October 2007 Special Educator e-Journal

Legal Issues Corner

U.S. Department of Education Issues Determination Letters on State Implementation of IDEA
The U.S. Department of Education has issued determination letters on implementation of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) to each state education agency for Part B and to each lead agency for Part C. IDEA 2004 requires the U.S. Secretary of Education to annually determine whether each state is meeting the requirements of the law. Under IDEA 2004, each state is required to have a State Performance Plan (SPP) that evaluates the state’s efforts to implement the requirements and purposes of Part B or C of IDEA 2004 and describes how the state will improve its implementation of these programs.
http://www.ed.gov/policy/speced/guid/idea/monitor/factsheet.html 

Request for Comments – Preschool LRE Data Collection
The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) published a “Notice of Proposed Information Collection Requests” in the Federal Register on August 16, 2007 for IDEA Part B, 618 Educational Environments (Preschool LRE). Interested participants are invited to submit comments on or before October 15, 2007. The complete package is available at http://edicsweb.ed.gov/browse/browsecoll.cfm?pkg_serial_num=3427.
The Federal Register Notice is available at http://www.ed.gov/legislation/FedRegister/other/2007-3/081607a.html. 

U.S. Department of Education Sued Over Teacher-Quality Rules
A group of parents, students, and community organizations is suing the U.S. Department of Education (ED) and Education Secretary Margaret Spellings over the “highly qualified teacher” provision of the federal No Child Left Behind Act (NCLB).  The lawsuit, filed in a federal court in San Francisco Aug. 21, could affect how schools hire and place teachers in high-need areas in particular, such as the so-called “STEM” fields of science, technology, engineering and math. NCLB mandates that only teachers who have a full state certification and a degree in their teaching field be considered “highly qualified.”
http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=7318

Do All Children with Disabilities Have a Right to a Free Appropriate Public Education?
On Monday, October 1, 2007, the U.S. Supreme Court will hear oral argument in New York City Board of Education v. Tom F., on Behalf of Gilbert F., a Minor Child.

The Court will decide whether all children with disabilities, including those who attend private schools, are entitled to a free appropriate public education (FAPE). The decision will have significant implications for parents, school districts, and children with disabilities who receive special education services.
In the 30 years after the special education law was enacted, the high court heard a handful of special education cases. The most critical are Rowley (1982), Burlington (1985),  Honig v. Doe (1988), Florence County v. Shannon Carter (1993), and Cedar Rapids v. Garret F. (1999)

In 2005, that trend changed. The Court issued decisions in Schaffer v. Weast (2005), Arlington v. Murphy (2006), and Winkelman v. Parma Sch. District (2007), with a decision in New York City Bd of Education v. Tom F. due by the end of the 2007-2008 term.
To learn more, visit:  http://www.wrightslaw.com/news/07/nyc.tomf.htm

President Seeks to Build On Law’s Results:  No Child Left Behind Up for Renewal This Fall
In September, congressional committees are expected to begin significant work on reauthorizing the No Child Left Behind Act (NCLB). Through continued bipartisan support, President George W. Bush is looking to improve on provisions of the law that have drawn concern while strengthening those measures that already have proven successful in the nation’s schools over the last five years. According to recent data from the National Assessment of Educational Progress, achievement gaps in reading and math between African-American and Hispanic nine-year-olds and their white peers have fallen to all-time lows.

“The economy is going to demand brain power as we head into the 21st century; therefore, now is the time to make sure that our fourth-graders can read, write, and add and subtract, that our eighth-graders are more proficient in math, and that when you graduate from high school, your diploma means something. The best place to start is to measure. And when you see a problem, fix it before it’s too late,” President Bush said at the American Legislative Exchange Council in July, referring to NCLB’s requirements for annual testing in grades 3-8 and once at the high school level.

The president’s reauthorization proposal, Building on Results, maintains the law’s accountability system of state standards and assessments for working toward the goal of every child reading and doing math at grade level by 2014. Meanwhile, it would introduce a number of teacher and parent initiatives in response to concerns expressed since the original legislation was enacted in 2001, including: the Teacher Incentive Fund, which would seek to reward educators who make progress in raising student achievement; and Promise scholarships to afford private school choice, inter- public school transfers or intensive tutoring for low-income families with students in schools undergoing restructuring.

The proposal also puts a greater emphasis on high school graduation in response to the nation’s high school dropout crisis, by requiring states to report a more accurate graduation rate and to work with colleges and businesses to better align the high school curriculum with the requirements of higher education and employers.

Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act
http://www.ed.gov/about/reports/annual/osep/2004/
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.

OSEP-Reviewed Materials on IDEA 2004 
http://www.nichcy.org/idealist.htm
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.

NCLB and IDEA: What Parents of Students with Disabilities Need to Know & Do
http://education.umn.edu/nceo/OnlinePubs/Parents.pdf
This guide from the National Center for Educational Outcomes informs parents of students with disabilities about The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), two of the most important federal laws relating to public education. Available in PDF (23 pages, 753 KB).

