid carrying around all of my students’ IEP’s, I have created a student caseload spreadsheet using the Microsoft Excel application (Chart 1). There are sections on the spreadsheet for disability codes, the types of specialized instruction that the students receive, related services, annual and triennial review dates. The spreadsheet is a great way to keep track of academic services, annual and triennial review dates, and other pertinent information for all of the students on my caseload. I have used the spreadsheet as a critical reference source when my administrator has asked questions about the disability classification of some of my students, the related services that they receive, and/ or the amount of hours that some of them receive for specialized instruction.
IEP Verification Log – As a special education resource teacher, I share my students with a general education teacher. Part of my job consists of distributing and explaining the IEP to the general education teachers so they understand how to implement the IEP in their classroom. I have created an IEP verification log to keep track of all of the teachers who have copies of the IEP (Chart 2). The general education teachers sign the sheet, which documents that they have received a copy of the IEP and understand its implications. This really made a difference when one of the general education teachers told the principal that she never received a copy the IEP. All I had to do was show the principal my log. The teacher never made the accusation again.
IEP Notice Tracking Log – During my second year of teaching, I encountered an adversarial parent. She made accusations that IEP meetings were taking place without her consent and I did not give her proper notification of meetings. I decided to create an IEP notice-tracking log (See Chart 3). I always make three documented attempts when notifying parents of annual review IEP meetings. On the log, I write down the date, time, and type of notification (e.g., letter, mail, phone call, etc.) that the parent received. This log turned out to be very helpful during an IEP Team meeting when the adversarial parent said that she was notified at the last minute. I pulled out my log and addressed the parent’s concern. The parent no longer had complaints when she saw that I had been keeping a notice-tracking log.
Make Binders Your Friend – It is important to keep copies of all documents associated with special education services. Binders are a convenient way of keeping up with correspondence. I have three sets of binders for teacher resource information, student information, and parent contact information. (1) The teacher resource binder contains attendance sheets, schedules, and Medicaid information for my students. (2) The student file binder contains student information sheets and anecdotal behavior logs. I use dividers for each binder to separate the information in categories such as attendance, schedules, student information sheets, and behavior logs. (3) I use the parent/telephone binder to document all phone conversations that I have with parents. This binder provides a quick contact reference source that is continually updated. (See Chart 4). Whenever I attend meetings, I take my special education binders with me to ensure that I will have all of the necessary documentation that I need.
Invest in folders – I am responsible for providing specialized instruction for students in grades K-2. I have found that using color-coded folders for each grade level (e.g., red for kindergarten, yellow for first grade, and purple for second grade) prevents a possible mix up with their folders. In addition, I have work folders and wait-time folders. The work folders contain individualized assignments that are based on IEP goals and objectives. The wait-time folders contain assignments that my students have already mastered. They work in the wait-time folders when they complete their assignments early. These are color coded also (e.g., the work folder is blue and the wait-time folder is green).
In conclusion, these strategies have really contributed to the effectiveness of my teaching. For instance, I have much more time to plan fun and engaging lessons for my students. I have managed to save at least two hours a day in terms of keeping track of all of the paperwork for my students. This allows more time to provide specialized instruction.
I am never really stressed about deadlines because my data tracking system helps me to keep abreast of curial paperwork dates. In addition, my interaction with parents has been much more positive simply because they know I am organized. They are less concerned about the way their children receive special education services. I hope these tips help you to have the same successes that I have had.
References
Council for Exceptional Children (2001). How to thrive as a special education teacher. Today, 8
(5),1.
Chart 1
Click on the Image to Open or Download PDF file of Chart Form
Chart 2
Click on the Image to Open or Download PDF file of Chart Form
Chart 3
Click on the Image to Open or Download PDF file of Chart Form
Calls to Participate
People with Disabilities: Take an Online Survey on Wireless Phones and Services
http://www.wirelessrerc.gatech.edu/survey/coverletter_p2.html
The Rehabilitation Engineering Research Center for Wireless Technology (“Wireless RERC”) is looking for people with disabilities to take its online survey about wireless products like cell phones and text messengers. The purpose of the survey is to learn about how people with disabilities use these products and why some people with disabilities don’t use these products. The survey only takes about 10 minutes to complete. It’s also available in hard copy or can be completed over the phone by calling 404-367-1348 or 800-582-6360. Questions? E-mail wirelessrerc@shepherd.org.
People with Vision Loss: Share Your Cell-Phone Related Difficulties
Tara Annis, an intern with the American Foundation for the Blind (AFB), is compiling a list of persons with vision loss who have had difficulty obtaining and using cell phones. AFB is considering filing a complaint with the Federal Communications Commission (FCC) about lack of upholding Section 255 of the Telecommunications Act, which requires that cell phone manufacturers and service providers do all that is readily achievable to make each product or service accessible. If you have an experience to share, contact Tara at 1-888-824-2184 or tannis@afb.net.
Young Artists with Disabilities Ages 16-25: Enter National Juried Exhibition
http://www.vsarts.org/PreBuilt/showcase/gallery/exhibits/vw/2007/
U.S. artists ages 16-25 with physical, cognitive, or mental disabilities are invited to enter a national juried exhibition, sponsored by VSA arts and Volkswagen of America. Fifteen prizes ranging in value from $2,000-$20,000 will be awarded. Both representational and abstract work is welcome. This year’s theme is: “What moves you to create? Can you pinpoint a force that motivates you to express your artistic vision? Is there a particular catalyst or compulsion that sustains your creative energy?” Entry deadline: July 6, 2007.
Youth: Participate in The Sense of Wonder: Rachel Carson Intergenerational Photo, Essay, and Poetry Contest
http://www.epa.gov/aging/resources/thesenseofwonder/
To honor the late preservationist and ecologist Rachel Carson, the Environmental Protection Agency (EPA), Generations United, and the Rachel Carson Council, Inc., announce a photo, essay, and poetry contest “that best expresses the sense of wonder that you feel for the sea, the night sky, forests, birds, wildlife, and all that is beautiful to your eyes.” Winners’ work will be published on the Web sites of the EPA, Aging Initiative, Generations United, and Rachel Carson Council, Inc. Entries must be joint projects involving a person under age 18 and a person age 50 or older. Entry deadline: June 15, 2007.
