May 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Intersection: Navigating the Road to Work

• Latest Job Opportunities Posted on NASET

• Special Education Resources

• Upcoming Conferences, Workshops, and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

Update from the U.S. Department of Education

Delaware and Tennessee Win First Race to The Top Grants

U.S. Secretary of Education Arne Duncan announced today that Delaware and Tennessee have won grants in the first phase of the Race to the Top competition.

“We received many strong proposals from states all across America, but two applications stood out above all others: Delaware and Tennessee,” Duncan said in announcing the winners. “Both states have statewide buy-in for comprehensive plans to reform their schools. They have written new laws to support their policies. And they have demonstrated the courage, capacity, and commitment to turn their ideas into practices that can improve outcomes for students.”

Delaware will receive approximately $100 million and Tennessee $500 million to implement their comprehensive school reform plans over the next four years. As with any federal grant program, budgets will be finalized after discussions between the grantees and the Department, and the money will be distributed over time as the grantees meet established benchmarks.

The U.S. Department of Education will have about $3.4 billion available for the second phase of the Race to the Top competition.

“We set a very high bar for the first phase,” Duncan said. “With $3.4 billion still available, we’re providing plenty of opportunity for all other states to develop plans and aggressively pursue reform.”

The $4.35 billion Race to the Top Fund is an unprecedented federal investment in reform. The program includes $4 billion for statewide reform grants and $350 million to support states working together to improve the quality of their assessments. The Race to the Top state competition is designed to reward states that are leading the way in comprehensive, coherent, statewide education reform across four key areas:

• Adopting standards and assessments that prepare students to succeed in college and the workplace
• Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction
• Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most
• Turning around their lowest-performing schools

Forty states and the District of Columbia submitted applications for the first phase of grants. Delaware and Tennessee were selected from among 16 finalists who presented their proposals to panels of peer reviewers earlier this month.

The peer reviewers awarded the highest scores to Delaware and Tennessee. They awarded Delaware and Tennessee high marks for the commitment to reform from key stakeholders, including elected officials, teacher’s union leaders, and business leaders. In both states, all school districts committed to implementing Race to the Top reforms. Delaware and Tennessee also have aggressive plans to improve teacher and principal evaluation, use data to inform instructional decisions, and turn around their lowest-performing schools. In addition, both states have put in place strong laws and policies to support their reform efforts.

Applications for Phase 2 of Race to the Top are due on June 1, 2010. To help states as they prepare their proposals and to continue the nationwide dialogue on education reform, the Department of Education has made all Phase 1 applications, peer reviewers’ comments, and scores available on its website; videos of states’ presentations will be posted next week.

The Department is making one change to the rules for the Phase 2 competition. To fund as many strong applications as possible, the Department of Education is requiring states’ budgets to be within the ranges that were suggested in the original notice. Details are available on the Department’s Web site and will appear in the Federal Register later this week.

U.S. Department of Education Videos Highlight Successful School Turnaraounds

The U.S. Department of Education has produced a new series of videos that illustrate how several school districts have successfully turned around low-performing schools using the four models endorsed by the Department’s $4 billion Title I School Improvement Grant program. Through interviews with school administrators, teachers, parents and students, these short online films aim to show how sometimes difficult changes in school leadership, personnel, curriculum and culture can lead to dramatic improvements in student achievement.

The Title I School Improvement Grant program makes funds available to states by formula, to help them target the bottom 5 percent of U.S. schools, or approximately 5,000 chronic underperforming schools nationwide. Local school districts compete for the funds while identifying the schools they want to overhaul, and then determine which of four models is most appropriate:

• TRANSFORMATION MODEL: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.
• TURNAROUND MODEL: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies.
• RESTART MODEL: Convert a school or close it and re-open it as a charter school or under an education management organization.
• SCHOOL CLOSURE: Close the school and send the students to higher-achieving schools in the district.

“Chronically underperforming schools are a national problem,” said Secretary of Education Arne Duncan. “States and districts must rise to the challenge. When a school continues to perform in the bottom five percent of the state and isn’t showing signs of growth, or has graduation rates below 60 percent, something dramatic needs to be done. We all have a moral obligation to do the right thing for our children.”

The Title I School Improvement Grant program’s models were informed by successful examples from across the country. To date, 19 states have received School Improvement Grant funds to turn around their persistently lowest-achieving schools. Their applications are online at http://www2.ed.gov/programs/sif/summary/index.html. In total, $3.5 billion will be made available to states this spring from money set aside for school turnarounds in the Department’s 2009 budget and the American Recovery and Reinvestment Act, with an additional $500 million from the Department’s 2010 budget to be distributed in late summer or fall.

The Department’s new video series highlights the following schools where these four models are at work and showing positive results for students:

George Hall Elementary School: Beginning in 2004, George Hall Elementary School in Mobile, Ala., implemented dramatic changes to turn around the school, including hiring a new principal and extending the school day by an hour. Prior to 2004, George Hall was one of the lowest performing schools in Alabama. The school experienced declining test scores, a lack of community and parental involvement, student engagement and student disciplinary concerns. After turning around George Hall, more than 90 percent of students were performing at or above proficiency in both reading and math. In 2008, the U.S. Department of Education named George Hall a Blue Ribbon School of the Year, and in 2009, Education Trust awarded the school with its Dispelling the Myth Award.

