September 2007 Special Educator

This Just In…

ADHD Appears To Be Associated With Depressed Dopamine Activity In The Brain
Adults with attention-deficit/hyperactivity disorder (ADHD) show a blunted response to the drug methylphenidate (Ritalin), which increases brain dopamine levels, according to a report in the August issue of Archives of General Psychiatry, one of the JAMA/Archives journals.  This suggests that dopamine dysfunction may be involved with ADHD symptoms and may contribute to substance abuse that often occurs simultaneously.

ADHD is the most prevalent psychiatric disorder among children, according to background information in the article. “Despite decades of research, the specific neurobiological mechanisms underlying this disorder still remain unclear,” the authors write. “Genetic, clinical and imaging studies point to a disruption of the brain dopamine system, which is corroborated by the clinical effectiveness of stimulant drugs (methylphenidate hydrochloride and amphetamine), which increase extracellular dopamine in the brain.”  To learn more, visit:
http://www.sciencedaily.com/releases/2007/08/070806164505.htm

The ‘Atypical’ Dilemma:  Skyrocketing numbers of kids are prescribed powerful antipsychotic drugs. Is it safe?
More and more, parents at wit’s end are begging doctors to help them calm their aggressive children or control their kids with ADHD. More and more, doctors are prescribing powerful antipsychotic drugs.  In the past seven years, the number of Florida children prescribed such drugs has increased some 250 percent. Last year, more than 18,000 state kids on Medicaid were given prescriptions for antipsychotic drugs.  Even children as young as 3 years old. Last year, 1,100 Medicaid children under 6 were prescribed antipsychotics, a practice so risky that state regulators say it should be used only in extreme cases.  To learn more, visit:
http://www.sptimes.com/2007/07/29/Worldandnation/The__atypical__dilemm.shtml

Special education dropout rate high
More than half of Lansing’s students with disabilities dropped out of high school during the 2005-06 school year, according to state data released this summer.  Special education statistics for Michigan schools, made public under new federal accountability standards, have raised tough questions about the futures of local kids with various impairments.  And not just in the city.  At least six local districts also were below the average state graduation rate for special education, 70 percent, in the first-time report. Only two-thirds of the special education students at Holt High School and 57 percent of those at Charlotte High School, for example, earned regular diplomas in 2006.  To learn more, visit:
http://www.lsj.com/apps/pbcs.dll/article?AID=/20070801/NEWS01/708010346

Autism in Girls—What Does the Research Tell Us?
According to the Centers for Disease Control, there are about 560,000 people under the age of 21 with autism in the United States. (Adults aren’t included because there is no good data on their numbers.) If 1 in 4 are female, the girls number about 140,000. The C.D.C. estimates that about 42 percent of them are of normal intelligence, putting their total at roughly 58,000 (with the caveat that these numbers are, at best, estimates).
Because there are so many fewer females with autism, they are “research orphans,” as

The scant data make it impossible to draw firm conclusions about why their numbers are small and how autistic girls and boys with normal intelligence may differ. But a few researchers are trying to establish whether and how the disorder may vary by sex. This research and the observations of some clinicians who work with autistic girls suggest that because of biology and experience, and the interaction between the two, autism may express itself differently in girls. And that may have implications for their well-being. To learn more, visit:
http://www.nytimes.com/2007/08/05/magazine/05autismt.html?_r=1&ref=health&oref=slogin

NIH Funds New Program to Investigate Causes and Treatment of Autism
The National Institutes of Health will intensify its efforts to find the causes of autism and identify new treatments for the disorder, through a new research program.  The Autism Centers of Excellence (ACE) program represents a consolidation of two existing programs, the Studies to Advance Autism Research and Treatment (STAART) and Collaborative Programs of Excellence in Autism (CPEA) programs into a single research effort. NIH autism program officials hope to expand on earlier discoveries made by research previously supported by the NIH.  The ACE program will encompass research centers and research networks. The research centers will foster collaborations between teams of specialists, who share the same facility so that they can address a particular research problem in depth. For example, specialists in brain imaging might collaborate with behavior researchers to determine if a particular behavior is associated with a difference in brain structure. They might also consult with a team of genetics experts to find a hereditary basis for their observations.  To learn more, visit:
http://www.nichd.nih.gov/news/releases/investigate_causes_autism_080207.cfm

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Legal Issues Corner

Submit Comments: IDEA Part B State Performance Plan (SPP) and Annual Performance Report (APR)
http://www.ed.gov/legislation/FedRegister/other/2007-3/071707b.html
The U.S. Department of Education, Office of Special Education and Rehabilitative Services has published the following request for comments in the Federal Register: Title: IDEA Part B State Performance Plan (SPP) and Annual Performance Report (APR); Type of Review: Revision. Comment submission deadline: September 17, 2007.

Building on Results: A Blueprint for Strengthening the No Child Left Behind Act
http://www.ed.gov/policy/elsec/leg/nclb/buildingonresults.html
This report from the U.S. Department of Education sets forth the policy proposals of Secretary of Education Margaret Spellings for reauthorizing the No Child Left Behind Act. Proposals relating to high schools include steps to improve graduation rates and promote rigor, and increased funding for schools serving low-income students.

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.

Beyond NCLB: Fulfilling the Promise to Our Nation’s Children 
http://tinyurl.com/39wktb
The Aspen Institute’s Commission on No Child Left Behind (NCLB) is a bipartisan, independent effort dedicated to improving NCLB. Over the past year, the Commission has traveled across the country, listening to students, educators, parents, administrators, state and district officials, experts, and policymakers in order to develop this report, which outlines specific and actionable recommendations for establishing a high-achieving education system.

Federal Policy Positions of National High School Alliance
http://www.hsalliance.org/Policy/FedPolicyBrief.pdf
This brief compares and contrasts National High School Alliance partner organizations’ positions on the reauthorization of No Child Left Behind. It also briefly summarizes partners’ statements on other federal legislation, including policies regarding career and technical education and graduation rates. Available in PDF (14 pages, 110 KB).

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).

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

How Has IDEA Changed?– Comparing IDEA 2004 to IDEA 1997
The Office of Special Education Programs (OSEP) answers this question with its Topic Briefs prepared just for the new regulations.  Hook up with available briefs at: http://www.nichcy.org/idealist.htm

Implementing IDEA: How Are We Doing?
www.abt.sliidea.org/reports.htm
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.

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Controversial Issue Topic of the Month

Are We Overmedicating Our Children in Special Education?