Attention Teens: Enter the Tu Voz My Venture Contest and Help Latino Youth Stay in School
http://www.mtv3voces.com/dp/Youth_Venture
Youth Venture, in partnership with the Bill & Melinda Gates Foundation and MTV Tr3s Voces, will select teams of two or more youth, ages 13-20, every week through June 29, 2007, who submit great ideas for encouraging Latino teens to stay in school and prepare for college. Winners will receive grants of up to $1,000 to create their ventures—organizations, businesses, or clubs—to help Latino youth stay in school and prepare for college and careers. Got an idea? ¿Que esperas? Submit it to the Tu Voz My Venture Contest and win some guap to make it a reality!
Successful Individuals with Psychiatric Disabilities/Mental Illness: Share Your Stories
State of Mine, a youth-run mental health advocacy organization, is seeking recovery/success stories from individuals who have struggled with psychiatric disabilities and mental illness and have gone on to live successful lives, for a forthcoming book. If you are interested in sharing your story or being interviewed for this book, please email stateofmine2007@yahoo.com.
Special Education Resources
Highly Qualified Teachers and Special Education: Several State Approaches
Policy Analysis
http://projectforum.org/docs/HighlyQualifiedTeachersandSpecialEducation-SeveralStateApproaches.pdf
This In-Brief Policy Analysis from the National Association of State Directors of Special Education introduces the research on the importance of teacher quality to student achievement and the legislative background for highly qualified special educators. Six states were interviewed. Strategies states use to meet the requirements of highly qualified teachers, data collection methods states use, and barriers to meeting the requirements are reported. Policy recommendations that address implementation barriers similar to those identified by interviewees are shared. Available in PDF (10 pages, 155 KB).
Hints and Tips for Addressing Accommodations Issues for Peer Review
Guide
http://education.umn.edu/nceo/OnlinePubs/PeerReviewAccomm.pdf
This guide examines the key accommodations issues that have arisen for states in the recent federal standards and assessments peer review process. It provides examples of assessment accommodations that were considered acceptable and unacceptable for peer review and offers recommendations for best practices regarding assessment accommodations. It was developed by the National Center on Educational Outcomes in collaboration with the Assessing Special Education Students State Collaborative on Assessment and Student Standards, based on an analysis of peer review comments on accommodations. Available in PDF (13 pages, 174 KB).
NCEO Data Viewer
Online Tool
Special Education Resourceshttp://data.nceo.info/
The National Center on Educational Outcomes (NCEO) online Data Viewer lets you view information related to students with disabilities and create individualized reports based on criteria that you choose. Two major databases are currently available: State Policies on Assessment Participation and Accommodations for Students with Disabilities, and Annual Performance Reports. Each of the interactive databases provides the following sections: Reports Overview (introduction and directions on how to use the site’s functions); Report Designer (customizable data reports that allow for deeper analysis); and Summary Reports (customizable summary data reports).
Resolution Meetings: A Guide for Parents
Booklet
http://www.taalliance.org/premium-publications/CADREResolution.pdf
This 12-page booklet helps families better understand resolution meetings, one way in which special education disputes can be resolved. It was developed by the Technical Assistance ALLIANCE in collaboration with the Consortium for Appropriate Dispute Resolution in Special Education (CADRE). Available in PDF (12 pages, 1.6 MB).
Special Education Vouchers: Four State Approaches
Policy Analysis
http://projectforum.org/docs/SpecialEducationVouchers-FourStateApproaches.pdf
This In-Brief Policy Analysis from the National Association of State Directors of Special Education defines a school voucher as an allocation of public funds to parents to pay for the education of their children at a private school of their choice. This document discusses voucher programs, focusing on programs specifically designed for students with disabilities. Data was collected through interviews with four states that offer voucher programs specifically for students with disabilities. Program history, administration, and specific components such as eligibility, participation, voucher amount, transportation, and accountability are detailed. Available in PDF (11 pages, 160 KB).
Course Credit Accrual and Dropping Out of High School
Brief
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007018
This Brief from the National Center for Education Statistics examines differences in the average number of course credits earned between high school graduates and dropouts, both within and across academic years, in order to describe enrollment and completion behavior of high school graduates and dropouts. Differences in course credit accrual by selected subjects (English, mathematics, and science) are also reported.
District Graduation Rate Map Online Tool
Online Tool
http://63.241.153.180/edweek/main.html
The Editorial Projects in Education Research Center and ESRI have launched the Beta version of an online mapping tool to help the public, policymakers, and educational leaders combat the graduation crisis. This Web-based application allows users to easily map graduation rates by zooming in on any of the nation’s individual school districts and downloading a report for the district, including detailed information on graduation rates and an analysis of where students are lost from the high school pipeline. The reports also compare district results with state and national figures.
Event Dropout Rates for Public School Students in Grades 9-12: 2002-03 and 2003-04
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026
This report from the National Center for Education Statistics summarizes and compares event dropout rates for public high school students, by state, for 2002-03 and 2003-04. The event dropout rate measures the percentage of high school students who drop out in a given year. A dropout is a student who was enrolled at the beginning of the year, not enrolled at the beginning of the next year, and who did not graduate from high school or complete some other district- or state-approved educational program.
Government Eyes Special Ed Requirements
Article
http://www.boston.com/news/education/k_12/articles/2007/05/03/which_children_belong_in_special_ed/
Many children in special education classes may not belong there, the government says. A new policy is aimed at intervening early with intensive teaching to give struggling students a chance to succeed in regular classrooms and escape the “special ed” label. There are nearly seven million special education students in the U.S., and roughly half have learning disabilities. The Bush administration, following passage of a broad special education law, issued rules in October that rewrote the way schools determine if a child has a learning disability.
Health Care Transition Assessment Tools
http://hctransitions.ichp.ufl.edu/resources.html
The Jacksonville Health and Transition Services program has developed two assessment tools, one for youth and one for caregivers, that can be used to rate health care transition related skills and behaviors. They are available on the Health Care Transition Initiative’s Web site.
Job Accommodation Network Web Site Portal for Individuals with Disabilities
Web Page
http://www.jan.wvu.edu/portals/individuals.htm
The Job Accommodation Network (JAN) seeks to facilitate the employment and retention of workers with disabilities by providing information on topics such as job accommodations, self-employment, and small business opportunities. This section of the JAN Web site includes links to resources for individuals with disabilities, including two documents—Employees’ Practical Guide to Requesting and Negotiating Reasonable Accommodations Under the Americans with Disabilities Act (ADA), and Finding a Job that is Right for You: A Practical Approach to Looking for a Job as a Person with Disability—and links to resources and information on topics including job seeking, maintaining employment, and legal assistance.