Pickett Middle School: In 2007, Pickett Middle School in Philadelphia was closed and reopened under an independent charter organization, Mastery Charter Schools. Prior to undergoing this change, Pickett experienced severe student disciplinary problems. Student suspensions were high and academic performance was low. Under Mastery management, the Pickett campus established a learning environment focused on producing college and career-ready students. In just one year, student violence went down dramatically, while student performance increased by double digits in both math and reading.

Hamilton County School District: In 2000, the Hamilton County School District in Chattanooga, Tenn., teamed up with a community partner to transform eight of the 20 lowest-performing grade schools in the state of Tennessee. The county built leadership teams to establish staff development and incentives programs to attract and retain talent. After the transformation, third graders’ performance on state exams increased from 53 percent (2003) to 78 percent in reading and language arts (2008) and from 50 percent (2003) to 72 percent (2008) in math.

Harvard School of Excellence: In 2006 Harvard was ranked among the 10 worst schools in Illinois. To turn the school around, the school hired a new principal and mostly new faculty. By the end of its first year, Harvard reduced absences by an average of five days per student. After two years, Harvard students meeting or exceeding state testing standards increased by 25 percent.

James Johnson Public School: In 2008, James Johnson Public School in Chicago teamed up with the Academy for Urban School Leadership to turn the school around. Prior to turning around, James Johnson was plagued by student disciplinary concerns and only 40 percent of students were meeting state standards in reading, math and science. Today, James Johnson teachers, parents and students credit the turnaround with improving student behavior, increasing student performance and enhancing parental engagement.

Locke Senior High School: In 2007, Locke Senior High School in Los Angeles came under the management of Green Dot, a nonprofit charter organization. Prior to 2007, Locke sent only 5 percent of graduating seniors to four-year colleges. Today, 71 percent of Locke’s graduates have gone on to attend college. Teachers and students once described Locke as a “chaotic” environment where teachers would let students “walk out of school and…wouldn’t say anything.” The environment led to a violent school riot in 2006. Since then Locke has decreased student suspensions involving drugs or violence from 21 percent to 5 percent, and has implemented small learning communities to improve performance and accountability, build strong relationships among principals, teachers and students, and create a safe environment where students pursue academic success.

Visit http://www.ed.gov/blog/2010/03/whats-possible-turning-around-americas-lowest-achieving-schools/ to learn more and watch interviews with school administrators, teachers, parents and students.

$350 Million Now Available to Help Consortia of States Create Next Generation of Assessments

U.S. Secretary of Education Arne Duncan has set aside up to $350 million of Race to the Top funds to support a consortia of states in developing and implementing a new generation of assessments. The Race to the Top Assessment program is designed to fill an urgent need in the nation’s educational system—the need for valid and instructionally useful assessments that provide accurate information about what students know and can do and that are anchored in standards designed to enable every student to gain the knowledge and skills needed to succeed in college or the workplace by the time he or she graduates from high school.

“States are leading the way in creating new standards designed to ensure that students graduate from high school ready for success in college and careers,” Secretary Duncan said. “To fully realize this vision, states need new assessments that measure a broader range of students’ knowledge and skills.”

Funding will be awarded to a consortia of states that create assessments that:

• Measure standards that are rigorous, globally competitive, and consistent across the states in the consortium
• Provide accurate information about what students know and can do—including both students’ achievement of standards and students’ academic growth from year to year
• Reflect and support good instructional practice so they inspire great teaching
• Include all students from the outset—including English learners and students with disabilities
• Present data to everyone who needs it—students, parents, teachers, administrators, policymakers—in ways that are clear, useful and actionable

In addition to funding the development of a new generation of statewide standardized assessments to replace states’ current tests, the Department will award up to $30 million from the $350 million set-aside to fund better assessments for high schools. These “end-of-course” tests will support high school improvement efforts in consortium-member states by promoting broader and more equitable access to rigorous courses and a diverse set of course offerings in both academic and career/technical areas.

“Better tests will show us what kids are learning and what is working in the classroom,” Secretary Duncan said.

To provide expert and public input to its notice, the Department hosted 10 meetings in Boston, Atlanta, Denver, and Baltimore/Washington, D.C. to learn and facilitate sharing of information with states and the public. Given the highly technical nature of this work, the body of knowledge that exists about how best to design valid and instructionally useful assessments, and the many promising practices currently employed across this country and in others, the Department solicited a wide range of input from more than 40 assessment practitioners and researchers. Officials from 37 states and D.C. joined Department leadership and nearly 900 members of the public to hear from assessment experts in general assessment, high school assessment, the role of technology in assessment, assessing students with disabilities, and assessing English learners. The Department also received and reviewed written comments from 200 commenters.