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Update from the National Dissemination Center for Children with Disabilities

U.S. Department of Education Awards Grants to Recruit, Prepare, & Support New Teachers
The Department of Education has awarded $22.1 million for 41 grants through the Transition to Teaching program to increase the pool of qualified teachers in high-need schools in high-need districts by recruiting non-traditional teacher candidates, preparing them through alternative routes to certification, and increasing retention through strong mentoring programs.  The program focuses on core academic subjects at all grade levels, such as mathematics, science, special education, and English as a Second Language.  For a full list of all grantees, go to: http://www.ed.gov/news/pressreleases/2007/06/06292007b.html.

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

• Module 7, Highly Qualified Teachers (HQT)
• Module 8, NIMAS
• Module 16, Children with Disabilities Enrolled by Their Parents in Private Schools 
• Module 17, Introduction to Procedural Safeguards 
  • 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

First Quarter 2007 OSEP Policy Documents on the Education of Infants, Toddlers, Children, and Youth with Disabilities.
Letters from the U.S. Department of Education’s Office of Special Education Programs (OSEP) received by individuals during the 1st quarter of 2007, which describe interpretations of IDEA and its implementing regulations are now available online at  http://www.ed.gov/policy/speced/guid/idea/letters/2007-1/index.html.

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

New from Project Forum

• Reading First and Special Education: Examples of State-Level Collaboration
  This brief introduces the Reading First provisions in Title I of the No Child Left Behind Act of 2001. Examples of state-level collaboration were collected through interviews with six states and describe the background and elements of their collaboration, local-level collaboration, fiscal and human resources, outcomes, lessons learned, and next steps. Recommendations for improving collaboration between Reading First and special education staff are included.
  http://projectforum.org/docs/ReadingFirstandSpEd-examplesofStateLevelColloboration.pdf .
• Standards-Based Individualized Education Program Examples
  This document presents a seven-step process to be used in developing a standards-based IEP. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. Two student examples are provided to illustrate application of the components of a standards-based IEP. http://projectforum.org/docs/Standards-BasedIEPExamples.pdf.
• State Definitions of Significant Disproportionality
  This publication describes states’ definitions of significant disproportionality as described under Section 618 of the Individuals with Disabilities Act 2004. Data was collected through a survey with states and jurisdictions. Responses indicate that although some states’ definitions are not complete, most states have developed procedures to analyze significant disproportionality with respect to identification. Fewer states have procedures in place to analyze this with respect to the other two areas: placement and discipline. An appendix with sample definitions in each of the three areas is included. http://projectforum.org/docs/StateDefinitionsofSignificantDisproportionality.pdf 

From Early Childhood Research & Practice (ECRP)
The latest issue ECRP features the following two articles related to early learning standards:

• Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices
  Available at: http://ecrp.uiuc.edu/v9n1/little.html. 
• It’s More Than Content: Expanding the Conception of Early Learning Standards
  Available at: http://ecrp.uiuc.edu/v9n1/brown.html.

From the Center on Education Policy (CEP)

• Moving Beyond Identification:Assisting Schools in Improvement.
  This report examines the kind of assistance that schools in improvement receive and how effective district and state officials believe that assistance to be. The report’s findings are based on CEP’s annual survey of 50 state departments of education; its nationally representative annual survey of districts; and 12 case study districts involving interviews with district and school officials. Available at: CLICK HERE 
• Title I Funds— Who’s Gaining, Who’s Losing:School Year 2007-08 Update
  The report discusses funding for states and schools districts under the federal Title I, Part A program for school year 2007-08. The report highlights the impact of annual poverty count updates on the distribution of funds and discusses the mandatory state reservation of funds for school improvement activities. You can access the report by going to: CLICK HERE 

New from the National Joint Committee on Learning Disabilities (NJCLD)
The Documentation Disconnect for Students with Learning Disabilities:Improving Access to Postsecondary Disability Services.
This report outlines the issues affecting documentation for postsecondary disability services and to suggest ways to bridge the gap between secondary and postsecondary settings. To read the report, go to: http://www.ldonline.org/about/partners/njcld.

From The National Center for Education Statistics (NCES)
Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America based on their actual geographic coordinates. There are many valuable findings in this report including the percentage of public schools located in rural areas.  It makes comparisons between urban and rural schools in the areas of dropout rates; students’ scores on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments; public school expenditures per student; teacher and student demographics; and teacher salary.  This report is available at: http://nces.ed.gov/pubs2007/ruraled/.

From the Association for Career and Technical Education (ACTE)
CTE’s Role in Secondary-Postsecondary Transitions
This brief outlines strategies to ensure students’ successful transitions from high school to postsecondary education. It presents information on initiatives that help strengthen the transition and have a strong focus on CTE. To download a PDF copy, go to: http://www.acteonline.org/resource_center/upload/Transitions.pdf

From the Alliance for Excellent Education
Federal Support for Adolescent Literacy:A Solid Investment
This policy brief lays out a set of strategic policy recommendations that include:

(1) Encourage schools, districts, and states to articulate clear, comprehensive, actionable plans for improving literacy instruction

(2) Invest in tools that help schools identify struggling readers and appropriately adjust instruction in grades 4-12

(3) Invest in ongoing professional development programs designed to help all middle and high school teachers provide effective reading and writing instruction in their subject area

(4) Support and invest in accountability systems that give teachers strong incentives to provide effective reading and writing instruction

(5) Invest in ongoing research on and evaluation of strategies to improve adolescent literacy.
http://www.all4ed.org/premium-publications/FedAdLit.pdf

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Calls to Participate

Professionals and Students: Write for the HEATH Resource Center, the Online Clearinghouse on Postsecondary Education for Individuals with Disabilities
Masters and experienced practitioners in secondary education, special education, or disability support services; scholars; professors; and other individuals experienced and interested in the intersection of students with disabilities and continuing post-high-school education and career development are invited to submit original articles for publication in the HEATH Resource Center Publications and Newsletter (http://www.heath.gwu.edu/node/259). College, university, or career-technical school students with disabilities are invited to submit original articles for publication in the new “Student Voices” section of the HEATH Resource Center Publications and Newsletter (http://www.heath.gwu.edu/node/261).