One of the most controversial issues facing special educators today revolves around the issue of medicating students with special needs.  Some believe that medication holds many benefits for students with disabilities, while other hold that it is unnecessary and in the end is a detriment to the students, parents, and educators.  What are your thoughts?  We want to know and will publish your thoughts in our next Special Educator e-Journal.

Send your emails to news@naset.org

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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.

FEMA Disability Coordinator Position is Established
Thanks to the Post Katrina Emergency Management Reform Act of 2006, the new Disability Coordinator will be responsible for providing guidance and coordination on national emergency planning and relief efforts for individuals with disabilities. The press release announcing the appointment is available at:http://www.fema.gov/news/newsrelease.fema?id=37220.

Release of 2007 New Freedom Initiative Progress Report
The New Freedom Initiative, launched in February 2001, is President Bush’s agenda for advancing equality of opportunity and access for this nation’s more than 50 million Americans with disabilities. To read the Progress Report in its entirety, visit: http://www.whitehouse.gov/infocus/newfreedom/newfreedom-report-2007.html.

From the National Early Childhood Technical Assistance Center (NECTAC)
Eligibility Policies and Practices for Young Children Under Part B of IDEA
This is an updated version of this document. It analyzes states’ definition of developmental delay and summarizes the state eligibility classifications and criteria under Part B of IDEA.
http://www.nectac.org/~pdfs/pubs/nnotes24.pdf 

From the National Consortium on Deaf-Blindness (NCDB)
Important Interactions with Children Who Are Deaf-Blind
Harmonious Interactions, describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind.  The report is based on research and training activities and is currently available on the web at: http://www.dblink.org/pdf/harmonious-interaction.pdf .

New from CADRE
• Resolution Meetings: A Guide for Parents
A joint publication with the ALLIANCE , this document introduces the newest ADR option available under IDEA ’04, the Resolution Meeting.   This short guide includes benefits of participating, potential concerns, frequently asked questions, and how to prepare for the process. To review the publication, go to:
http://www.directionservice.org/pdf/Resolution_guide.pdf .

• At A Glance: OSEP-funded Technical Assistance Resources Related to Procedural Safeguards
This resource provides information on resources that can assist states to improve their performance on the dispute resolution indicators that are reported on the SPP/APR. To review the document, go to: http://www.directionservice.org/cadre/ataglance.cfm.

• Bureau of Indian Education Mediation Manual
This document was developed by the Mountain Plains Regional Resource Center on behalf of the Bureau of Indian Education. It covers numerous topics including a description of the mediation process and role of the mediator as well as standards that guide the service. The document also includes a variety of forms useful to parents, school, attorneys and mediators. To review the manual, go to: http://www.directionservice.org/cadre/biemed.cfm 

• Bureau of Indian Education Due Process Hearings Manual
The purpose of this document is to review procedures by which the Bureau of Indian Education Albuquerque Service Center  will appoint contract hearing officers and operate the administrative hearing mandated by the requirements of Part B of the IDEA or its implementing regulations. To review the manual, go to: http://www.directionservice.org/cadre/biedphring.cfm.

From the National Dissemination Center for Children with Disabilities (NICHCY)
NICHCY Connections… to Research-Based Resources on Specific Disabilities
This is a resource page which links you to resources from other organizations. It provides general information on disability research such as teaching strategies, how the brain learns, and teaching in inclusive settings. Research on specific disabilities such as Autism, AD/HD, Down Syndrome, and Learning Disabilities can also be found. To read, go to: http://research.nichcy.org/researchspecificdisab.asp.

From the What Works Clearinghouse
New intervention reports related to Early Childhood Education:

• Doors to Discovery-
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=417&tid=13 
• Let’s Begin with the Letter People –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=430&tid=13 
• Pre-K Mathematic –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=425&tid=13 
• SRA Real Math Building Blocks PreK –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=423&tid=13 
• Literacy Express –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=418&tid=13 
• Curiosity Corner –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=397&tid=13 
• Direct Instruction –
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=212&tid=13

The National Council on Disability (NCD) releases two reports:

• The Impact of the Americans with Disabilities Act: Assessing the Progress Toward Achieving the Goals of the ADA is a retrospective study and review of the impact the ADA has had on the lives of Americans with disabilities during the first sixteen years since its passage, with particular focus on the four major goals of the ADA—equality of opportunity, full participation, independent living, and economic self-sufficiency. Progress toward the goal of economic self-sufficiency appears to be the goal having the least success. To read the report, go to:
  http://www.ncd.gov/newsroom/premium-publications/2007/ada_impact_07-26-07.htm  
• Implementation of the ADA: Challenges, Best Practices, and New Opportunities for Success
  This report highlights many strategies for ADA implementation that have been successful, as well as obstacles that are preventing implementation. It reflects the experiences and ideas of ADA stakeholders from around the country. Available at: http://www.ncd.gov/newsroom/premium-publications/2007/implementation_07-26-07.htm

A new report from the Mid Atlantic Regional Educational Lab
The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools
This report shows that the percentages of students with disabilities were similar for all five Mid-Atlantic jurisdictions, at about 14% of students, but the percentages of schools reporting for this subgroup varied from 15% for Pennsylvania to 96% for Maryland. In four states more schools missed their adequate yearly progress targets solely because of the performance of this subgroup than because of the performance of any other subgroup. To view, download, and print the full report as a PDF file, please visit: http://ies.ed.gov/ncee/edlabs/projects/project.asp?id=22

From the Center on Education Policy (CEP)
Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era
This report examines the amount of time spent during the school week on core academic subjects and how the allocation of time across subjects has changed since school year 2001-02 when NCLB was enacted. The report can be accessed through the link: www.cep-dc.org/index.cfm?fuseaction=document.showDocumentByID&nodeID=1&DocumentID=212 

From the Federal Interagency Forum on Child and Family Statistics
America’s Children: Key National Indicators of Well-Being, 2007

This report includes detailed information on the welfare of children and families. Such topics as family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health are addressed . To read, go to: http://www.childstats.gov/americaschildren/index.asp

From The National Center for Education Statistics (NCES)
“Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades.”
This brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education. Available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007005 

From the United States Access Board
An interactive web-based course on how to apply and follow play area guidelines for proper access is now available. It covers the scope and application of the Board’s accessibility guidelines, including the number of play components required to be accessible, and technical provisions for accesible play equipment, surfacing in play areas, ramp and transfer system access to elevated structures, and access to soft contained play structures. The course is available on the Board’s website at: www.access-board.gov/play/course/1-0.htm

DisabilityInfo.gov Unveils New State and Local Resource Map
There is a new feature on its site, a State and Local Resources map, to make it easier for visitors to find information in the states and communities where they live. To go to the State and Local Resources map, choose one of the nine subject tabs — benefits, civil rights, community life, education, employment, health, housing, technology or transportation — at the top of any DisabilityInfo.gov page. Click on the State and Local Resources map on the right-hand side bar, and then select one or more states. You’ll be directed to a wealth of information on local programs and services. Visit the website at: www.disabilityinfo.gov.