Kentucky to Receive More Than $175 Million in Additional Recovery Funds

U. S. Secretary of Education Arne Duncan today announced that an additional $175,823,202 is now available for Kentucky under the American Recovery and Reinvestment Act (ARRA) of 2009. To date, Kentucky has received $1,140,763,686 through the Recovery Act. The state recently reported that recovery dollars have been used to provide funding for more than 7,300 education jobs from Oct. 1 to Dec. 31, 2009, while also supporting programs that drive education reform.

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

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

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

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

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

In addition to the more than $175 million announced today, the Recovery Act has provided $964,940,484in funding through 10 different programs to the state of Kentucky. Prior to today’s announcement, Kentucky had received:

• $475,518,587 in State Fiscal Stabilization funds through their successful completion of part 1 of the application. The State Fiscal Stabilization Fund program is a new one-time appropriation of $53.6 billion distributed directly to states to:

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

• $155,347,894 in Title I funds. The Recovery Act provides $10 billion in additional Title I, Part A funds to state education agencies (SEAs) and local education agencies (LEAs) to support schools that have high concentrations of students from families that live in poverty in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards.

• $174,468,453 in IDEA funds. The Recovery Act provides $12.2 billion in additional funding for Parts B and C of the Individuals with Disabilities Education Act (IDEA). Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child’s unique needs and prepare him or her for further education, employment, and independent living. Part C of the IDEA provides funds to each state lead agency designated by the Governor to implement statewide systems of coordinated, comprehensive, multidisciplinary interagency programs and make early intervention services available to infants and toddlers with disabilities and their families.

• $9,899,923 in Education Technology Grants. The Recovery Act provides $650 million in additional funding for Education Technology Grants. The primary goal of the Education Technology Grants program is to improve student academic achievement through the use of technology in schools. It is also designed to help ensure that every student is technologically literate by the end of eighth grade and to encourage the effective integration of technology with teacher training and curriculum development.

• $9,318,274 in Vocational Rehabilitation Funds. The Recovery Act provides $540 million in additional funding for the Vocational Rehabilitation (VR) State Grants program. The VR State Grants program provides grants to states to help individuals with disabilities, especially those individuals with the most significant disabilities, prepare for, obtain, and maintain employment.

• $751,379 in Independent Living Services Funds. The Recovery Act provides $140 million in additional funding for the Independent Living (IL) programs. The IL programs support services to individuals with significant disabilities and older individuals who are blind to maximize their leadership, empowerment, independence, and productivity, and to promote the integration and full inclusion of individuals with disabilities into the mainstream of American society.

• $2,365,837 in School Improvement Grants. The Recovery Act provides $3 billion in School Improvement Grants to support the transformational changes that are needed to turn around the nation’s persistently lowest-achieving schools by using rigorous school intervention models.

• $1,319,915 in McKinney-Vento Homeless Assistance funds. The Recovery Act provides $70 million under the McKinney-Vento Education for Homeless Children and Youth program to assist States and local educational agencies (LEAs) in addressing the educational and related needs of some of the most vulnerable members of our society – homeless children and youth – during a time of economic crisis in the United States.

• $133,175,053 in Pell Grants has been awarded to students attending schools in Kentucky. Pell Grants are awarded based on student applications, not by state. The Recovery Act provides $17.1 billion in additional funds for students across the country in need of Pell Grants. The Federal Pell Grant Program provides need-based grants to low-income undergraduate and certain postbaccalaureate students to promote access to postsecondary education. Students may use their grants at any one of approximately 5,400 participating postsecondary institutions. The additional funding allowed the Department of Education to raise the maximum Pell award from $4,731 to $5,350.

• $2,775,169 in Work Study funds have been awarded to students attending schools in Kentucky. The Recovery Act provides an additional $200 million to the Work-Study program, providing colleges and universities with additional funding to provide jobs to students to help with their college and living expenses.

Secretary Arne Duncan’s Testimony Before the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies Regarding the FY 2011 Education Budget

Chairman Harkin, Ranking Member Cochran, Members of the Subcommittee:

“I planned to begin today by talking about education reform because there is a lot of good news to report—but before I do I want to talk about education jobs.
We are gravely concerned that the kind of state and local budget threats our schools face today will put our hard-earned reforms at risk. Every day brings media reports of layoffs, program cuts, class time reductions and class size increases.

Here’s just a sample in some of your states:

• Mister Chairman, you and I recently visited schools in Iowa—which just announced 1500 layoffs—half of them teachers. In Ames they are reducing full-day kindergarten to half day, and delaying textbook purchases.
• In my home state of Illinois, they are looking at cutting 20,000 teaching jobs.
• California and New York have also announced more than 20,000 jobs cuts each.
• Schools in Jackson. Mississippi are increasing class size while public colleges in neighboring Louisiana are canceling summer classes in the face of $300 million in budget cuts over the next two years.
• I read recently that some schools in Kansas have gone to a four-day school week and Hawaii began Friday furloughs earlier this school year.
• New Jersey surveyed over 300 school districts and two-thirds are cutting sports, band, and clubs. Many are also dropping after-school programs.
• Charlotte North Carolina will cut 600 teachers next year—Appleton, Wisconsin is losing 50 positions—mostly teachers—while one district in Washington State is cutting ten percent of its teaching work force.
• In a survey of school administrators, a third of them say they may have to cut summer school, despite research showing that summer learning loss among low-income students is a significant contributor to the achievement gap.