Leveling the Path to Participation: Volunteering and Civic Engagement Among Youth From Disadvantaged Circumstances
Brief
http://www.nationalservice.gov/pdf/07_0406_disad_youth.pdf
A study by the Corporation for National and Community Service has found that volunteering produces many positive benefits for teens from low-income backgrounds—they become empowered, are more likely to volunteer and become politically engaged, and believe they will graduate from college and make a difference in their communities. But the study also found a disturbing “class gap” in teen volunteer rates. Youth from disadvantaged circumstances are significantly less likely to volunteer than other youth and are also much less likely than other youth to take part in service-learning or school civic clubs. Available in PDF (32 pages, 2.8 MB).
Promoting Health Care Transition for Adolescents with Special Health Care Needs and Disabilities (2007)
Book
http://www.brookespublishing.com/store/books/betz-68608/
This book seeks to smooth the transition from pediatric care to adult medical care for youth with special health care needs. It helps readers improve their collaboration with other professionals to ensure coordinated care and services for youth, skillfully assess individual medical and health care needs, develop workable health care transition plans, ensure that transition outcomes match the goals and desires of the individual, help families locate and select adult medical and health care providers, and help youth secure health-related accommodations in school and at work.
Research Update: Highlights From the Out-of-School Time Database
Brief
http://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/update1.pdf
This Research Update synthesizes findings from the profiles of 15 research and evaluation reports added to the Harvard Family Research Project’s Out-of-School Time Program Research and Evaluation Database in December 2006. It highlights strategies for assessing program processes as well as key outcomes and features of programs that promote positive outcomes. Available in PDF (7 pages, 161 KB).
Review from What Works Clearinghouse: Dropout Prevention: High School Redirection
Research Review
http://www.whatworks.ed.gov/InterventionReportLinks.asp?iid=316&tid=06&pg=IntRating.asp
The What Works Clearinghouse of the U.S. Department of Education’s Institute of Education Sciences has published a review of a dropout prevention intervention: High School Redirection, an alternative high school program for at-risk youth. The program emphasizes basic skills development and offers limited extracurricular activities. High School Redirection schools operate in economically disadvantaged areas and serve students who have dropped out in the past, who are parents, who have poor test scores, or who are over-age for their grade. To foster a sense of community, the schools are small and teachers are encouraged to act as mentors as well as instructors.
Study Points to Gap Between U.S. High School Curriculum and College Expectations
Press Release
http://www.act.org/news/releases/2007/04-09-07.html
A study by ACT describes a gap between what high schools are teaching in their core college preparatory courses and what colleges want incoming students to know in order for them to succeed in first-year courses. The findings of the study—a national curriculum survey completed by thousands of high school and college instructors across the country—suggest that colleges generally want all incoming students to attain in-depth understanding of a selected number of fundamental skills and knowledge in their high school courses, while high schools tend to provide less in-depth instruction of a broader range of skills and topics.
Summer Camp 2007: Anything You Can Do, They Can Do Too
Newsletter
http://www.fctd.info/resources/newsletters/
The Family Center on Technology and Disability’s April 2007 newsletter examines the evolution of summer camp for children with disabilities, the level of training achieved by contemporary camp counselors and staff, and the role of assistive technology in the camp experience. Resources to help parents and others find the most appropriate camp for their children with disabilities are also included.
The Building Blocks of High School Redesign
Brief
http://www.ascd.org/portal/site/ascd/menuitem.bfaa683e7841320fb85516f762108a0c/
This issue of InfoBrief from the Association for Supervision and Curriculum Development focuses on three key elements of high school redesign proposed by ASCD: personalized learning programs, multiple assessments, and implementation of professional development initiatives for teachers. Although individual schools and school districts have made great strides in these areas, the time has come for these measures to be adopted more broadly in our high schools.
Through the Same Door: Inclusion Includes College
DVD
http://www.throughthesamedoor.com/
This 25-minute DVD documents the journey of a 21-year-old with a cognitive disability on a college campus. It shows Micah Fialka-Feldman taking public transportation to Oakland University in Rochester, MI, participating in his college courses, talking with his professors, hanging out with his friends, working on campus, using assistive technology to send email, and keynoting at a state teacher education conference. The film also includes interviews with Micah, his friends, high school and college faculty and staff, social worker, and family members. Available for purchase.
Tools for Mentoring Adolescents (2007)
Tools
http://www.mentoringworks.org/Training_Institute_Tools_and_Resources.html
These documents were developed by the Mentoring Partnership of Minnesota in collaboration with the Search Institute based on needs identified by mentoring professionals across Minnesota. They include Mentoring Adolescents Training Needs, Making the Most of Mentoring an Adolescent, Aren’t Mentors for Little Kids?, Building Trust Attachment with Your Mentee, Positive Communication, Setting Mentoring Boundaries, The Influence of Culture on Mentoring Relationships, Developmental Characteristics of 12-14-Year-Olds, Developmental Characteristics of 15-18-Year-Olds, and an Activity.
Universal Design for Learning in a Digital Multimedia Environment
Web Page
http://www.cited.org/index.aspx?page_id=147
Much of the research on learning in a multimedia digital environment does not focus on the inclusion of students with special needs, either through their participation in research or through accessible designs. However, these studies do reveal how this environment can benefit such students. Universal Design for Learning (UDL) provides a framework for summarizing this research and demonstrating how a digital multimedia environment can increase the accessibility of materials, scaffold students’ exploration of content, and facilitate their engagement. This Web page describes UDL and highlights research on instructional strategies in a digital multimedia environment that exemplifies the principles of UDL.
Youth Service-Learning: A Family-Strengthening Strategy
Brief
http://www.nassembly.org/fspc/documents/Brief21.pdf
Service learning prepares young people for college, work, and adult responsibilities—and it also strengthens families as it improves communities. This brief from the Family Strengthening Policy Center looks at strong service learning programs, their impact, and how human services leaders can play a role. Available in PDF (27 pages, 278 KB).