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Calls to Participate

State-Level Leaders: Lead a State Team for Positive Youth Development
http://cals-cf.calsnet.arizona.edu/fcs/content.cfm?content=spotlight
Building Partnerships for Youth, a project of the National 4-H Council and the University of Arizona, is looking for state teams for a year-long professional development opportunity to begin in February 2008. Teams will apply Positive Youth Development concepts at the state level through interdisciplinary collaborations. If you have state-level responsibility or oversight for programs that positively impact youth, consider applying to lead a state team. Teams will include 4-6 youth and adults from state-level organizations including health, education, faith-based, and voluntary youth-serving organizations. Participants will receive travel, resources, tools, and networking opportunities. Application deadline: October 1, 2007.

Submit a Manuscript to the Journal of Youth Development: Bridging Research and Practice
http://www.nae4ha.org/profdev/joyd/
The Journal of Youth Development: Bridging Research and Practice is a resource for youth development researchers, practitioners, and policymakers. This multidisciplinary, online, refereed journal is published three times a year by the National Association of Extension 4-H Agents and focuses on the development of school-aged youth through the transition to adulthood (ages 6-22). It is especially seeking papers in the following categories: Research and Evaluation Strategy Articles—1,000 word articles describing innovative methodologies and strategies in the collection and analysis of quantitative or qualitative research and evaluation data; and Resource Reviews—300 word reviews of resources and tools for youth development professionals.

Youth/Young Adults with Autism and their Family Members:Take a Survey on the Public School’s Role in Employment Preparation for Individuals with Autism
http://www.surveymonkey.com/s.asp?u=284633401755
This 10-minute Web-based survey is part of a study being conducted by Dr. Tom Simmons and Judith S. Marco at the University of Louisville. The purpose of the study is to provide information regarding the major components and settings in a high school curriculum that lead to employment for individuals with autism. The survey includes questions on the student with autism’s experience in the public high school system and his/her present or past employment.

Teachers:Apply to the 2008 Broad Superintendents Academy
http://broadacademy.org/program/admissions.php
The Broad Center is now accepting applications for the 2008 Broad Superintendents Academy, which trains leaders for large urban school districts. They are seeking successful educators; superintendents from rural and suburban communities; deputy, associate, and area superintendents from medium and large urban districts; executives from private school and charter school systems; senior executives from education, business, government, the military, and nonprofit organizations who have successfully managed complex organizations, overseen multimillion-dollar budgets, and led sizeable teams of people; and dynamic entrepreneurs and risk-takers who challenge the status quo. Application deadline: September 7, 2007.

Parents/Family Members and Professionals:Apply to Joseph P. Kennedy, Jr. Foundation Public Policy Fellowship Program
http://www.jpkf.org/
The Joseph P. Kennedy, Jr. Foundation is seeking parents/family members of persons with intellectual and developmental disabilities and professionals in the field of intellectual and developmental disabilities for its Public Policy Fellowship Program. Each year, the Foundation brings 1) a parent or close family member of a child with a disability and 2) accomplished professionals to Washington, DC for a full year, where they learn how legislation is initiated, developed, and passed by Congress, or how programs are administered and regulations promulgated by federal agencies. Application deadline for 2008 fellowships: September 14, 2007.

Secondary School Teachers:Apply to the Toyota International Teacher Program
http://www.iie.org/Template.cfm?&Template=/programs/toyota/costarica/costarica_main.html
The Toyota International Teacher Program for Costa Rica Study will send 20 secondary school teachers to Costa Rica from February 24-March 7, 2008 on a fully-funded study program. The Program seeks to provide educators with the opportunity to observe, interact with, and understand Costa Rican communities and their efforts to preserve their environment and culture in a rapidly-modernizing global society. U.S. secondary school teachers with at least three years of full-time teaching experience are eligible to apply. Application deadline: September 7, 2007.

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Special Education Resources

Find, Choose & Keep Great DSPs:Toolkits for Families and People with Disabilities
http://rtc.umn.edu/ildspworkforce/
These toolkits from the Research and Training Center on Community Living, Institute on Community Integration—one for people with disabilities and one for their families and support providers—aim to help people with disabilities and their families find quality, caring, and committed Direct Support Professionals (DSPs). The toolkits, which can be used together or separately, provide information on where individuals and families can find DSPs; how individuals and families can choose the best DSP for their needs, including how to develop a realistic job preview; and how to train and support DSPs in the job. Both are available in PDF.

Policy Research Brief:A Qualitative Study of the Experiences of Transition-Age Youth with Disabilities in Relation to SSI Redetermination  
http://ici.umn.edu/products/prb/181/default.html
This brief from the Institute on Community Integration presents selected findings from a study and literature review describing the experiences of Supplemental Security Income (SSI) recipients and nonrecipients and their families in relation to the age 18 redetermination process, and in relation to their efforts to achieve postschool employment, independent living, and related community participation outcomes.

At A Glance:OSEP-funded Technical Assistance Resources Related to Procedural Safeguards  
http://www.directionservice.org/pdf/At%20a%20Glance%207.25.07.pdf
This document from CADRE, The Consortium for Appropriate Dispute Resolution in Special Education, provides information on resources that can help states improve their performance on the dispute resolution indicators reported on the SPP/APR. Available in PDF (5 pages, 48 KB).

Core Principles for Engaging Young People in Community Change  
http://www.forumfyi.org/Files/FINALYouth_Engagement_7.9.pdf
Engaging youth as partners in community change is a compelling idea, but translating it into effective practice requires focused attention to a range of issues. This Forum for Youth Investment paper looks at important but simple principles for research and practice that can help schools, youth groups, and community organizations strengthen youth leadership and youth involvement. Available in PDF (32 pages, 804 KB).

IDEA 2004 Video Clips
http://idea.ed.gov/explore/view/p/,root,dynamic,VideoClips,
The U.S. Department of Education has created a series of video clips designed to make the IDEA 2004 Part B final regulations easier to navigate. Video clips are available on the following topics: Children Enrolled by Their Parents in Private Schools, Discipline, Early Intervening Services/Response To Intervention (RTI), Highly Qualified Teachers, Individualized Education Program (IEP) – Changes in Initial Evaluation and Reevaluation, Monitoring and Enforcement, National Instructional Materials Accessibility Standard (NIMAS), and Procedural Safeguards.