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

Nominate Your Community for Consideration as One of the 100 Best Communities for Young People
The America’s Promise Alliance has launched its 2008 100 Best Communities for Young People competition and invites communities across the U.S. to compete for the honor of having their locality named one of the nation’s great places to grow up. The program showcases communities that do an outstanding job of fostering safe and caring environments that effectively educate youth and help them become productive citizens. The 100 Best Communities receive national recognition; opportunities to participate in national and regional forums to share ideas and best practices; and tools to promote the award locally. Application deadline: November 2, 2007.
http://www.americaspromise.org/APAPage.aspx?id=5858

Secondary and Postsecondary Film/Video/Production Students: Enter the ACTE PSA Contest
The Association for Career and Technical Education (ACTE) is sponsoring a public service announcement (PSA) contest for secondary and postsecondary students in film, video, and production classes. The PSAs will promote career and technical education (CTE) Month, February 2008, and its theme, “Discovering Skills for a Competitive Workforce.” Winning student(s) will receive $750 and a copy of Apple’s Final Cut Studio 2. Entry deadline: November 15, 2007.
http://www.acteonline.org/contest/videocontest.cfm

Submit a Workshop Proposal for the National Afterschool Association Conference
The National Afterschool Association Conference, to be held March 12-14, 2008 in Fort Lauderdale, FL, is seeking proposals for conference workshops, including those sharing research, promising practices, practical program activities and curriculum, and innovative ideas. Presenters may include afterschool program staff and leadership, professional development providers, and afterschool systems developers. Proposal submission deadline: November 1, 2007.
http://www.naaconference.org/faq.html 

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Conferences and Events

October 2007

Evaluating the Effectiveness of Your Improvement Strategies
Date: October 3, 2007
1:00-2:00 p.m. (Central)
(Teleconference Call)
Abstract: This teleconference will be presented by Dr. Michael Sharpe of the North Central Regional Resource Center. Save the date, and watch the TA Communities Web site for more details as the event approaches. To participate in this teleconference, dial 866-393-8073 and enter *2830894* (including the asterisks) a few minutes before it begins. Pre-registration is not required. Sponsored by the Exiting – Part B Community of Practice, a project of the NCRRC, the NDPC/SD, and the NSTTAC.
http://www.tacommunities.org/ev_en.php?ID=1004_201&ID2=DO_COMMUNITY

Career Development for People with Disabilities Web Course
Date: October 3-16, 2007
(Web-based Event)
Abstract: This 2-week, 20-hour Web training will cover key principles and hands-on tools for career planning, innovative vocational assessment, career development skills, and vocational profiling for youth and adults with disabilities. Participants can log on at any time during the course period and participate in the training. The course will be taught by Rob Hoffman, the Director of Community and Employer Development for Region 7 CRP-RCEP. Registration is required and a registration fee does apply. Offered by TRN, Inc.
http://www.trninc.com/entry/welcome2.asp

Fourth Annual High School Policy Conference:From No Child Left Behind to Every Child a Graduate
Conference
Date: October 4, 2007 – October 5, 2007
Location: Washington, DC
http://www.all4ed.org/events/2007HSConference/conf_agenda.html
Abstract: This conference, presented by the Alliance for Excellent Education, will include the following sessions: How NCLB Does Not (But Can) Address the Needs of High School Students, College and Work Readiness: Raising Standards and Improving Assessments, Accountability for What Matters: Improving High Schools, Ensuring Systemic Improvement: Turning Around Low-Performing High Schools, Improving Teacher Effectiveness in Low-Performing High Schools, and The High School of the 21st Century: Innovating for Equity and Excellence.

The Help Group’s Summit 2007 – Advances and Best Practices in Autism, Learning Disabilities and ADHD
Date: Friday, October 5 and Saturday, October 6
Location: Skirball Cultural Center – Los Angeles, California
Abstract: An in-depth and thought provoking 1½ day continuing education conference for professionals and parents. This conference features leading researchers, educators and clinicians in Autism Spectrum Disorders, Asperger’s Disorder, Learning Disabilities and ADHD
Visit on online for complete detailshttp://www.thehelpgroup.org 

American Academy for Cerebral Palsy and Developmental Medicine (AACPDM)’s Annual Conference
Date: October 10-13
Location: Vancouver, BC, Canada
www.aacpdm.org