Clearinghouse for Sustaining and Expanding Youth Programs and Policies
http://www.financeproject.org/irc/youth/
This online clearinghouse, a joint project of The Finance Project and the Forum for Youth Investment, contains information and resources for supporting and sustaining youth programs and initiatives. It is designed to help users learn about data, tools, policies, practices, financing strategies, coordination efforts, and technical assistance resources developed by organizations to improve the lives of youth.
Georgetown University Center for Child and Human Development (UCEDD)
http://gucchdgeorgetown.net/ucedd/
The Georgetown University Center for Child and Human Development (University Center for Excellence in Developmental Disabilities) has enhanced its Web site. It now includes: an “In My Own Words” page of stories written by people with developmental disabilities from diverse cultural and linguistic backgrounds and their families about their life experiences, available in both English and Spanish; a “Health Articles” page with downloadable fact sheets; a Legislative Updates page; and many new resources, publications, and links.
Interactive Autism Network
http://www.ianproject.org/
The Kennedy Krieger Institute has launched a national online autism registry, the Interactive Autism Network (IAN). IAN is designed to promote autism research by linking researchers and families. Anyone affected by an Autism Spectrum Disorder can join IAN’s online community to stay informed about autism research, provide feedback, share information, and become part of a national research effort.
The Silent Epidemic
http://www.silentepidemic.org/
This web site from MTV, the Bill & Melinda Gates Foundation, the National Governors Association, Civic Enterprises, America’s Promise Alliance, and Time Magazine provides resources for parents, educators, students, and communities to help reduce the high school dropout rate.
Upcoming Conferences, Workshops, and Events
June 2007
Using the Schools and Staffing Survey and Teacher Follow-up Survey for Research and Policy Discussion
Seminar
June 6, 2007 – June 8, 2007
Washington, DC
http://ies.ed.gov/whatsnew/conferences/?id=222
The National Center for Education Statistics, U.S. Department of Education, will sponsor a 2.5-day advanced studies seminar on the use of the Schools and Staffing Survey (SASS) and Teacher Follow-up Survey (TFS) for research and policy discussion. This seminar is open to institutional researchers, education practitioners, and policy analysts from state and local education agencies and professional associations as well as advanced graduate students and faculty members from colleges and universities nationwide.
Customized Self-Employment
Web-based Event
June 12, 2007
2:00 PM – 2:45 PM (Eastern)
http://www.worksupport.com/training/webcastDetails.cfm/86
This worksupport.com Webcast will discuss and provide examples of entrepreneurship, an important employment option for individuals with disabilities. Self-employment can provide a customized job, circumventing barriers to traditional employment. Resource ownership, in which an individual purchases equipment or property that he/she brings as a resource to a paid job in the community, will also be discussed. Registration is required and a registration fee does apply.
Postsecondary Disability Training Institute
Training Institute
June 12, 2007 – June 15, 2007
Saratoga Springs, NY
http://www.cped.uconn.edu/07pti.htm
This Training Institute will help concerned professionals meet the unique needs of college students with disabilities. Participants can select from a variety of sessions taught by experts in the field. LD/Disability Specialists, 504/ADA Administrators, administrators, faculty members/instructors/tutors, educational and career counselors, and academic skills center personnel are encouraged to attend. Sponsored by the Center on Postsecondary Education and Disability, University of Connecticut.
2007 Bridges to Employment Conference
Conference
June 13, 2007 – June 15, 2007
Miami, FL
http://www.proyectovision.net/english/bridges/
Bridges to Employment is the premiere event on pathways to employment for Latinos with disabilities in the U.S. The conference brings together recruiters, occupational experts, and jobseekers from across the country to share best practices and exchange information. Workshops and roundtables will be led by employers, professional Latinos with disabilities, and representatives from Latino and disability advocacy organizations. Training sessions will provide information about vocational training opportunities; regional job openings; resume writing; interview preparation; recruiting, retention, and promotion; asset-building programs; benefits and transitions to employment; legislation and advocacy; and providing culturally competent services. Presented by Proyecto Visión.
Festival of International Conferences on Caregiving, Disability, Aging, and Technology
Conference
June 16, 2007 – June 19, 2007
Toronto, Ontario, Canada
http://www.ficcdat.ca/TheFestival/default.aspx?lang=en-US
The Festival of International Conferences on Caregiving, Disability, Aging and Technology (FICCDAT) brings together five conferences all focused on enhancing the lives of seniors, persons with disabilities, and family caregivers. Rehabilitation, social, and health services providers; policymakers; researchers; family caregivers; students; seniors; and persons with disabilities from around the world will gather to explore issues facing aging populations, the implications for healthcare systems and service providers, the roles and responsibilities of family caregivers and policy, and how new research findings and technologies are leading to practical solutions.
CCSSO National Conference on Large-Scale Assessment: Effective Student Assessment: Informing and Supporting the Learning Process
Conference
June 17, 2007 – June 20, 2007
Nashville, TN
http://www.ccsso.org/projects/National_Conference_on_Large_Scale_Assessment/
The content strands for this year’s Council of Chief State School Officers (CCSSO) National Conference on Large-Scale Assessment will include: alignment issues; assessing special populations: LEP, special education; assessment in content areas; assessment literacy; formative assessment issues; general interest; innovative assessment approaches; issues related to compliance, such as AYP; NAEP; operational steps in testing programs; reporting/use of assessment data; technical issues in assessment; and use of technology in developing, administering, scoring, and reporting assessments.
Using the National Assessment of Educational Progress (NAEP) Database for Research and Policy Discussion
Seminar
June 19, 2007 – June 21, 2007
Washington, DC
http://ies.ed.gov/whatsnew/conferences/?id=225
The National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, will sponsor this advanced studies seminar on the use of the National Assessment of Educational Progress (NAEP) database for education research and policy analysis. The main NAEP database contains nationally representative achievement scores on 4th, 8th, and 12th graders from public and non-public schools in a variety of academic subjects, as well as background information on the students who were assessed and their learning environments.
Understanding Culture and Cultural Responsiveness
Certification Training
June 19, 2007 – June 21, 2007
Denver , CO
http://www.nccrest.org/events/certification_training.html
Participants in this certification training from the National Center for Culturally Responsive Educational Systems (NCCRESt) will define culture, understand the development of a culturally responsive perspective and pedagogy, consider the impact of culture on individuals and systems, learn what happens when we are not culturally responsive, understand the power of words and labels, and develop a diversity perspective.