Kids Count 2007 Data Book Online  
http://www.kidscount.org/sld/databook.jsp
The Annie E. Casey Foundation has published its annual Kids Count Data Book. You can read it on-line or order a hard copy. Data from the Data Book are also available in an online database, “State Level Data Online”, where users can generate custom graphs, maps, ranked lists, and state-by-state profiles; or download the entire data set as delimited text files.

Learning Opportunities for Your Child Through Alternate Assessments
http://www.ed.gov/parents/needs/speced/learning/learning-opportunities.pdf
This booklet from the U.S. Department of Education introduces parents to the “big ideas” contained in school improvement efforts under NCLB and IDEA, and provides them with the information they need to help ensure that their children can benefit from these efforts. It also suggests sources of additional information that parents can use to help their children benefit from the nationwide education reform and accountability efforts intended to ensure high expectations for all children. Available in PDF (27 pages, 1.45 MB).

Retooling Career Technical Education  
http://www.nga.org/Files/pdf/0706TECHED.PDF
This brief from the National Governors Association looks at incorporating career technical education (CTE) into high school reform. CTE programs are evolving from preparing students for specific trades to preparing them for a range of careers in an industry. They offer students real-world learning opportunities leading to lower dropout rates and greater earnings for high school graduates. Available in PDF (13 pages, 188 KB).

Understanding High School Graduation Rates
http://www.all4ed.org/premium-publications/wcwc/
Nationally, and for each state, this document from the Alliance for Excellent Education illustrates the discrepancies in graduation rates reported by government and independent sources, examines why this is important, and describes three policy areas fundamental to calculating, reporting, and improving graduation rates: use of common, accurate graduation rate calculations; statewide data systems that track individual student data from the time students enter the educational system until they leave it; and policies that meaningfully hold high schools accountable for improving student achievement on test scores and increasing graduation rates.

Autism Awareness Centre Inc.
http://www.autismawarenesscentre.org/
The Autism Awareness Centre, a Canadian organization, provides information, education, and resources to families and professionals who live and work with individuals with Autism Spectrum Disorder. Its Web site includes information and news about autism, where to find help in your area (including in the U.S.), a calendar of upcoming autism-related events, an autism RSS feed, and more.

The Center for Universal Design in Education
http://www.washington.edu/doit/CUDE/
The Center for Universal Design in Education (UDE) develops and collects Web-based resources to help educators apply universal design to all aspects of the educational experience: instruction, student services, information technology, and physical spaces. Its Web site includes information on universal design in general and at the elementary, secondary, and postsecondary levels; links to projects, exhibits, and conferences on universal design; information on resources and training; and more. UDE is a project of DO-IT, University of Washington.

“My Future My Plan” Proven Effective  
http://www.stateart.com/news.php?newsItemId=33
My Future My Plan—the video, student resource workbook, and parent/teacher guide developed by State of the Art, Inc. in partnership with NCSET—provides comprehensive information on transition planning, including how to use the IEP to drive the transition process. It was evaluated with parent/student dyads that closely represent the national IEP population. The research yielded promising results, including positive attitudinal changes toward IEP meetings, increased self-efficacy related to managing transition planning tasks, and desired behavior changes such as increased information-seeking about transition planning.

Collecting Post-School Outcome Data: Strategies for Increasing Response Rates
http://www.ndpc-sd.org/docs/FINAL_PSO_doc.pdf
This document from the National Dropout Prevention Center for Students with Disabilities and the National Post-School Outcomes Center provides an overview of the IDEA requirements for collecting post-school outcome data, challenges faced by states in collecting such data, and recommended strategies for securing sufficient response rates, especially from youth who drop out of school. Available in PDF (11 pages, 3.0 MB).

Dropout Rates in the United States:2005
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007059
This report from the National Center for Education Statistics (NCES) builds upon a series of NCES reports on high school dropout and completion rates that began in 1988. It presents estimates of dropout rates for 2005 and provides data on trends in dropout and school completion rates over the last three decades (1972-2005), including characteristics of dropouts and completers.

Family Involvement in Middle and High School Students’ Education  
http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/adolescent.html
This brief from the Harvard Family Research Project synthesizes research studies that link family involvement in middle and high school to youths’ academic and social outcomes. It also profiles evaluated programs to show what works to promote family involvement and student achievement during this critical developmental period, and highlights how to use this research to promote effective policies and practices.

Foreign Languages and Students with Learning, Hearing, or Vision Disabilities
http://www.miusa.org/ncde/tipsheets/foreignlang/
This Tip Sheet from the National Clearinghouse on Disability and Exchange offers strategies for optimizing students with learning, hearing, or vision disabilities’ world language and English language learning, and provides links to research articles related to learning disabilities, blindness, and deafness.

Improving Teacher Retention with Supportive Workplace Conditions  (June 2007) Newsletter
http://www.centerforcsri.org/index.php?option=com_content&task=view&id=466&Itemid=5
This issue of the newsletter of The Center for Comprehensive School Reform and Improvement reviews research on the importance of supportive working conditions for teachers, including the following factors: time, principal leadership, empowerment and professional influence, professional development, and curricular resources. It also offers strategies for improving each factor.

Literacy Instruction in the Content Areas:Getting to the Core of Middle and High School Improvement  
http://www.all4ed.org/premium-publications/LiteracyContent/index.html
Policymakers across the country have begun to implement programs and services designed to help struggling adolescent readers catch up in essential literacy skills, particularly reading fluency, vocabulary, and comprehension. However, as this report from the Alliance for Excellent Education argues, if students are to be truly prepared for the sophisticated intellectual demands of college, work, and citizenship, then these reforms will not be enough. Even as their schools help them to catch up in the basics, students also must be taught the advanced literacy skills that will enable them to succeed in the academic content areas.

Numbers and Types of Public Elementary and Secondary Education Agencies from the Common Core of Data:School Year 2005-06  
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007353
This report from the National Center for Education Statistics presents national and state-level data about the number of regular school districts and other local education agencies, school district size, grades served, and the number of school districts in city, suburban, town, and rural locales.

Public Policy Aspects of Developmental Disabilities  
http://www3.interscience.wiley.com/cgi-bin/jhome/38853?CRETRY=1&SRETRY=0
This special issue of Mental Retardation and Developmental Disabilities Research Reviews includes articles on the following topics: federal family and disability policy, issues related to the diagnosis and treatment of autism spectrum disorders, and implications of No Child Left Behind for students with developmental disabilities.