School-Wide Positive Behavior Interventions & Support — Planning for Systems Change
Date: October 11-12, 2007
Location: Rosemont, IL
(Forum)
Abstract: This two-day forum for state, district, and regional Leadership Teams adopting and implementing school-wide Positive Behavior Support (SW PBS) will include examples, processes, and new findings related to SW PBS. Sessions are designed for all implementation levels, including Teams that are early in the process of SWPBS implementation, Teams moving toward larger scale implementation, and Teams focused on advanced issues such as evaluation, tertiary/secondary content, and coordination of coaching cadres. Sponsored by the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) with support from the Illinois PBIS Network.
http://www.pbisillinois.org/forum/forum07_main.htm

Coastal Treasure: Effective Collaboration and Research-based Teaching:Annual Conference of the Council for Learning Disabilities (CLD)
Date: October 12-13
Location: Myrtle Beach, SC
www.cldinternational.org

Building Castles…Building Dreams…The Magic of Transition:Division on Career Development and Transition (DCDT)’s Annual Conference
Date: October 18-20
Location: Orlando, FL
www.dcdt.org

Computer Technology in Special Education and Rehabilitation:Closing the GapDate: October 18-20
Location: Bloomington, MN
www.closingthegap.com

Closing the Gap: Assistive Technology Resources for Children and Adults with Special Needs
Date: October 18-20, 2007
Location: Minneapolis, MN
(Conference)
Abstract: This conference will cover topics related to technology as it is applied to people of all disabilities and age groups in education, rehabilitation, vocation, and independent living. People with disabilities, special educators, rehabilitation professionals, administrators, service/care providers, personnel managers, government officials, and hardware/software developers will share their experiences and insights.
http://www.closingthegap.com/ 

Response of National Disability Organizations to Engagement of Families of Color
1:00-2:30 p.m. (Central)
Date: October 23, 2007
(Web-based Event)
Abstract: This event is part of a 5-week October 2007 Webinar series offered by TASH. This session will examine the potential of various strategies to impact organizational culture and to increase participation by families of color. The contributions, challenges, and roles of the University Centers to strengthen ID/DD systems to respond to communities of color will also be discussed. Presenters will include: Barb Trader, Executive Director, TASH; David Tolleson, National Down Syndrome Congress; Sue Swenson, The ARC of the U.S.; and Royal Walker, Esq., President, University Centers for Excellence in Developmental Disabilities. Registration is required and a registration fee does apply.
http://www.tash.org/dev/tashstore/ONSCategory.aspx?catid=4

Physical and Mental Wellness: Promising Practices–Annual National Association of the Dually Diagnosed (NADD) Conference
Date: October 24-27
Location: Atlanta, GA
www.thenadd.org

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 

The Annual Conference on Advancing School Mental Health
Date: October 25-27
Location: ChampionsGate, Florida
http://csmh.umaryland.edu/

Crossing New Borders: Division for Early Childhood (DEC)’s Annual International Conference on Young Children With Special Needs and Their Families
Date: October 25-28
Location: Ontario, Canada
www.dec-sped.org

Organization for Autism Research (OAR)’s Conference: Applied Autism Research and Intervention
Date: October 26-27
Location: Arlington, VA
www.researchautism.org

Engaging and Serving People of Color with Disabilities:Becoming Culturally Competent
1:00-2:30 p.m. (Central)
Date: October 30, 2007
(Web-based Event)
Abstract: This event is part of a 5-week October 2007 Webinar series offered by TASH. In this session, directors of organizations providing direct services to individuals of color with disabilities will describe experiences of cultural dissonance on the part of both families and staff and how they affect relationships and service outcome. Approaches to becoming culturally competent will be described, and information on resources and technical assistance will be provided. Presenters will include Scott Shepard, Executive Director, Avenues Support Living Services; and Tawara Goode, Director, National Center for Cultural Competency, Georgetown University. Registration is required and a registration fee does apply.
http://www.tash.org/dev/tashstore/ONSCategory.aspx?catid=4

Leadership for Change: A Nation Without Dropouts
Date: October 31-November 4, 2007
Location: Atlanta, GA
(Conference)
Abstract: One of the most daunting challenges facing our nation’s public education system is the high school dropout rate. Communities In Schools (CIS), the nation’s largest dropout prevention organization, will host this conference specifically for those engaged in youth development, education reform, and community-strengthening efforts. At the conference, experts from both inside and out of the CIS network will share ideas, celebrate successes, and find new inspiration. The conference will include content specifically designed to help practitioners and leaders from the youth development sector increase the effectiveness of their work with youth.
http://www.cisnationalconference.com/

November

Foreign Language and Disability TeleTraining
Date: November 5, 2007
2:00-3:30 p.m. (Eastern)
(Teleconference Call)
Abstract: Participants in this TeleTraining will learn the tools for creating inclusive foreign language classrooms and overseas study programs. Foreign language professors will share adaptive technologies, teaching methodologies, and theoretical overviews that address the broad spectrum of language learners with and without disabilities. Sponsored by the National Clearinghouse on Disability and Exchange and the American Council on the Teaching of Foreign Languages. Participation is free, but registration is required.
http://www.miusa.org/ncde/spotlight/foreignlanguage/teletraining
 

10th Annual Accessing Higher Ground: Accessible Media, Web, and Technology Conference for Education, Businesses, and Web and Media Designers
Date: November 6-9, 2007
Location: Boulder, CO
(Conference)
Abstract: The annual Accessing Higher Ground conference focuses on the implementation and benefits of assistive technology in the university and college setting for people with sensory, physical, and learning disabilities. Other topics include legal and policy issues, including ADA and Section 508 compliance, and making campus media and information resources—including Web pages and library resources—accessible. Sponsored by Disability Services at the University of Colorado at Boulder.
http://www.colorado.edu/ATconference/