Fiesta Educativa 2007 Conference
June 29-30, 2007 Los Angeles, CA
www.fiestaeducativa.org
This conference features a special education institute for parents, professionals, teachers, social workers, and mental health providers.
July 2007
Using the Education Longitudinal Study of 2002 and the National Education Longitudinal Study of 1988 for Research and Policy Discussion
Seminar
July 9, 2007 – July 11, 2007
Washington, DC
http://ies.ed.gov/whatsnew/conferences/?id=226
The National Center for Education Statistics, U.S. Department of Education will sponsor a 2.5-day advanced studies seminar on the use of two longitudinal education databases—the Education Longitudinal Study of 2002 (ELS:2002) and the National Education Longitudinal Study of 1988 (NELS:88)—for research and policy studies. The design of both studies permits examination of education, work, and the socialization of youth in the U.S. and the influences of schools, teachers, community, and family in promoting growth and positive outcomes.
National Forum on Education Policy
Forum
July 10, 2007 – July 13, 2007
Philadelphia, PA
http://www.ecs.org/html/meetingsEvents/NF2007/NF2007_main.asp
The Education Commission of the States’ National Forum on Education Policy provides an opportunity for policymakers, practitioners, and stakeholders at all levels of public education to share information, ideas, and lessons learned, and to reflect on current practices and promising emerging strategies. It brings together governors and their education policy advisors; legislative leaders; state superintendents and state school board members; and college and university system heads. Discussions will be informed by researchers and experts who are guiding national and state-level analyses and programs on education finance, workforce development, technology and data systems development, curriculum, human resources, and other topics.
Together a Brighter Tomorrow (2007 ASA National Conference)
Conference
July 11, 2007 – July 14, 2007
Scottsdale, AZ
http://www.autism-society.org/site/PageServer?pagename=conf_home
This Autism Society of America conference will bring together experts from various disciplines with the creative ideas and energy to address the diverse challenges individuals with autism and their families face. Its goal is to provide attendees the opportunity to learn from innovators and access critical information to improve their lives and those of the people they love, treat, and inspire.
Using the National Household Education Surveys Program Database for Research and Policy Analyses
Seminar
July 11, 2007 – July 13, 2007
Washington, DC
http://ies.ed.gov/whatsnew/conferences/?id=219
The National Center for Education Statistics, U.S. Department of Education will sponsor a three-day advanced studies seminar on the use of the National Household Education Surveys Program (NHES) databases for research and policy analyses. NHES is a series of surveys designed to address a wide range of education-related issues. It provides descriptive data on the educational activities of the U.S. population, from early childhood to adult education, and offers policymakers, researchers, and educators a variety of statistics on the condition of education in the U.S.
2007 National Conference on Volunteering and Service
Conference
July 16, 2007 – July 18, 2007
Philadelphia, PA
http://www.volunteeringandservice.org/
This conference will offer several sessions regarding people with disabilities and service: Collaborating for Success: The Key to Inclusion (presenter: Paula Sotnik), Project Impact: Engaging Youth with Disabilities in Volunteering and Service (presenter: Paul Martell), and Broadening Your Volunteer Pool: Finding and Including People with Disabilities in Your Organization (presenters: Chet Cooper, Judi Pennella, and Susan Desmond).
Building and Leading a Data-Driven School Improvement Process at Your School: A Summer Institute for School Leaders
Institute
July 17, 2007 – July 19, 2007
Philadelphia, PA
http://www.gse.upenn.edu/leadership/institute/
Principals and teacher leaders who want to learn how to design and run a data-driven school improvement plan and process are encouraged to attend this Summer Institute. Participants will learn 1) how to use data to build better school improvement plans, and 2) how to convert their plans into daily, weekly, and monthly actions. Each day of the Institute, participants will engage in a hands-on workshop to apply their learning.
What Do Teachers Need to Know About Language?
Date: July 18-19,2007
Location: Tufts University, Medford, MA
Contact Information: Stephanie Gottwald, 617-627-4874, steph.gottwald@tufts.edu,
Abstract:This two-day interactive workshop for teachers, special educators, and reading specialists will explore how contemporary research on language and language teaching can inform instruction. See how linguists, applied linguists, and classroom teachers are turning theory into practice that can result in real change for your students. The issues we will be exploring include:
* The structure of language: sounds, words, phrases, and meanings,* Differences between spoken and written language, * Attitudes toward dialect diversity and multilingualism, * Grammar for teachers and grammar for students, * African American Vernacular in and out of the classroom, * How understanding language structure helps the teaching of English language learners, * How reading, writing, and spelling involve all aspects of language
Crosswalks National Institute: Infusing Cultural, Linguistic, and Ability Diversity in Preservice Education
Institute
July 25, 2007 – July 28, 2007
Asheville, NC
http://www.fpg.unc.edu/~scpp/crosswalks/pages/nationalinstitute.cfm
The Crosswalks National Institute will provide the latest information on field experiences, coursework, and programs that prepare personnel to work with culturally, linguistically, and ability diverse children and their families. Among the topics to be discussed are how to prepare your students to support young English language learners; collaborate with culturally and linguistically diverse family and community partners as part of coursework and practica; use instructional dilemmas to explore issues of culture; and use state and national standards as a framework for increasing the emphasis on diversity.
NCES Summer Forum and Data Conference: STATS-DC 2007
Conference
July 25, 2007 – July 27, 2007
Washington, DC
http://ies.ed.gov/whatsnew/conferences/?id=235
The National Center for Education Statistics Data Conference is an opportunity for networking, updates on federal and national activities affecting data collection and reporting, and information about the best new approaches in collecting, reporting, and using education statistics. It will provide information about changes in how the U.S. Department of Education collects and uses data, and developments in electronic data standards for schools, school districts, and states. There will be training sessions for CCD Fiscal and Nonfiscal Data Coordinators, presentations on NCES’s survey and assessment programs, and overviews of developing statewide longitudinal data systems. Registration deadline: July 6, 2007.
Eighth National Career Opportunities for Students with Disabilities Conference: Gateway to Employment: Partnerships for Success
Conference
July 30, 2007 – August 1, 2007
Minneapolis, MN
http://www.cosdonline.org/conferences/index.shtml
COSD’s Annual National Conference is the only conference that brings together professionals from higher education and major national employers for the purpose of learning and sharing best practices to help college students with disabilities attain the career of their choice.