While there is no hard number for the whole country, we think state budget cuts could imperil anywhere from 100,000 to 300,000 education jobs.
That not only creates hardships for educators who lose their jobs and the children they teach, but the damage ripples through the economy as a whole.
The layoffs would create a new drag on the economy when—despite the recent encouraging jobs report—we still have a long way to go.

Literally tens of millions of students will experience these budget cuts in one way or another. Moreover, schools, districts and states that are working so hard to improve—will see their reforms undermined by these budget problems.
The financial crisis facing public education is coming at an especially crucial moment for America. We are more focused than ever before on the importance of education to our economy and more committed than ever before to challenging ourselves to get better.

There is a broad consensus that we must invest at every level—from early childhood through college to help the next generation succeed. There is a deep commitment from stakeholders across the spectrum that education is one issue that can bring us together. And at every level of our education system, there is groundbreaking work underway to change the way we teach and learn.

Forty-eight states are working together to raise education standards across the country because they understand we must better prepare our children for college and careers. Let me be clear—this is a state-led movement. These are not federal standards. States are also preparing to compete in Phase Two of the Race to the Top competition. This $4 billion program—which represents less than one percent of K-12 education funding nationally—has prompted states and stakeholders to sit down together and have the kind of difficult but necessary conversations that have never happened before.

The results—in a word—are stunning—even before money is out the door. Legal barriers to reform have been eliminated, progressive labor agreements have been forged, and new partnerships have emerged around bold and far-reaching plans. By one count, 26 states have passed laws to strengthen their education reform agendas. And there is enormous demand for the program. Forty states and DC applied in Phase 1, requesting $13 billion dollars. We expect even more applications in Phase 2. And this is just one of our competitive programs. Thanks to school improvement grants provided by Congress in the last two budgets and the Recovery Act, educators across America are also confronting the toughest challenge in education—which is fixing their lowest-performing schools.

Thanks to the Investing in Innovation program, also created by Congress through the Recovery Act, school districts, foundations and community partners are developing innovative new learning models to take into our classrooms and schools. We expect as many as 2500 applications and we know that we will have at least two from every state. Today, our colleges of education are rethinking how they train teachers for the classrooms of tomorrow.

States, districts and schools are rethinking how they recruit, support and evaluate teachers in order to strengthen the profession. And today, millions more young people are getting grants to attend college, thanks to the leadership of the President and Congress and the historic decision to shift billions of dollars from bank subsidies for student loans to help low-income students pay for college.

All of this work has been accelerated by your leadership and your commitment to children and education. And with your leadership, we want to do much more to support this work at the local level. Our proposed ESEA blueprint is defined by three words: fair, flexible and focused.

• We want to create a fair system of accountability that—instead of stigmatizing schools and educators—rewards them for excellence.
• Rather than dictating one-size-fits all solutions—we want to give states and districts more flexibility to improve in the vast majority of schools that may have significant educational challenges but are by no means “failing.”
• And third—we want to focus resources and support on students most at risk in low-performing schools and schools with large ongoing achievement gaps.

Our 2011 budget request supports continuing formula funding for low-income and special education students, and teachers and principals, as well as students learning English, and other diverse populations from rural to migrant to homeless. But we also know that kids at risk are not well-served by the status quo which is why we want to continue driving reform with competitive programs.

So with our budget request we hope to continue Race to the Top, the Investing in Innovation fund, and programs to get great teachers and principals in schools and classrooms where they are needed most.

Mr. Chairman, I know that you and others worked tirelessly to include the Early Learning Challenge Fund in the Student Lending bill and I thank you for that.
Given that it ultimately was not included we want to work with you to bring it back because we must do more to help students start school ready to succeed.
Two other unmet needs are the remaining shortfall in the Pell grant program and the increased administrative costs associated with the shift to 100% direct lending.

I greatly appreciate the Senate leadership in helping cover the Pell shortfall in the reconciliation bill. Now, I want to work with Congress to address the remainder of the shortfall, through a supplemental appropriation or other appropriate measure, to avoid putting pressure on other critical education programs.

Lastly, given that we are now assuming 100 percent of the student loan portfolio, we must strengthen our student lending operation to ensure that the student aid program is efficient and our private contracts are well-managed. Most of the additional money we are requesting will support private loan-servicing contracts.

I want to salute Congress on both sides of the aisle for embracing our responsibility to our children and investing in education. Thanks to you we have entered an exciting new era of educational reform, progress and opportunity.
I also ask you to consider the looming budget threat that could put all of this at risk. The Recovery Act dollars given to the Department of Education helped save an estimated 400,000 jobs at the state and local level—mostly in education but also in public safety and other areas of critical need.