Achieving Shared Goals Through Systematic Integration of Education and Mental Health
Date: November 15, 2007
1:00-2:30 p.m. (Eastern)
(Teleconference Call)
Abstract: This teleconference will explore the evidence base for school mental health services and the differences between programs and systemic change in the school arena. It will also address how youth-guided policies and services contribute to the overall integration of school and mental health. Presented by the National Technical Assistance Center for Children’s Mental Health. Participation is free, but registration is required.
http://gucchd.georgetown.edu/programs/ta_center/tacalls2007.html
 
 

March 2008

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

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Funding Forecast, Grants, and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2007
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2006 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

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

Lowe’s Toolbox for Education Grant Program
In recognition of the importance of parent involvement in education, Lowe’s Toolbox for Education grant program funds school improvement projects initiated by parents with grants of up to $5,000. K-12 schools (including charter, parochial, private, etc.) or parent groups (associated with non-profit K-12 schools) are eligible to apply. Application deadline: October 12, 2007.
http://toolboxforeducation.com/

Pay It Forward Mini-Grants
Pay It Forward Mini-Grants fund one-time-only service-oriented projects identified by youth as activities they would like to perform to benefit their school, neighborhood, or greater community. Projects must include a “pay it forward” focus—that is, they must be based on the concept of one person doing a favor for others, who in turn do favors for others, with the results growing exponentially. K-12 youth are eligible to apply for grants of up to $500. Application deadline: October 15, 2007.
http://payitforwardfoundation.org/educators/grant.html

ASCD Outstanding Young Educator Award
The Association for Supervision and Curriculum Development (ASCD) Outstanding Young Educator Award nominee is an education professional, 40 or younger, who demonstrates exemplary commitment and contribution to the profession. Their creative and innovative accomplishments within their classroom, school, district, state, or region have had a significant impact on student performance and achievement and provide an ongoing model of excellence in encouraging all learners to succeed. They consistently exhibit leadership. The winner receives a check for $10,000 and is profiled in Educational Leadership magazine and honored at the next year’s ASCD Conference. Nomination deadline: October 15, 2007.
http://servicelearning.org/resources/funding_sources/index.php?popup_id=242

Henry B. Betts Award
The Henry B. Betts Award honors individuals whose work and scope of influence have significantly improved the quality of life for people with disabilities, and who will be a force for change in the future. Since 1989, Betts Award has been presented to individuals who have, through their work, helped lead the societal transformation that is producing better outcomes and higher expectations for the diverse groups that make up the disability community in the U.S. and around the world. Typically, one outstanding living individual is selected to receive the Award, which includes $50,000 cash. Nomination deadline: October 9, 2007.
http://www.aapd.com/awards/awards08/betts_app08.html

CVS Caremark Community Grants
Programs targeting children under age 18 with disabilities that address health and rehabilitation services (including physical and occupational therapies, speech and hearing therapies, assistive technology, and recreational therapies), and public schools promoting a greater level of inclusion in student activities and extracurricular programs or creating opportunities or facilities which give greater access to physical movement and play are eligible to apply for CVS Caremark Community Grants. A CVS/pharmacy store must be located within the state where the applicant’s community organization resides. Application deadline: October 31, 2007.
http://www.cvs.com/corpInfo/community/community_grants.html

NEA Foundation Learning & Leadership Grants
The NEA Foundation’s Learning & Leadership Grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of two purposes: 1) participation in high-quality professional development experiences, such as summer institutes or action research; or 2) collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment. All professional development must improve practice, curriculum, and student achievement. Application deadline: October 15, 2007.
http://www.neafoundation.org/programs/Learning&Leadership_Guidelines.htm

NEA Foundation Student Achievement Grants
The NEA Foundation awards Student Achievement Grants of $5,000 to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. Proposals for work resulting in low-income and minority student success with honors, Advanced Placement, or other challenging curricula are particularly encouraged. Application deadline: October 15, 2007.
http://www.neafoundation.org/programs/StudentAchievement_Guidelines.htm

TASH/Brookes Publishing Breakthroughs in Inclusive Education Award
The Breakthroughs in Inclusive Education Awards honor individuals and school districts which advance inclusive education and equitable opportunities for K-12 students, particularly those with the most significant disabilities and support needs. Awards are given in the following categories: Inclusive Education Administrator of the Year, Inclusive Education Teacher of the Year, Inclusive Education Advocate of the Year, Most Promising Inclusive School, and Most Promising Inclusive School District. Winners receive recognition and a library of books about inclusive best practices from Brookes Publishing. School districts and education professionals that work inclusively with K-12 students with disabilities are eligible to apply. Application deadline: September 20, 2007.
http://www.tash.org/2007tash/Awards.htm 

Family Service Community Grants from Autism Speaks
Autism Speaks offers Family Service Community Grants in order to promote services to enhance the lives of those affected by autism spectrum disorders. Autism Speaks seeks proposals that serve to build the field of services for individuals with autism and expand the capacity to effectively serve this growing community. They seek proposals for project grants in the following four areas of need: education, recreation/community activities, equipment/supportive technology, and young adult/adult services. The average grant awarded will be in the $10,000-$20,000 range. Application deadline: October 12, 2007.
http://www.autismspeaks.org/community/fsdb/grants.php