The Politics of Knowledge:Why Research Does (or Does Not) Influence Education Policy  
http://www.aei.org/events/eventID.1455,filter.all,type.upcoming/event_detail.asp
This Web page contains links to eleven papers from the May 21, 2007 American Enterprise Institute for Public Policy Research conference. The papers were commissioned to examine how and why high-quality research influences policy, how research is used (or misused) in core policy areas, and how education research is consumed by key audiences.

Strong American Schools:ED in ‘08
http://www.edin08.com/
Strong American Schools is a nonpartisan public awareness and action campaign which seeks 1) to ensure that the nation engages in a rigorous debate and 2) to make education a top priority in the 2008 presidential election. It seeks a serious nationwide debate on education reform in which every presidential candidate addresses three priorities that hold great promise for improving education: agreeing on American education standards, providing effective teachers in every classroom, and giving students more time and support for learning. The campaign does not support or oppose any particular candidate for public office or any political party.

The Whole Child:An Initiative of ASCD
http://www.wholechildeducation.org/
ASCD has launched this public engagement and advocacy campaign—called The Whole Child—to encourage schools and communities to work together to ensure that each student has access to a challenging curriculum in a healthy and supportive climate. ASCD proposes a broader definition of achievement and accountability that promotes the development of children who are healthy, safe, engaged, supported, and challenged. You can grade your school on these goals, share your story, spread the word, and more at the Web site of The Whole Child.

A Voice From the Middle:Highlights of the 2007 NASSP/PDK Middle School Student Poll 
http://www.pdkintl.org/ms_poll/ms_poll.htm
This report from the National Association of Secondary School Principals and Phi Delta Kappa International includes highlights from a nationwide survey of middle school students conducted by Harris International. The survey of 1,814 students in seventh and eighth grades reveals several stark contrasts between students’ educational goals and their beliefs about how they will achieve them.

Academic Interventions to Help Students Meet Rigorous Standards:State Policy Options  
http://www.hsalliance.org/_downloads/NNCO/AcademicInterventionsFinal.pdf
This report from the National High School Alliance reviews the literature of national policy and research organizations to identify academic interventions that help students who are at risk of not meeting higher academic standards, and provides a range of options state policymakers can consider in designing state-level intervention programs. Available in PDF (42 pages, 265 KB).

Dropout Prevention for Students with Disabilities:A Critical Issue for State Education Agencies  
http://www.betterhighschools.org/docs/NHSC_DropoutPrevention_052507.pdf
This Issue Brief from the National High School Center provides guidance to states as they respond to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requirements related to dropout prevention for students with disabilities. It also discusses State Performance Plans as starting points for states to develop data collection and monitoring procedures, and provides states with considerations and recommendations for adopting a consistent method of tracking dropout data. Available in PDF (11 pages, 100 KB).

Dropout Risk Factors and Exemplary Programs:A Technical Report  
http://www.dropoutprevention.org/resource/major_reports/communities_in_schools.htm
This study, conducted by the National Dropout Prevention Center/Network and sponsored by Communities In Schools, Inc., finds that there are multiple risk factors which increase the likelihood that students will drop out. The evidence clearly shows that dropout is always the result of a long process of disengagement that sometimes begins even before the child enrolls in kindergarten. The report also provides information on 50 programs that were found to be effective in addressing these risk factors.

Engaging Young People in Juvenile Justice Reform  
http://www.collab4youth.org/ncy/documents/YouthInvolvementBrief.pdf
Sometimes, the most informed perspectives are left out of the juvenile justice reform discussions: those of youth themselves. This brief from the National Collaboration for Youth and the National Juvenile Justice Network aims to bring youth voices into the discussion. It addresses barriers to this and highlights community-based groups and nonprofits that empower youth as advocates. Available in PDF (10 pages, 3.2 MB).

Facts from NLTS2:Secondary School Experiences of Students with Autism  
http://ies.ed.gov/ncser/pdf/20073005.pdf
This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the National Longitudinal Transition Study-2 (NLTS2). Approximately 1,000 youth with autism are included in NLTS2’s nationally representative sample of more than 11,000 students with disabilities. The fact sheet provides information on the courses taken by, instructional settings of, curriculum and instruction for, and teacher perceptions of students with autism, as well as types of accommodations and supports provided to them. Available in PDF (16 pages, 692 KB).
 
IES 2007 Biennial Report to Congress  
http://ies.ed.gov/director/20076004.asp
The Institute of Education Sciences (IES), U.S. Department of Education has issued the Director’s Biennial Report to Congress, covering IES activities and accomplishments in 2005 and 2006. The report includes a description of IES’ activities and the activities of its four National Education Centers, as well as a summary of all IES grants and contracts in excess of $100,000 during the biennium.

Learning Disabilities Resource Kit:Specific Learning Disabilities Determination Procedures and Responsiveness to Intervention  
http://www.nrcld.org/resource_kit/
This resource kit from the National Research Center on Learning Disabilities aims to help educators navigate the changes related to specific learning disability (SLD) determination and responsiveness to intervention (RTI). It features general information for educators, “how-to” manuals to guide discussions of SLD determination and RTI, and briefs to help parents understand RTI and SLD determination changes.

Need For and Use of Family Leave Among Parents of Children With Special Health Care Needs 
http://pediatrics.aappublications.org/cgi/content/abstract/119/5/e1047
Parents of children with special health care needs are especially vulnerable to work-family conflicts that family leave benefits might help resolve. This article, published in the journal Pediatrics, examines leave-taking among full-time-employed parents of children with special health care needs.

On the Move:Helping Young Adults with Serious Mental Health Needs Transition into Adulthood  
http://www.connectforkids.org/PYT_brief.pdf
Youth with emotional or mental illness risk an abrupt loss of services when they age out of the child mental health system at age 18 or 21. This brief examines the Substance Abuse and Mental Health Services Administration Partnerships for Youth Transition Initiative, which brought together systems and resources in five sites to serve transition-age youth. It also looks at what’s next for federal and state policy, and what communities can do to support these youth. Available in PDF (10 pages, 309 KB).

Annie E. Casey Foundation Web Site Redesigned
http://www.aecf.org/
The Annie E. Casey Foundation has launched a new and improved Web site. The new format provides easy access to information about the Foundation’s work, approach to philanthropy, and lessons learned about building thriving communities for vulnerable children and families. New or improved features include an interactive “Casey Places” map; KIDS COUNT databases; and Knowledge Center. Visitors can also sign up for e-mail newsletters, download publications, and stay current on the Foundation’s latest resources and announcements.
 