September 2007
Bridges to Adulthood: Promoting Competence through Comprehensive Transition Planning for Learners with Autism and Related
Date: September 17, 2007
Location: Heartspring Conference Center, Wichita, KS
Contact: Kristina Baker 316-634-8881 / kbaker@heartspring.org / http://www.heartspring.org/resources/professionals/speakers/gerhardt/
Abstract: Employment and academics are not enough. With increasing numbers of learners with autism being educated in more inclusive settings, special attention must be paid to their transition needs beyond classroom academics. Today, professionals, families and learners with Autism Spectrum Disorders are beginning to redefine the outcomes of the transition process beyond employment to include measures of personal competence and life satisfaction. To this end, this workshop will provide an overview and practical strategies for transition planning in support of competent adulthood, inclusive of employment, social skills, sexuality and quality of life.
October 2007
NADD 24th Annual Conference & Exhibit Show- Physical & Mental Wellness: Promising Practices (ID/MD)
Conference
Dates: October 24-27, 2007
Location: Atlanta, GA – Renaissance Atlanta Hotel Downtown
Sponsor of the Conference: National Association for the Dually Diagnosed (NADD), ABILITY Magazine
Phone: (845) 331-4336/(800) 331-5362 – Fax: (845) 331-4569
E-mail:info@thenadd.org,
Abstract: The Pre-Conference Symposia will offer six, 1/2 day Symposia. The conference will have three Plenary Sessions, 42 concurrent sessions on topics such as Autism Spectrum Disorders, cross systems collaboration, interdisciplinary collaboration, special education, environmental health, common symptomology in physical and psychiatric disorders and family issues, as well as breakfast consultations with the experts.
Website:www.thenadd.org
Funding Forecast, Grants, and Award Opportunities
Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2007
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 2006-2007 Discretionary Grant Application Packages
http://www.ed.gov/fund/grant/apply/grantapps/
This site, from the Department of Education, provides information on grant competitions that are currently open.
Special Education Research Request for Applications (FY 2008) – 84.324A and B
http://ies.ed.gov/funding/
The U.S. Department of Education’s Institute of Education Sciences invites applications for research projects that will contribute to its FY2008 Special Education Research Grants Programs on Early Intervention, Early Childhood Special Education and Assessment Research; Mathematics and Science Special Education Research; Reading, Writing, and Language Development Special Education Research; Serious Behavior Disorders Special Education Research; Individualized Education Programs and Individualized Family Service Plans Research; Secondary and Transition Services Research; Autism Spectrum Disorders Research; Response to Intervention Research; and Related Services Special Education Research. Application deadline: July 26, 2007 and November 1, 2007.
American Legion Child Welfare Foundation Grants
http://www.legion.org/cwf/docs/?section=grantseekers
The American Legion Child Welfare Foundation accepts grant proposals from nonprofit organizations for projects which meet one of the Foundation’s two basic purposes: 1. To contribute to the physical, mental, emotional, and spiritual welfare of children through the dissemination of knowledge about new and innovative organizations and/or their programs designed to benefit youth; and 2. To contribute to the physical, mental, emotional, and spiritual welfare of children through the dissemination of knowledge possessed by well-established organizations, to the end that such information can be more adequately used by society. Application deadline: July 1, 2007.
Grants to Help Principals Share the Dream and Create a Culture of Engagement in Their Schools
http://www.naesp.org/client_files/SharingtheDreamApp2007.pdf
To support school principals, the National Association of Elementary School Principals and MetLife Foundation will provide $3,000 grants and a toolkit of resources to develop programs committed to heightening community leadership, communication, ownership, and involvement in the school with the goal of improving achievement for all students to up to 30 schools. Projects will take place during the 2007-08 school year. Application deadline: June 8, 2007. Application form available in PDF (7 pages, 461 KB).
Mentoring Grants from the Office of Safe and Drug-Free Schools
http://a257.g.akamaitech.net/7/257/2422/01jan20071800/edocket.access.gpo.gov/2007/pdf/E7-6863.pdf
The U.S. Department of Education’s Office of Safe and Drug-Free Schools is seeking applications for fiscal year 2007 awards under its Mentoring Program. Eligible applicants are local educational agencies; nonprofit, community-based organizations, which may include faith-based organizations; and partnerships thereof. To be eligible, applicants must not currently have an active grant under this program. Nearly 200 grants averaging $150,000 each for project periods of up to 36 months may be awarded. Application deadline: May 23, 2007. RFP available in PDF (5 pages, 70 KB).
The Nature of Learning Grant Program of the National Fish and Wildlife Foundation
http://www.nfwf.org/AM/Template.cfm?Section=Search&template=/CM/ContentDisplay.cfm&ContentID=5237
The National Fish and Wildlife Foundation’s The Nature of Learning grant program seeks to use National Wildlife Refuges as outdoor classrooms to promote a greater understanding of local conservation issues; encourage an interdisciplinary approach to learning to enhance student academic achievement; utilize field experiences and student-led stewardship projects to connect classroom lessons to real-world issues; and foster collaboration among local schools, community groups, natural resource professionals, and local businesses. Schools and non-profit organizations are eligible to apply for $10,000 grants through the program. Application deadline: June 15, 2007.
Richard Riley Award
http://www.richardrileyaward.org/en/
The KnowledgeWorks Foundation and The American Architectural Foundation seek submissions for the Richard Riley Award. This $10,000 award recognizes design and educational excellence in “schools as centers of community”—schools that provide an array of social, civic, recreational, and artistic opportunities to the broader community and to students, often clustering educational and municipal buildings together. If your school is a center of community that demonstrates innovative design ideas and helps promote student achievement, your school could win. All existing elementary and secondary public schools are eligible to enter. Entry deadline: July 9, 2007.
Captain Planet Foundation Grants
http://www.captainplanetfdn.org/grants.html
K-12 teachers are eligible for grants of $250-$2,500 for the funding of hands-on environmental projects. Proposed projects must promote understanding of environmental issues, focus on hands-on involvement, involve children and youth ages 6-18 (in grades 1-12), promote interaction and cooperation within the group, help young people develop planning and problem-solving skills, and include adult supervision. Grantees must commit to follow-up communication with the Foundation. Application deadline: June 30, 2007.