State Farm Good Neighbor Service-Learning Grants for National and Global Youth Service Day Activities
Youth Service America and the State Farm Companies Foundation are offering the State Farm Good Neighbor Service-Learning Grants of up to $1,000 each to support youth (ages 5-25), teachers, or school-based service-learning coordinators to support service-learning projects on National and Global Youth Service Day, April 25-27, 2008. Application deadline: October 16, 2007.
http://tinyurl.com/2mcmee
 
Books Across America Library Books Awards from the NEA Foundation
The NEA Foundation will make $1,000 awards to public schools serving economically disadvantaged students to purchase books for school libraries. At least 70 percent of the students in the applicant’s school must be eligible for the free or reduced-price lunch program. Application deadline: November 12, 2007.
http://www.neafoundation.org/programs/BAA_2007.htm

Harris Wofford Award for Service and Service Learning
Youth Service America and the State Farm Companies Foundation are seeking nominations for the 2008 Harris Wofford Award, which recognizes a youth (ages 12-25) for working toward “making service and service-learning the common expectation and common experience of every young person” by demonstrating commitment to involving their peers in service, youth voice, service-learning, or civic engagement activities. Nominees should be active volunteers at the local, state, national, or international level. Self-nominations are permitted. The winner will receive $500 for him/herself and $500 for the nonprofit organization of his/her choice. Nomination deadline: October 19, 2007.
http://tinyurl.com/3653fm

Prudential Spirit of Community Awards
The Prudential Spirit of Community Awards, sponsored by Prudential and the National Association of Secondary School Principals, recognizes students in grades 5-12 who have demonstrated exemplary community service. Schools and officially-designated organizations may select one middle level and one high school Local Honoree for every 1,000 students (or portion thereof). Two Honorees from each state will be named in February 2008. They will receive $1,000 and a trip for them and a parent/guardian to Washington, DC in May 2008, where ten National Honorees will be chosen and awarded an additional $5,000 each, as well as $5,000 for a nonprofit organization of their choice. Application deadline: October 31, 2007.
http://www.principals.org/s_nassp/sec_inside.asp?CID=539&DID=48173

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Latest Career Center Classifieds

Special Education Teacher

Charleston, SC
Job Category: Part-time multi-categorical Secondary Education

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

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

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

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

BENEFITS:
South Carolina Health, Life, Dental, Retirement

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

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Special Education Teacher

PENNSYLVANIA
Job Category: Certified Special Education Teacher

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

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

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

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

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

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

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

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

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

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Special Education Teacher

Denver, CO

Description: The Denver Department of Human Services is seeking qualified individuals for Special Education Teachers at the Family Crisis Center.

This list will be established for future openings at the Family Crisis Center.

These teachers provide full performance level education services to learning, emotionally and developmentally challenged students/patients including assessing, testing and developing learning strategies. Evaluates, assesses, and analyzes the results of tests performed on the student. Charts and sends results to the next placement.

Develops individual treatment plans for students in coordination with other staff members and family of the students at staff meetings.
Prepares billing forms, monitors the budget, orders supplies, and prepares grant proposals.

Develops curriculum for school age students/patients.

The Department of Human Services will conduct criminal background checks as part of the hiring process. Successful candidates must be able to successfully complete this criminal background investigation.

Denver Human Services promotes the well-being, protection and independence of Denver residents through its many services for low-income and at-risk families, children, seniors and other adults.

For more information on the Family Crisis Center, please visit our website at www.denvergov.org/HumanServices/

Requirements: Requires a Bachelor’s Degree and three years experience teaching primary/secondary school students with special learning difficulties and social emotional disabilities.

Additional appropriate education may substitute for the minimum experience requirements on a year for year basis.

Also requires a State of Colorado Teachers License and a Special Education Endorsement as Teacher II – Severe Affective Needs or Special Education Endorsement.

Some positions may require a Colorado Class & Drivers License by the completion of probation.

Contact: Applicants are encouraged to apply on line at www.denvergov.org/jobs.

Questions? Contact Francine Crusan at 720-944-2849, or francine.crusan@ci.denver.co.us. EOE

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Special Education/SDC Moderate to Severe 1.0 FTE

Alameda, CA
Job Category: Special Education Full Time High School

Description: Special Education – Special Day Class – Moderate to Severe – Full Time – Alameda High School.

Requirements: Hold a valid California Educational Specialist – Moderate to Severe Teaching Credential.  Must meet the “No Child Left Behind” compliance requirements.  CLAD certification required or an alternate.   Desired:  Bilingual- Spanish, Cantonese, Tagalog.

Benefits: Starting Salary Range – $40,270.03 – $76,788.52  – $1,328.91 Stipend for a Master Degree.  Medical/Dental/Vision

Contact: If interested in this position, please download an online application by visiting our website- www.alameda.k12.ca.us  click employment / employment / certificated. 

Once you have printed and completed the application, please submit it (and the other requested documents listed on the back of the application form) to:

Alameda Unified School District
Human Resources
2200 Central Avenue
Alameda, CA  94501

Feel free to call 510-337-7070 if you should have any questions.