DiversityData.org
http://diversitydata.sph.harvard.edu/
Diversitydata.org, a Web site from the Harvard School of Public Health, allows visitors to explore how metropolitan areas throughout the U.S. perform on a diverse range of social measures. Available data relevant to education include: proportion of the population that is foreign born, non-English language spoken at home, child poverty rate, composition of public school enrollment by race/ethnicity, poverty rate of school where average primary school student attends by race/ethnicity, and segregation of the population.

National Assessment of Educational Progress:The Nation’s Report Card
http://nces.ed.gov/nationsreportcard/
This Web site from the National Center for Education Statistics is devoted to the National Assessment of Educational Progress (NAEP), the only nationally representative and continuing assessment of what America’s students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts.

YouthScape:The National League of Cities’ Web Space for Youth City Leaders
http://www.youthscape.org/
YouthScape, the National League of Cities’ home on the Web for youth leaders of cities (through youth councils, community groups, or on their own), is where youth from across the country can meet up and talk with other young leaders about the issues facing youth in cities and towns across America. Youth leaders can use the site to share ideas and get support, find out about events, and speak up using a national platform.

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Upcoming Conferences, Workshops, and Events

August 2007

Leadership and Change with Family Leaders
Date: August 9, 2007
1:00-2:30 p.m. (Eastern)
Teleconference Call
Website:http://gucchd.georgetown.edu/programs/ta_center/tacalls2007.html
NOTE: This teleconference call was rescheduled from May 17, 2007 to August 9, 2007.
Abstract: Family leaders are assuming larger roles in helping states reform their service delivery systems. During this teleconference, offered by the Georgetown University Center for Child and Human Development, family leaders will describe their roles in helping states and communities design and implement system change towards the goals of family-driven and youth-guided services. They will explain the difference between leadership and advocacy, describe the skills used for each, and explain how each skill set can be used most effectively to promote systems reform. Participation is free, but registration is required. 

Shaping An Accessible World: Conference of Telecommunications for the Deaf and Hard of Hearing (TDI)
Date: August 23-25, 2007
Location: San Mateo, CA
www.tdi-online.org

National Early Childhood Technical Assistance Center’s (NECTAC) Measuring Child and Family Outcomes National Meeting
Date: August 26-28, 2007
Location: San Mateo, CA
www.nectac.org

 September 2007

National Rehabilitation Association’s Annual Training Conference and Exhibit Showcase
Date: September 6-9 , 2007
Location: Tucson, AZ
www.nationalrehab.org

A Roadmap for Recreational Therapy:American Therapeutic Recreation Association (ATRA)’s Conference
Date: September 9-13
Location: Milwaukee, WI
www.atra-tr.org

2007 National Dropout Prevention Conference
Conference
Date: September 14, 2007 – September 16, 2007
Location: Phoenix, AZ
http://www.ade.az.gov/asd/dropout/conference/
Abstract: Teachers of grades 6-12, administrators, counselors, curriculum specialists, state education leaders, college/university educators, business/industry leaders, guidance staff, job center staff, Tech Prep leaders, school board members, advisors, and career development facilitators and instructors are encouraged to attend this conference presented by the Arizona Department of Education. Effective strategies and best practices to combat the dropout problem will be presented.

WHAT CAUSED MY SYMPTOMS?
Date: FRIDAY, SEPTEMBER 14TH, 2007
Location: ORLEANS HOTEL and CASINO, LAS VEGAS, NEVADA
Sponsor of the Conference: THE RESULTS PROJECT and LEARNING CURVE CONSULTING
Web site address: www.whatcausedmysymptoms.com
Contact Information: 

Bob Bonisteel                                                                        
Learning Curve Consulting Inc
613-692-0296
www.learningcurveconsultingsite.com                                                                                                
Abstract: This one day conference and expo features a highly educational program designed to show that there are too many unnecessary drugs prescribed to treat conditions that can be alleviated by simply altering one’s diet.

A group of renowned international speakers will explain why it is important for parents, teachers and medical professionals to obtain lab tests before allowing drugs to be prescribed to treat psychological conditions like ADD, OCD, ODD and depression. Lab tests can show that most of these situations are caused by toxic metals, nutrient depletion, sugar, delayed food allergies and hormone imbalances.

Thousands of people, especially our children, can and should be “drug free”. This program will enable parents, and the teachers they depend on, to better understand some strategies to reverse the use of unnecessary drugs.

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.

Leadership in the Midst of Diversity
Teleconference Call
Date: September 20, 2007 – 1:00 PM – 2:30 PM   (Eastern)
http://gucchd.georgetown.edu/programs/ta_center/tacalls2007.html
Abstract: Mental health service organizations, system of care communities, family and youth organizations, and other child-serving organizations must address 1) differing perceptions of “mental health”, expectations of a “helping relationship”, language skills and preferences, and interactions between cultural identity and mental health status; and 2) the implications of the need to develop and support a multicultural/multilingual workforce. This teleconference call will provide guidance on such issues based on the National Technical Assistance Center for Children’s Mental Health and the National Center for Cultural Competence curriculum “Leadership to Promote Cultural and Linguistic Competence in Child and Adolescent Mental Health.” Participation is free, but registration is required.

First Annual International NATTAP Conference
Conference
Date: September 26, 2007 – September 28, 2007
Location: Columbus, OH
http://www.ocali.org/nattap2007/
Abstract: The objectives of this conference are to review current models of systems, best practice in research and intervention use, and methods of capacity building, all of which contribute to the ultimate goal of improving outcomes for children and youth with autism spectrum disorders (ASD). Presented by the Network of Autism Training and Technical Assistance Programs (NATTAP) and the Autism Society of America (ASA).

 

October 2007

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

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

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
 

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

ELA Foundation Grants for Disability Arts and Advocacy
http://www.ela.org/grants/grants.html
The ELA Foundation provides grants of $1,000-$5,000 to nonprofit 501(c)(3) organizations led by or which support adults with disabilities age 22 or older. Specifically, it supports established programs in the arts (programs that support professional artists with disabilities or encourage a professional environment while enhancing creativity among people with disabilities who are not professional artists) and in advocacy (programs that promote legislative change or provide education to enhance knowledge and action to create laws and policies that promote better lives for people with disabilities). Grantees must demonstrate support from other foundations, corporations, and individuals. Application deadline: September 15, 2007.