Do Something GameStop Youth Grants
http://www.dosomething.org/gamestop_grants
Do Something and GameStop award weekly grants of $500 to young people (ages 25 and under) across the U.S. and Canada to “get things going in their neighborhoods.”
Grant and Funding Information from the PEN Weekly NewsBlast
http://www.publiceducation.org/newsblast_grants.asp
This Web page lists grant and funding information from the Public Education Network (PEN) Weekly NewsBlast. It describes available grants and other funding and also provides information on maximum award, eligibility, and application deadline for each.
Charles Lafitte Foundation Education Grants
http://www.charleslafitte.org/education.html
The Charles Lafitte Foundation’s Education Program encourages the attainment of knowledge and skills and the practice of responsible citizenship through access to effective learning opportunities. The Foundation supports innovative programs aimed at resolving social service issues, assisting students with learning disabilities, providing technology and computer-based education, creating access to arts education, supporting at-risk children and youth, and providing learning enhancement, including the development of leadership skills. The Education Program supports research and conferences as well as programs that promote academic excellence in institutions of higher learning. 501(c)(3) organizations are eligible to apply. Applications accepted year-round.
Funders of High School Alliance Partner Organizations
http://www.hsalliance.org/funders/whofundspartners.asp
The National High School Alliance surveyed its partner organizations in August 2006 to identify which foundations were funding their high school and youth-related work. The information on this Web page is drawn from survey responses and a scan of foundation Web sites and lists foundations that fund high school and youth-related work in the following areas: policy and advocacy, program or practice, research, and information sharing.
Latest Career Center Classifieds
DIRECTOR OF SPECIAL EDUCATION
Cheltenham Township, PA
Job Category: Director of Special Education
Description: DIRECTOR OF SPECIAL EDUCATION
School District of Cheltenham Twp is seeking to fill the following Central Office
ADMINISTRATIVE POSITION: Director of Special Education: 12 month position.
ABOUT THE SCHOOL: The School District of Cheltenham Township serves a diverse suburban community of approximately 35,000 located on the northern border of the City of Philadelphia. From tree-lined roads and elegant tranquil streets to sprawling apartment and condominium complexes, Cheltenham Township reflects a harmonious combination of residents who represent all religious and ethnic backgrounds.
The School District of Cheltenham Township covers the all of the Township. Four elementary schools include grades K-4. There is one school with grades five and six and one school with grades seven and eight. Cheltenham High School, fully accredited by the Middle States Association of Colleges and Secondary Schools, is comprised of grades nine through twelve. Residents of Cheltenham are justifiably proud of the accomplishments of the district and our students. Some noteworthy accomplishments include:
- Being described by the U.S. Department of Education as “a shining example of what’s right with education”
- Being selected by Money Magazine as one of the “100 Top Schools in Towns You Can Afford”
- Having Cheltenham Elementary cited as a State and National Blue Ribbon School
- Having Elkins Park School cited as a State Blue Ribbon School Ranking in the top five districts in Pennsylvania in the numbers of National Merit Semi-finalists and Commended students
- Winning top awards at national and state level science and problem-solving bowls with consistency
- Exceeding the state and national averages in combined SAT scores
- Sending 85% of graduating students to 4-year colleges
- Sending 5% of graduating students to 2 year colleges or other educational opportunities.
Requirements: 4-8 yrs. prior exp. as a Director/Supervisor of Special Ed is required.
Must hold PA certification in Supervisor of Special Education.
Benefits: Salary range $100,000 to $115,452.
Contact: Send letter of interest, resume, PA standard teaching applic., copy of PA teaching certification, PA Act 34, 114 & 151 clearance, Praxis test scores, & 3 letters of recommendation to SDCT,
Attn: Office of HR, 1000 Ashbourne Rd, Elkins Park, PA 19027.
Deadline is June 15th, 2007.
EOE.
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Special Education Teacher
Washington, DC
Job Category: Special Education Teacher
Posted on Friday 25. of May 2007
Friendship Public Charter School, the first choice in college preparatory public charter education is currently seeking Special Education teachers to join our team of educators.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
1) Show increasing skill with all aspects of the curriculum, intensifying and tailoring these for students with disabilities affecting learning, attention, social functioning, and self- regulation
2) Show commitment to refining curriculum approaches and materials to increase students’ progress
3) Show persistence in learning new and specialized approaches for atypical learners
4) Provide strategic instruction for students with disabilities affecting learning, attention, social functioning, and self-regulation, 1-to-1 or in small groups, within the classroom or through focused pull-asides
5) Keep fine-grained track of the individual progress of students with disabilities
6) Engage technology creatively for individual students’ learning and for tracking individual progress
7) Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs
8) Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties
9) Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials
10) Demonstrate creativity, flexibility, and perseverance in dealing with learning, behavioral, family, and classroom situations that are not easily untangled
11) Be knowledgeable of, and comply with, relevant state and local regulations governing special education, including placements, time lines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards
Job Requirements: The ideal candidate must possess a Bachelor’s degree (master’s degree preferred) Certification in Special Education, Experience working with students with disabilities, and Positive professional recommendations.
Job Benefits: We offer signing bonuses, a competitive salary, excellent benefits, and ongoing professional development opportunities.
Contact Information: If you are interested in a position please e-mail a cover letter, resume and salary requirements to careers@friendshipschools.org. For additional information about Friendship, please visit our website at www.friendshipschools.org
Special Education Teacher
Mountain Home, ID & Huntsville, AL
Job Category: (Special Education)
Posted on Friday 25. of May 2007
DESCRIPTION: Three Springs is a nationally recognized leader in youth services, founded in 1985 to provide therapy and education to adolescents experiencing emotional, behavioral and learning problems. Our highly trained staff has extensive experience providing the best possible care and support.
We are currently seeking DYNAMIC, ENERGETIC, AND YOUTH-FOCUSED INDIVIDUALS; to join our team as Special Education Teachers.
Three Springs has been in operation since 1985 and now operates twenty-seven treatment centers for teenagers in ten states. Each Three Springs residential program provides an on-campus private accredited school that is part of an overall education program.
For many troubled teens, their poor performance in school is caused by underlying problems. Three Springs focuses on the child’s individual issues and incorporates the treatment process into his or her education. Many of our graduates go on to some of the most respected colleges and universities in the country. Our individualized attention and low teacher-to-student ratio mean that the residential programs at Three Springs can take a tailored approach to educating.