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Resource Spec 100% & Resource Spec.60%

Alameda, CA
Job Category: Resource Spec. Teachers – PT & Full Time

Description: Seeking two Resource Specialist teachers, at two different schools.  The full time Resource Specialist position (1) would be at both Lincoln and Wood Middle Schools.  The 60% position is at Edison Elementary School.

Requirements: Must hold a valid California Education Specialist (1) Mild to Moderate or Resource Specialist Credential or (2) Moderate to Severe Teaching Credential.  Must meet the “No Child Left Behind” compliance requirements.  CLAD certification required or an alternate.  Desired:  Bilingual: Spanish, Cantonese, Tagalog.

Benefits: Starting salary range: $40,270.03 – $76,788.52 – $1,328.91 Stipend for a Master Degree.

Medical/Dental/Vision.

Contact: If interested in these positions, please download an online application at our website:  www.alameda.k12.ca.us click employment, employment, certificated. 

Once you have printed and completed the application, please submit it and the other documents requested on the last page of the employment form to:

Alameda Unified School District
Human Resources
2200 Central Avenue
Alameda, CA  94501

You may also call us with any questions at 510-337-7070

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PRESCHOOL TEACHER, SPECIAL ED

San Jose, CA
Job Category: Early Childhood Special Education (ECSE)

The Oak Grove School District announces the following position opening to both inside and outside applicants:

PRESCHOOL TEACHER, SPECIAL ED. SDC – 80%
BALDWIN ELEMENTARY
 
POSITION DESCRIPTION: Complies with local, state, and federal regulations governing program planning and evaluation for each child placed in a special day class.

REQUIRED QUALIFICATIONS: Education Specialist Instruction Credential
Early Childhood Special Education (ECSE) which authorizes service to children ages birth to pre-kindergarten only.

80% OF THE FOLLOWING STARTING SALARY RANGE: $42,852 – $82,284 plus $2,421 for Master’s/Doctorate Degree

APPLICATION PROCEDURE: For inside applicants, by the deadline date, the Human Resource Department must be in receipt of a letter of intent and updated resume.

For outside applicants, by the deadline date, the Human Resource Department (OAK GROVE SCHOOL DISTRICT, 6578 Santa Teresa Blvd., San Jose, CA  95119) must be in receipt of a complete application packet which consists of the following:

1) completed District application

2) resume

3) letter of intent

4) copy of appropriate credential

5) three letters of recommendation

6) copies of transcripts (job posted on www.ed-join.org)

Download Application Packet (1.8 Mb) – RIGHT CLICK AND SAVE HERE

APPLICATION DEADLINE: Open until filled

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Assistant Professor of Special Education

Bethlehem, PA
Job Category: College Professor

Description: The Moravian College Education Department offers a tenure-track position in special education beginning Fall Term 2008. 

Responsibilities:  Undergraduate courses in special education, assistance in integrating special education throughout the education curriculum, and  opportunities to teach in both the undergraduate and graduate programs.  The undergraduate program offers certificates in elementary education (K-6), most areas in secondary education (7-12), and certification in the K-12 areas of art, music, and foreign language. 

Qualified applicants must have a record of successful public school teaching at the elementary or secondary level;  hold an appropriate doctorate degree, but ABD considered; demonstrate a genuine desire to participate fully in a liberal arts environment; and be committed first to teaching and next to scholarship and service.  The candidate must also be ready to share in the work of a thriving education department engaged in processes of both growth and redesign. 

Complete applications will be considered beginning October 1, 2007 and continue until an appointment is made. 

Contact: Please send a letter of application, curriculum vitae, and three letters of reference to Dr. Robert Mayer, Chair, Education Department, Moravian College, 1200 Main Street, Bethlehem, PA 18018-6650.

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SPECIAL EDUCATION TEACHER

Chicago, IL
Job Category: Special Education Teacher

Keeping You Well Inspired
Adventist Midwest Health is a faith-based health care leader serving Chicago’s southwest and western suburbs.  Dedicated to providing whole-person care and promoting wellness, our system comprises Adventist GlenOaks Hospital, Adventist Hinsdale Hospital, Adventist La Grange Memorial Hospital, a number of affiliated facilities and Adventist Bolingbrook Hospital, which will open later this year.

Adventist GlenOaks Hospital operates a Therapeutic Day School, located in Glendale Heights.  We are currently seeking a Special Education Teacher, who will conduct educational programs for 10 or more learning-disabled and/or behaviorally disordered inpatient students and will assume responsibility for instructing students in selected, specific subject areas.

Requirements include:

Bachelor’s degree in Education, and Special Education Illinois Teacher’s Certificate, Type 10, K-12 for Social Emotional Disorders (SED) or Illinois Secondary Teacher’s Certification, Type 09, grades 6-12 with SED approval.
2 years Special Education teaching experience preferred with secondary experience in specific subject areas.  New graduate teachers are welcome to apply.
*We are also seeking Substitute Teachers for our school year.