Grants for Global Youth Service Day Lead Agencies
http://ysa.org/GYSD/LeadAgency/tabid/177/Default.aspx
Youth Service America is looking for lead agencies for National and Global Youth Service Day, April 25-27, 2008. Lead Agencies are organizations across the U.S. that increase the scope, visibility, and sustainability of National and Global Youth Service Day by leading city, regional, or statewide service projects. Past Lead Agencies have garnered national media attention, developed new partnerships, and engaged elected and public officials in their service and service-learning projects. Lead Agencies receive $2,000 planning grants sponsored by State Farm Companies Foundation, as well as direct assistance and support from Youth Service America. Application deadline: September 17, 2007.

Tommy Hilfiger Corporate Foundation Grants – Click Here
The Tommy Hilfiger Corporate Foundation supports programs/partnerships that promote educational opportunities for diverse populations in the U.S. Proposals must target K-12 and college students; expose students to career opportunities; help students develop skills in new technologies; leverage teacher/administrator, parental, and community involvement; include hands-on program activities; lead to comprehensive, systemic change on a regional and/or national basis; involve collaborative partnerships; demonstrate capacity to gain continuing support; result in dissemination and replication of lessons learned; have broad and positive impact on diverse populations including women, minorities, and at-risk students; and have an evaluation component with measurable results. Application deadline: October 1, 2007

2008 Magna Awards for School Boards
http://www.asbj.com/magna
American School Board Journal (ASBJ) is accepting online nominations for the 2008 Magna Awards. Presented in cooperation with Sodexho School Services, winners of the Magna Awards receive national recognition in a special supplement to ASBJ and are honored at the National School Boards Association’s annual conference. Awards are handed out in three enrollment categories: under 5,000 students, 5,001 to 20,000 students, and more than 20,000 students. Grand prize winners in each category receive a $3,500 cash award from Sodexho. Nomination deadline: October 1, 2007.

Best Buy Teach Awards
http://communications.bestbuy.com/communityrelations/teach.asp
The Best Buy Teach Awards program provides gift cards to schools so they can purchase technology for their students. This year, Best Buy will present $2,000 Best Buy Teach Awards to up to 1,300 schools; $10,000 Best Buy Teach Awards to up to 50 schools; and $100,000 Best Buy Teach Awards for 8 school districts. K-12 public, private, and parochial schools using interactive technology in classrooms are eligible to apply. Applicant schools must be within 50 miles of a Best Buy store. Application deadline: September 30, 2007.

Ezra Jack Keats Foundation Grants
http://www.ezra-jack-keats.org/programs/minigrant.html
The Ezra Jack Keats Foundation offers mini-grants of $500 to public schools and public libraries for events/programs that encourage literacy and creativity in children. All public schools and libraries in the U.S. and its protectorates are eligible to apply. Application Deadline: September 15, 2007. 

Grants for the Education of At-Risk Youth from the Janus Foundation – Click Here
The Janus Foundation awards grants for innovative programs that support at-risk youth through education. Grants are made to innovative and visionary organizations and programs that have a lasting impact, ultimately leading their constituents to self-sufficiency. Applicant organizations should provide unique services and have strong partnerships with other nonprofits in order to provide comprehensive services to their constituents. The Foundation is interested in establishing partnerships with nonprofits that provide leadership in the community and that make a difference in providing solutions to community needs. Nonprofit organizations throughout the U.S. are eligible to apply. Application deadline: August 31, 2007.

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Latest Career Center Classifieds

Early Intervention Official Designees

NEW YORK
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:  Manhattan

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

How to Apply
Please submit your cover letter and resume to:

NYC Health and Hospitals Corporation
Central Office Human Resources Services
346 Broadway, Suite 711
New York, New York 10013
ATTN: Recruitment
Fax: (212) 267-9406

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

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

_________________________

Assistant Director of Early Intervention Program

New York
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: Bronx, Brooklyn, Queens

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 – Please submit your cover letter and  resume to:

NYC Health and Hospitals Corporation
Central Office Human Resources Services
346 Broadway, Suite 711
New York, New York 10013
ATTN: Recruitment
Fax: (212) 267-9406

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

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

_________________________

Coordinator

Any location
Job Category: Coordinator

Description:  Production of paintings.  I have had my work featured on trading cards, prints and in magazines.  I need a co-ordinator  who will be co-ordinating and documenting my transactions for me.  I need someone that is straightforward and reliable.  Will not affect your present state of work.Might be making up to $600 a week.  If interested write me via dkbrowngallery@sify.com

Requirements:  straightforward and reliable

Benefits:  55,00-60,000 yr

Contact:  dkbrowngallery@sify.com

_________________________

Assistant Professor of Education

Altoona, PA
Job Category: Assistant Professor of Education

Description:  The Pennsylvania State University, the Altoona College invites applications for a tenure-track position in Special Education beginning in Fall 2008.  Qualifications include a Doctorate in Special Education or related field.  The candidates should be able to teach courses in special education and educational psychology.  Research specialization is open.  Candidates should have a strong commitment to teaching, research, community service, advising, and working with undergraduates and colleagues in an expanding program.  The position requirements include teaching three courses per semester, conducting research, and providing related service. 

Requirements: The candidates must provide evidence of teaching experience, preferably in diverse settings.  Previous experience in K-12 settings and professional development models is desirable.  Applicants should present a record of evidence and potential effectiveness in teaching, research, and service.  Candidates with a commitment to undergraduate education, interests in undergraduate research, and/or experience in program development will be given strong consideration.

Benefits:  Penn State Altoona offers a competitive salary and an attractive benefits package.

Contact:  Applicants should send a letter of application establishing their qualifications; a current vita; a description of teaching philosophy and evidence of teaching effectiveness; a statement of research interests; transcripts (official transcripts required at the time of an interview); and a minimum of three letters of reference.  Applicants are strongly encouraged to submit their applications and accompanying materials electronically to edhdss@psu.edu in Word or PDF formats.  Review of applications will begin the week of November 1, 2007, and continue until the position is filled.  Non-electronic inquiries, applications, and additional materials should be sent to:

Chair Search Committee for Education
Penn State Altoona
Box/Pos. A-25487
3000 Ivyside Park
Altoona, PA  16601-3760

For additional information about Penn State Altoona, please visit our web page at http://www.aa.psu.edu.

Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce.

_________________________

SPECIAL EDUCATION TEACHER

Prince George’s County, MD
Job Category: 10 Month Position

Prince George’s County Public Schools is the 2nd largest school system in the state of Maryland and one of the largest in the nation. We are a system recognized for placing teaching careers on the fast track, and fervently committed to continuous improvement.
 