We currently are seeking Special Education Teachers for our locations in Mountain Home, Idaho (45 miles east of Boise) and Trenton, Alabama (30 miles east of Huntsville). At Three Springs our Teachers are an integral part of the therapeutic process.
In addition to teaching course content, teachers provide instruction in study skills and “classroom survival,” understanding that many times deficits in these skills can lead to failure in school. The teachers at Three Springs work to challenge each child individually while encouraging interaction in group projects and discussions. Our goal is not only to help students remediate academic deficiencies, but also to encourage a positive, healthy attitude about education, learning, and life.
As an active member of the educational team, the Special Education Teacher provides skilled educational direction to adolescents ages 12-17. Under the supervision of the Director of Education, the Special Education Teacher reviews the student’s educational needs, fulfill criteria set forth in each residents IEP, arranges and implements designed lesson plans, teach grades 7-12, and documents each residents educational progress according to educational accreditation standards. Classification: Exempt
Please visit our website for more information www.threesprings.com Applicants are encouraged to apply via our online application. Under Facility Search please choose either Three Springs of Paint Rock Valley Boys (Alabama Program) or Three Springs of Mountain Home.
REQUIRMENTS: The candidate must possess a degree in education with emphasis in Special Education from an accredited college or university. Appropriate certification to teach is required. A minimum of 1+ years experience in special education is desired. Finally, the successful candidate will be a self starter, creative, and able to work independently.
Special Education Consultant
Doha, Qatar, Arab Emirates Republic
Job Category: Special Education Consultant
Posted on Wednesday 16. of May 2007
Role Description:
1. Reports to the Mosaica Education Regional Vice President responsible for Doha Programs
2. Consults with the principal and key administrative support personnel on preferred practices in the management of special education programs and services
3. Plans and participates in needs assessment for assigned schools
4. Plans and conducts student population screening for the identification of students at high risk for failure and students with special needs
5. Plans, implements, and evaluates in-service professional development programs for a variety of instructional and non instructional staff
6. Maintains records, as required, of progress in the development of special education support activities
7. Communicates with individual parents as appropriate and participates in parent group meetings
8. Conducts classroom observations and academic evaluations of students
9. Assists Student Support Team Coordinator to perform the essential tasks in that position
10. Monitors and advises on student records management, assessment, and all aspects of IEP development
Minimum Qualifications: A degree and/or professional certification in special education or related specialization, with a minimum of 4 years relevant experience, at least two of which were in a leadership role (e.g., department head, coordinator, supervisor, director). Advanced degrees preferred, but not required.
Start Date: August 1, 2007
Benefits: Tax free income up to $80,000, insurance, housing, car and many other perks.
Contact:
Ron Pawlak
Director of Talent Acquisition
Mosaica Education Inc.
404-841-2305 XT 508
rpawlak@mosaicaeducation.com
Special Education Teachers
Charleston, SC
Job Category: Certified Teacher
Posted on Monday 30. of April 2007
Teach Charleston
Description: Change the Future. Teach our Children. Teach Charleston.
Teach Charleston seeks the nation’s most outstanding certified teachers to make a difference by teaching in some of the Charleston County School District’s highest poverty schools. This highly-selective initiative recruits talented individuals motivated to improve academic achievement for all students.
We are seeking outstanding candidates interested and eligible to teach all middle school and high school subject areas, however Teach Charleston is especially interested in candidates for science, math, special education, and English positions.
For more information and to apply online, please visit our website www.teachcharleston.org. Teach Charleston is only accepting online applications. Resumes emailed or mailed to our office will not be considered.
OUR APPLICATION DEADLINE IS MAY 17, 2007.
If you have more questions please call Heidi at 843-937-6495
Benefits:
Quick, streamlined, and personalized application and selection process
Full teacher’s salary and benefits
A network of talented, committed teachers working to make a difference where they are needed most.
Living in a historical and coastline city.
Special Signing Bonus:
$5,000 Signing Bonus for Low Performing Schools
$3,000 Signing Bonus for Qualifying Schools
Visit our site at : www.teachcharleston.org
Special Education Teacher
Nashville, Tennessee
Job Category: Special Education Teacher
Posted on Thursday 26. of April 2007
Description: From pioneering surgical procedures to excellence in education, there’s no better place than Vanderbilt Medical Center in Nashville, Tennessee.
As a full-time teacher within the Vanderbilt Psychiatric Hospital, you’ll employ your Bachelor’s degree in Education, one year of teaching experience and licensure, with an endorsement to teach special education, in Tennessee.
For those who would like to make a difference in special education cases and impact lives in a positive way, this is a highly rewarding opportunity.
From classroom instruction to behavioral interventions, you will facilitate and deliver instruction to patients while maintaining open communication between the hospital and local school. You will also coordinate with educational personnel, treatment teams, families and discharge planning to ensure the best level of instruction is being provided.
Vanderbilt offers competitive salaries, comprehensive benefits and savings/retirement plans. If you should have an interest in this opportunity, please contact us at 1-800-288-6622 or visit our website at www.mc.vanderbilt.edu. EOE/AA.
Special Education Teacher
POSITIONS AVAILABLE THROUGHOUT MARYLAND & DC
Job Category:
Posted on Tuesday 24. of April 2007
Description: Care Resources Inc. is a growing company with growing needs that is looking for caring, compassionate, and motivated SPECIAL EDUCATION TEACHERS and NEW GRADUATES.
Positions are available working with special needs students within the following populations:
infants
toddlers
pre-k through 12th grade.
Care’s teachers are provided: flexibility in choosing the job location and student population they work with, full-time employment during the school year, and skilled and supportive mentors that are always a telephone call close.
JOIN OUR EDUCATION TEAM WHERE PEOPLE MAKE ALL THE DIFFERENCE!
Requirements:
A graduate or upcoming graduate of an accredited special education program
Currently hold a certification from or are eligible to be certified by the Maryland State Department of Education as a SPECIAL EDUCATOR.
Benefits:
Care Resources Inc. offers a comprehensive benefits package that includes:
*Health, Dental & Vision Benefits
*A Sign-On Bonus
*A Strong Mentoring and Training Program
Contact us TODAY!
Care Resources Inc. Human Resources Department
Phone: (410) 583-1515 or 1-877-ASK-CARE
Fax: (410) 583-2491
e-mail:hr@careresources.net
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
- Wrightslaw.com
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.