It was the right thing to do and it proved that state fiscal relief is an effective way to create economic activity and jobs. The final round of funding is now making its way to state capitals and school districts, and to college students through Pell grants. But it’s not nearly enough to avert the catastrophe unfolding across this country.

And so today, on behalf of governors, mayors, educators and students, parents, business leaders, community leaders and everyone who shares the view that education is the key to our economic strength and civic vitality, I urge Congress to consider another round of emergency support for America’s schools. If we do not help avert this state and local budget crisis, we could impede reform and fail another generation of children. The fact is that gaps for special education, low-income and minority students remain stubbornly wide.
One in four high school students fails to graduate. Forty percent of students who go to college need remedial education. And huge numbers of young people determined to go to college and pursue a career drop out because of financial or academic challenges.

If we want reform to move forward, we need an education jobs program. Jobs and reform go hand-in-hand. It is very difficult to improve the quality of education while losing teachers, raising class size, and eliminating after school and summer school programs. Teachers work very hard and the best of them give their heart and soul to their profession. They are heroes in every sense of the word and we need to support them—especially because we are asking more of them. The status quo in education is not good enough. We must all get better. Our children need it. Our future demands it.  Thank you so much, and now I am happy to take your questions.”

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Calls to Participate

NASSP/MetLife Foundation: Breakthrough Schools
http://www.principals.org/AwardsandRecognition/BreakthroughSchools.aspx
The National Association of Secondary School Principals (NASSP) and the MetLife Foundation are calling for entries in the search for the nation’s top “Breakthrough Schools.” Applicants should be high-achieving middle or high schools, or schools that are making dramatic improvements in student achievement, whose best practices and outstanding results can help other schools in their own improvement efforts. Honorees will be chosen based on documented success in implementing strategies aligned with the three core areas of NASSP’s Breaking Ranks II publication: collaborative leadership; personalization; and curriculum, instruction, and assessment. Deadline: May 15, 2010.

National Center for Education Statistics Seeking Proposals
http://ies.ed.gov/whatsnew/conferences/?id=632&cid=2
The National Center for Education Statistics (NCES) is sponsoring the STATS-DC 2010 Data Conference July 28-30, in Bethesda, MD. The Conference is designed for education researchers, policymakers, and data system managers from all levels of government who want to share innovations in the design and implementation of education data collections and information systems and to provide insight and comment on technical and policy issues related to the collection, maintenance, and use of education data. NCES invites interested parties to attend the conference and to submit a proposal for presenting a session that will add to the conference’s usefulness. Presentations of all relevant topics will be considered, but the major focus will be on education data system design and management, data standards, data delivery methods, and strategies for improving data use. Deadline for proposals: May 7, 2010.

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

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

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Update From The National Dissemination Center for Children with Disabilities

NEW THIS MONTH FROM THE NATIONAL DISSEMINATION CENTER

NICHCY en español— A Spanish website on disabilities in children, early intervention, and the special education process. We’ve also updated all of our disability factsheets in Spanish. So do please drop in for a  lengthy visit and bring all your Spanish-speaking friends, beginning at the Spanish homepage: http://www.nichcy.org/spanish/Pages/default.aspx 

The site is quite gigantic, so let us give you a quick tour. The Spanish site is divided into eight basic sections:

¿Por Dónde Empezar? | Where to Begin?
This section is expressly written for Spanish-speaking families and others who’ve recently learned that their child has a disability. Here, they’re introduced to the disability network of help that’s available and can read FAQs of parents and the article “You Are Not Alone” in Spanish.

Sobre Discapacidades | About Disabilities.
This section is very similar to what’s on our website in English under “Disabilities” (first choice on our left nav). Just like the English, it features 3 threads you can follow: developmental milestones, categories of disability under IDEA, and fact sheets on 13 specific disabilities.

Encontrar Servicios para Niños con Discapacidades | Find Services for Children with Disabilities.
Here, Spanish speakers can read about early intervention services for children up to their 3rd birthday and special education services for children with disabilities from 3-21. They can also connect with our state resource sheets and the guide in Spanish to the resources listed there.

Sobre la Ley IDEA | About IDEA.
This section is loaded with info in Spanish about IDEA, including where to get a copy, key terms and definitions in IDEA, rights that parents have under IDEA, and how to resolve disputes under IDEA.

Sobre el Proceso de Educación Especial | About the Special Education Process.
Another section bulging with info! Here, you’ll find key processes described in detail: evaluation of children, determining eligibility, all about the IEP (its contents, the team that develops it, and the IEP meeting), determining the child’s placement, and revising the IEP.

Sobre Temas de Discapacidad | About Disability Topics.
This section connects families with information in Spanish on 6 disability topics: Behavior, Other Important Laws, Health, Related Services, Assistive Technology, and Transition to Adult Life

Sobre NICHCY | About NICHCY.
All about NICHCY

Nuestras Publicaciones en Español | NICHCY Publications in Spanish.
Find NICHCY materials in Spanish through an alphabetical list of publications by title, a topic list A-Z, and a list of NICHCY en español for English speakers.