Our incentives include:

SPECIAL EDUCATION DIFFERENTIAL
$7,000 for National Board Certified Teachers
Relocation Package Available
Year-Round Salary Option
Loan Forgiveness Programs
New Higher Salary Scale
AND MORE!

To qualify, we require:

• Bachelor’s Degree in applicable field of education from a regionally accredited college or university
• Holds or is eligible for a Professional Certificate appropriate to area of assignment issued by the Maryland State Department of Education
• Ability to work with diverse populations
• Knowledge of school organization, goals and objectives, curriculum, teaching techniques, current trends, research, and materials of instruction in field of specialization
• Excellent knowledge and understanding of the teaching and learning process
• Ability to provide instruction that reflects multiple perspectives and multicultural education
• Ability to infuse technology into curriculum
• Ability to work effectively with students, parents, administrators, colleagues, community, and other school system staff
• Excellent oral and communication skills

We offer a competitive salary and excellent benefits package. To apply and learn more, visit us at:

www.americasclassroom.org

_________________________

Special Education Teacher/ Speech-Language Pathologist/ Speech Technician

Omaha, NE
Job Category: Special Education Teacher, Speech-Language Pathologist, Speech Technician

Description: The Omaha Public School District offers opportunities for dynamic Special Education Teachers, ECSE-K Speech Language Pathologist and Speech Technicians who are committed to academic excellence for its diverse student population.  This urban school district is recognized for providing quality education for all students.

Requirements:  Special Education Teachers and Speech Technicians require a minimum of a Bachelor’s Degree and a valid Nebraska Teaching Certificate (applicable level/area endorsement).  Speech-Language Pathologists require a minimum of a Master’s Degree and a valid Nebraska Teaching Certificate (applicable level/area endorsement).  Excellent interpersonal and communication skills required, and the ability to work effectively with students, staff, and the community. 

Contact:  Interested and qualified applicants should submit a letter of application, personal resume and letters of reference to: 

Omaha Public Schools-Human Resources
Attention: Ms. Therese Bender
3215 Cuming Street
Omaha, NE 68131-2024
Fax: 402-557-2329
Visit our web site at:http://www.opa.org 

Equal Opportunity Employer

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Special Education Teacher

Manama, Bahrain (Arab Gulf Region)
Job Category: Special Education Teacher

Description: A special education teacher is needed to work one on one with a 14-year old female student who is attending the 8th grade at a regular school in Bahrain.  The special education teacher will utilize her skills and practical experience to help the student achieve her fullest potential while focusing on her emotional, mental, physical and social developmental needs.  She is expected to structure regularly scheduled short study sessions with the student at home and work with her in the classroom at school.  This individual will work as a team member with other individuals by scheduling regular consultation with school administrators, parents, and other staff members to evaluate individual progress and plan customized lessons as needed.  This person will also act as a resource specialist working one on one with the student while consulting with classroom teachers and ongoing programs taking place at school.

Requirements: This position requires a Masters in Special Education and at least 2 years of experience working in the field.  Experience working abroad is a plus and cross cultural sensitivity is a must.

Benefits: Salary is commensurate with experience.  A generous benefit package is available along with a paid return ticket to the US once a year.  The position offers fully paid accommodation.

Contact: Dr. Nora A. Pharaon 201-486 3987
email:pharaon3@aol.com
Ms. Diala Pharaon 973-984 6417
email:dpharaon@gaincontact.com
www.gaincontact.com
Fax: 973-206 9296

Gain Contact Group, LLC.
97 Village Drive
Morristown
NJ,  07961

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Principal / Director of Education and Training

Richmond, CA
Job Category: Principal , Director of Education and Training

A Better Chance School uses a holistic approach to the education of our students. Our students are educated through the development of their physical, emotional and intellectual selves.

In this position you will:

• Have the opportunity to be creative.
• Be a part of a school that uses only positive programming.
• Be a part of a family atmosphere.
• Be a part of a 25 year old distinguished program.
• You will work in a beautiful new building.
• You will be a team leader.

Description:

• Provide overall leadership, direction and decision making for a California Department of Education certified non-public school serving with autism spectrum disorders and related disabilities ages five through twenty two.
• Provide oversight of contractual and financial operations, and compliance with all legal, regulatory, and Board of Director mandates.
• Maintain operational systems that assure efficient and effective operation of programs and provide relevant data for evaluation.
• Develop, track, and evaluate program goals.
• Develop and implement individualized education and behavioral programs utilizing a variety of methodologies.
• Provide day to day supervision to school staff of forty, identifying areas for intervention and the development of strategies to improve staff and program performance.
• Perform program reviews and staff development training programs for a range of needs including behavior management, functional analysis, and positive programming.
• Develop and implement Functional Behavior Assessment and Intervention Plans for all students.
• Serve on Executive Leadership Team and Clinical/Risk Assessment Team for the California Autism Foundation.
• Develop and coordinate a relevant California standard based curriculum.
• Provide ongoing orientation and training to classroom staff regarding all educational components of classroom programs.
• Develop, manage and implement educational and related reports.
• Maintain educational records and complete required educational assessments.
• Prepare and coordinate student, classroom and staff schedules.
• Responsible for interviewing, hiring, orientating, training and supervising classroom staff.
• Develop and deliver training curriculum for families, care providers and 300+ Foundation staff.

Qualifications:

• This position requires a Master’s degree in Education, Special Education, Psychology or other related field.
• Possession of, or ability to obtain prior to employment, a valid California Special Education Credential is required. 
• Minimum of 5-7 years of relevant experience, working with individuals with severe disabilities and challenging behaviors in a classroom setting.
  BCBA is preferred.
• Must have at least 3-5 years of supervisory experience
• Working knowledge of Microsoft applications such as Word, Excel, Outlook, and PowerPoint. The ideal candidate will have extensive leadership experience in special education and a creative, entrepreneurial spirit.

Required Materials:

• Cover letter stating reasons for application and summarizing candidate’s qualifications.
• Resume
• 3-5 current letters of recommendation.

Benefits:

Position is full time with competitive wages and benefits package.

Contact Information:

Please include all information listed above and email to:  vmerritt@calautism.org. / Valisha Merritt – Human Resources Director  or fax to (510) 758-1040.

Hard copy can be mailed to:
California Autism Foundation
4075 Lakeside Drive
Richmond, CA 94806

California Autism Foundation is an equal opportunity employer.

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