To explore generous rewards with an expanding organization, apply at www.keepingyouwell.com.  EOE m/f/d/v

Adventist GlenOaks Hospital
Keeping You Well

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Early Intervention Official Designees

NEW YORK CITY
Job Category: Sr. Health Care Program/Analyst

Description: The New York City Department of Health and Mental Hygiene, one of the oldest and largest public health agencies in the nation, is seeking several Early Intervention Official Designees for the Division of Mental Hygiene. The Division with 500 staff and an $800 million budget, plans, funds and monitors services for individuals with mental health disorders, chemical dependency, mental retardation and/or developmental disabilities; and operates the Early Intervention Program, which provides services to children 0 to 3 years of age with a significant developmental delay or disability.

Job Responsibilities:

• Conducting initial and updated Individualized Family Services Plan (IFSP) meetings consistent with the federal state and local EI regulations and policies.
• Chairing and facilitating meetings effectively
• Ensuring the rights of families are upheld, documenting meeting outcomes and completing required paperwork, reviewing  Early Intervention eligibility evaluations for completeness and accuracy.
• Attending regularly scheduled meetings, responding to, preparing for, and attending mediations and fair hearings,  as assigned
• Returning messages and communications in a timely fashion
• Establishing a demeanor conducive to an open exchange of information
• Reporting concerns and submitting requests for technical assistance to supervisors and other EI staff when appropriate.

Educational Qualifications and Preferred Skills:

• A Master’s or Baccalaureate Degree in Social Sciences, Health Care Specialization, Physical Sciences or related programs; and a minimum of four years of progressive, responsible experience related to Health Care Program Planning, Research, Design, Operation, Evaluation and Analysis.
• Excellent people skills and effective communication with service providers, families, service coordinators and other colleagues, as appropriate.
• Understanding of child development and handicapping conditions, in addition to having knowledge of services for young children and family centered services.
• Knowledge of EI regulations and philosophy
• Good communication & organizational skills
• Ability to work well under pressure and responding to time frames.

Location:  Staten Island, Bronx, Brooklyn, Queens, Manhattan. (Multiple positions available. Please state your location preference in your cover letter)

Salary Range:   41,217 – $ 81,874 (Full-time)

How to Apply: If you are interested in a career opportunity with our organization, please visit the following link: http://sh.webhire.com/servlet/av/jd?ai=741&ji=2082206&sn=I (You will be prompted to register) Enter your contact information and paste in a copy of your resume. Also, where applicable, please be sure to identify the job(s) you are applying for. Please state explicitly in your cover letter the source from which you heard about this job.

The position requires New York City residency or willingness to relocate within ninety days of appointment.

An Equal Opportunity Employer. M/F/D/V.

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Assistant Director of Early Intervention Program

New York City
Job Category: Assistant Director of Early Intervention

Description: The New York City Department of Health and Mental Hygiene Position available: Assistant Director of Early Intervention Program (Regional Office)

The New York City Department of Health and Mental Hygiene, one of the oldest and largest public health agencies in the nation, is seeking an Assistant Director of Early Intervention Program for the Division of Mental Hygiene. The Division with 500 staff and an $800 million budget, plans, funds and monitors services for individuals with mental health disorders, chemical dependency, mental retardation and/or developmental disabilities; and operates the Early Intervention Program, which provides services to children 0 to 3 years of age with a significant developmental delay or disability.

Position Description: Under the supervision of the Regional Director for the NYC Early Intervention Program in the Division of Mental Hygiene, the Assistant Director will assist the Regional Director in the supervision of Early Intervention Official Designees (EIODs).

Job Responsibilities:

• Attend Individualized Family Services Plan (IFSP) meetings with EIODs for supervision purposes, technical support and supervision of EIODs when there are challenging cases
• Review IFSP completeness
• Assist in supervision of office staff including assisting in developing and maintaining office procedures; assist with provider relations
• Identify specific issues to enhance the implementation of the IFSP
• Participate in technical assistance meetings with Quality Assurance and/or the Provider Relations staff, and respond to provider phone calls; ensure that the Regional Director is aware of problems and issues with staff and provider agencies; assist in the training of new staff; track challenging IFSP to monitor progress
• Attend other meetings as assigned by the Regional Director

Location: Staten Island, Bronx, Brooklyn, Queens, Manhattan. (Multiple positions available. Please state your location preference in your cover letter)

Salary Range:  $42,482 -$93,309 (Full-time)

Educational Qualifications and Preferred Skills:

• A Master’s or Bachelor’s degree in education, social work, psychology, public administration or business administration, or in an equivalent or equally acceptable program, and four (4) years of satisfactory, full-time paid experience in a major governmental agency or large corporation or foundation in management analysis or in operational direction, planning, coordination or control of which two (2) years must have been in a supervisory, administrative or consultative capacity.
• Knowledge and understanding of Early Intervention legislation and philosophy.
• Knowledge of the job responsibilities of an EIO
• Good mediation and communication skills
• Excellent organizational skills and ability to work under pressure and within time limits
• Supervisory experience preferred.

How to Apply:  If you are interested in a career opportunity with our organization, please visit the following link:  http://sh.webhire.com/servlet/av/jd?ai=741&ji=2055982&sn=I (You will be prompted to register) Enter your contact information and paste in a copy of your resume. Also, where applicable, please be sure to identify the job(s) you are applying for. Please state explicitly in your cover letter the source from which you heard about this job.

The position requires New York City residency or willingness to relocate within ninety days of appointment.

An Equal Opportunity Employer. M/F/D/V.

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