We know that many of you do not speak Spanish but still have a great need to connect Spanish-speaking families with reliable disability info. So we’ve tried make it easy for you to locate that material. Here are three primary ways:

• NICHCY en español for English speakers.
  This lists–in ENGLISH alphabetical order–all the major topics addressed in our Spanish language pages, what it’s called in Spanish, and where to find it. http://www.nichcy.org/spanish/publicaciones/Pages/temas-English.aspx
• Spanish language resources.
  Here’s a list of disability-related topics–again in ENGLISH alpha order–with connections to info in Spanish about that topic, AD/HD to TBI. Not just NICHCY materials now, this list takes you and yours into the world of resources outside our doors. http://www.nichcy.org/Pages/spanishresources.aspx
• Links to the Spanish from within the English pages.
  You’ll also notice that many of the English pages now sport a new link at the top: in Spanish | en español. If you’re reading a page with that link at the top, just click it and off you’ll go to the Spanish page where the same or similar information is offered.

NICHCY en español is a valuable resource to use and share with others.

ITALL STARTS IN FAMILIES AND COMMUNITIES

Are you underinsured or know someone who is?
The National Underinsured Resource Guide, developed by the Patient Advocate Foundation, is intended to help those who are underinsured locate resources and alternative options for coverage. You can search the resource guide in two ways: by using keywords or by completing the online interactive tool to help you find the missing pieces surrounding your particular situation.
http://patientadvocate.org/help4u.php

Strengthening families and communities: 2010 resource guide.
This is a resource guide to support service providers in their work to strengthen families and prevent child abuse and neglect. http://www.childwelfare.gov/pubs/res_guide_2010/

For those of you with children online.
Education Secretary Arne Duncan introduced a new guide to help parents educate children on Internet safety. Net Cetera: Chatting with Kids About Being Online addresses safe use of social networking Web sites, cyberbullying, and the importance of protecting computers from viruses and other harmful software. http://www.onguardonline.gov/

Social Security benefits for children with disabilities. 
What social security benefits are available for qualifying children with disabilities? How do they qualify? This booklet will tell you—and it’s also available in Spanish.
English | http://www.ssa.gov/pubs/10026.pdf
Spanish | http://www.ssa.gov/espanol/10926.html
 
And speaking of Social Security…
In support of President Obama’s Transparency and Open Government initiative, Social Security has launched a new, Open Government webpage that will serve as a portal for public engagement and will be a key tool for SSA to more dynamically collaborate with the American public. Have something to say to SSA?
http://www.socialsecurity.gov/open
 
Hot off the press–the updated TA&D network placement.
The TA&D network is a great source of info and technical assistance for all of us with disability-related questions and concerns. The “placemat” (so called cos that’s what it looks like, only bigger) lists the 40+ projects in the network, the Comprehensive Centers, and the Equity Assistance Centers. Produced by the TACC (Technical Assistance Coordination Center), it’s your network of disability expertise, right at your fingertips.
http://www.tadnet.org/placemat
 
Rural FAQs and people with disabilities.
The Rural Assistance Center offers People with Disabilities Frequently Asked Questions, such as What support is available for families that have children with disabilities? and Are rural child care providers required to provide access to child care for children with disabilities?
http://www.raconline.org/info_guides/disabilities/disabilitiesfaq.php
 
New booklet from CADRE for families and advocates!
CADRE focuses on dispute resolution in special education. Its new booklet, Preparing for Special Education Mediation and Resolution Sessions: A Guide for Families and Advocates, is aimed at helping families and advocates take advantage of the dispute resolution options in IDEA.
http://www.directionservice.org/cadre/dukeguide.cfm
 
 
Family guide to assistive technology & transition planning.
Coming soon from the Family Center on Technology and Disability (FCTD). This 50-page guide is aimed at providing families with the information they need to effectively prepare for and participate in periods of transition in their children’s lives. Individuals may order one free copy of the guide. Additional print copies are available for $10. A discount is available for bulk orders. To request one or more print copies, send an e-mail to fctd@aed.org.

Disabilities At Work Internet Talk Radio debutes April 14th.
DAW Radio will be spotlighting businesses that go ‘beyond compliance’ in finding and hiring qualified people with disabilities, or who support people with disabilities through philanthropy or in other ways. Tune in and hear corporate VIPs, successful service providers, educators, people with disabilities who have interesting stories, authors, researchers, government officials, elected representatives, and celebrities who have reasons to be involved. The show will make its debute on April 14, 2010, on the VoiceAmerica Business Channel and will air every Wednesday at Noon EST.
http://www.disabilitiesatwork.org/
 
On the same page–Families and schools as partners.
That’s the title of a video produced by EPIC (Every Person Influences Children), the New York State PTA, and the New York State Parental Information & Resource Centers (PIRC). On The Same Page is also the name of the summit that was held to support change in family engagement in education as a strategy for closing the achievement gap for children in Title I schools.
http://www.samepagesummit.org/

THELITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD

Weigh in on newborn screening.
The Genetic Alliance wants to know your perspective on a number of important issues in newborn screening. They’ve crafted a survey on a range of topics, including number of conditions and what conditions are screened for at birth to key policy and system challenges. The survey takes less than 15 minutes to complete, and your participation helps inform the development of models to educate parents and create systems for informed decision-making in newborn screening. The survey closes on April 14th, so now’s the time to share your insights and experience.
http://www.zoomerang.com/Survey/?p=WEB229ZDMPN6F2
 
Keys to high-quality child care for infants and toddlers.
Early care and education professionals need to understand the rapid physical, cognitive, language, social, and emotional development that infants and toddlers experience. This resource from the National Infant and Toddler Child Care Initiative will help them do just that.
http://nitcci.nccic.acf.hhs.gov/resources/keys_to_hqccit.htm 
 
The magic of catalogs and magazines.
This practice guide comes from the Center for Early Literacy Learning (CELL) and will give you ideas for using pictures and text from catalogs and magazines to help toddlers begin to connect meaning to print. http://www.earlyliteracylearning.org/cellpractices_rev/CELLprac_Magic_Cat_Mag.pdf
 
Including children with disabilities in state pre-K programs.
This policy brief of the Education Law Center will give you an overview of the Individuals with Disabilities Education Act and policies that help ensure preschool-aged children with disabilities receive an appropriate public education in the least restrictive environment.
http://tinyurl.com/ykr8mk5
 
Registration for the 2010 Training Institutes is now open!
This is a conference on children’s mental health systems of care, where you can choose from 30 institutes and 30 workshops on improving practice and performance. Read all about it, and register if you like, at:
http://gucchd.georgetown.edu
 
Serving children in Part C: What qualifications must service providers have?
Workforce Preparation to Serve Children Who Receive Part C Services is a new policy brief from Project Forum. It summarizes the results of a survey sent to all states looking at: the requirements states expect professionals to hold for each of twelve different early intervention roles; the areas in which states have shortages; and how states are ensuring that qualified personnel fill positions. http://www.projectforum.org

How good does an early childhood program have to be in order to achieve school readiness outcomes for children?
Learning How Much Quality is Necessary to Get to Good Results for Children is a new 2-page brief from the National Center for Research on Early Childhood Education, and is based on the findings that emerged from a NCRECE study.
http://ncrece.org/wordpress/wp-content/uploads/2010/03/NCRECEInFocusV1I2Thresholdanalysis.pdf 

State activities to inform families about outcomes.
The ECO Center has assembled documents developed by states and federal intervention systems to inform parents about child and family outcomes requirements, how outcomes measurement systems will be implemented in their state, and how the requirements will affect them and their children.
http://www.fpg.unc.edu/~eco/pages/states_parents.cfm

SCHOOLS, K-12

Why I Teach.
Teaching Tolerance’s “Why I Teach” column allows educators to explain why they work with students and what it means to them.
http://www.tolerance.org/blog/tell-world-why-you-teach-0?newsletter=TT030210

Inclusive education in schools and classrooms.
Here are 3 professional learning modules designed to develop participants’ understanding of inclusive curriculum, co-teaching, professional learning, and school/family connections. From the Equity Alliance.
http://www.equityallianceatasu.org/professional-learning/inclusive-education-for-equity/1

Infusing disability studies into the general curriculum.
This OnPoint provides hints and resources about how to start thinking, talking, and teaching about the meaning and experience of children with disabilities in our schools. From the National Institute for Urban School Improvement.
http://www.urbanschools.org/pdf/OPdisability.pdf
 
Need to know about functional behavioral assessment?
This is an IRIS professional development module called FBA: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan.  The module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting an FBA and developing a behavior plan are described. 
http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
 
The Learning Carousel.
The Equity Alliance has created an online, searchable library for improving school practices. You can download research-based PDFs on topics such as RTI, culturally responsive practice, early intervening services, school-family partnerships, and coaching for inclusive practices.
http://ea.niusileadscape.org/lc
 
Students with LD: Newest topic area at the What Works Clearinghouse.
One of the first releases in this new topic area is the WWC Intervention Report on the Lindamood Phoneme Sequencing (LiPS) program that is designed to teach students to decode words and identify individual sounds and blends in words.  The Clearinghouse reviewed 31 studies that investigated the effects of LiPS on students with LD. Read what WWC found, at:
http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/lips/
 
Another from the WWC: Effectiveness of 10 reading and math software products.
See the one-page WWC Quick Review of a study that looked at the effects of ten reading and mathematics software products on student achievement. Analyzing data on more than 11,000 students in 23 primarily urban, low-income school districts, the study found that one of six products reading products had positive effects on test scores; none of the four math products did.
http://ies.ed.gov/ncee/wwc/premium-publications/quickreviews/QRReport.aspx?QRID=126
 
Instructional models and strategies for teaching English language learners.
This publication offers educators and policy makers guidance on research-based strategies that have been effective in instructing ELLs. 40 pages, from the Center on Instruction.
http://centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=0&grade_end=12#272
 
Webinar | RTI for ELLs.
Wednesday, April 29, 2010, 2:00-3:00 PM
The National Center on Response to Intervention invites you to participate in the webinar, RTI for English Language Learners (ELLs): Appropriate Screening, Progress Monitoring, and Instructional Planning. This webinar is free and pre-registration is not required!
• To participate in the conversation, you can submit questions before and after the webinar by emailing them to: rtiwebinars@air.org
• Fifteen minutes before the event starts, join by following the link below, which will take you to Microsoft Office Live Meeting.
https://www.livemeeting.com/cc/airorg/join?id=RTIforELL&role=attend
 
Disability-friendly colleges for students with physical disabilities.
This online college guide for students with physical disabilities contains interactive charts of the most disability-friendly colleges and profiles of the colleges that provide services necessary for students with physical disabilities to live on campus.
http://www.disabilityfriendlycolleges.com/

What works for older youth during the transition to adulthood.
This new Child Trends fact sheet looks at the role that programs for older youth (ages 18 to 25) can play in promoting positive development and subsequent self-sufficiency in adulthood. It synthesizes the findings from 31 rigorous evaluations of programs.
http://tinyurl.com/ylhpsmp

STATE & SYSTEM TOOLS

How to develop a logic model for districtwide family engagement.
This step-by-step guide is designed to help you understand and develop a logic model for districtwide family engagement efforts. It is designed to accompany Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement. Harvard Family Research Project (HFRP) and the National PTA have teamed up to bring you the guide.
http://www.hfrp.org/content/download/3487/99463/file/HowToDeveopALogicMode-District.pdf

What a superlative student assessment system should look like.
This white paper from the Council of Chief State School Officers considers
what a student assessment system would entail if built from the best
practices in current educational research and educational systems in the
U.S. and high-achieving nations around the world. http://www.ccsso.org/premium-publications/details.cfm?PublicationID=381

2009 Nation’s Report Card in Reading just released.
The Nation’s Report Card presents results from the National Assessment of Educational Progress (NAEP) for 4th and 8th graders in all 50 states, DC, Department of Defense Schools, and the nation as a whole.
http://nationsreportcard.gov
 
Tools for digging into data from the NAEP.
NAEP webtools and applications make it quick and easy to find data of interest and customize your findings. To help you use all the features of these tools, there are quick reference guides, short introductory videos, tutorials, and help systems. Learn about all the webtools at
http://nces.ed.gov/nationsreportcard/about/naeptools.asp
 
10 tips for SEAs and LEAs to improve their mediation agreement rates.
This CADRE tip sheet provides coordinators of mediation programs with ideas and strategies on how to improve their mediation agreement rate.
http://www.directionservice.org/cadre/pdf/CADRE_Ten%20Tips2.pdf
 
And now….Tips for state dispute resolution system managers.
Following an extensive review, CADRE identified four States with exemplary dispute resolution systems. Here’s their list of “Top Tips” for other State dispute resolution system managers. http://tinyurl.com/yhozvue
 
Using data to inform a state infant/toddler care agenda.
The Center for Law and Social Policy (CLASP) recently published A Tool Using Data to Inform a State Infant/Toddler Care Agenda. It includes key questions for state advocates and policymakers to better understand the context and conditions of infants and toddlers in the state.
http://www.clasp.org/babiesinchildcare/publications?id=0004

SPECIAL FOCUS: Classroom Accommodations

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Intersection: Navigating the Road to Work

This section offers information to improve programs and services for all youth and especially youth with disabilities.

NCWD/Youth to Offer Two Free Pre-Conference Sessions at NAWDP’s 2010 Annual Conference
http://www.nawdp.org/AM/Template.cfm?Section=Did_You_Know1&template=/CM/ContentDisplay.cfm&ContentID=2839
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth), in partnership with the National Association of Workforce Development Professionals (NAWDP), will offer two pre-conference training sessions during NAWDP’s 2010 annual meeting in Albuquerque, New Mexico from May 1 – 5, 2010. The pre-conference sessions are:

• Assessment & Individualized Planning: Charting a Course with Youth – Participants will receive hands-on experience with purposes, types, and selection of assessment tools, person-centered planning, and engaging youth in goal-setting.
• Employer Relations: Beyond the Handshake – In this interactive workshop, participants will learn about approaching potential partners, identifying employer needs, creating successful matches, and program role in advocating for youth and supporting employers.

These training modules are part of NCWD/Youth’s Youth Service Professionals’ Knowledge, Skills, and Abilities initiative aimed at providing youth service professionals with advanced training opportunities to improve their work with all youth.  These interactive sessions will be limited to 20 participants and are open to non-conference attendees on a first-come, first-served basis. For more information, please contact Patricia Gill (gillp@iel.org).

U.S. DOL Releases Youth Summer Jobs Report
http://wdr.doleta.gov/research/keyword.cfm?fuseaction=dsp_resultDetails&pub_id=2436&mp=y
In late February, the U.S. Department of Labor released Reinvesting in America’s Youth: Lessons from the 2009 Recovery Act Summer Employment Initiative.  This report found that the 2009 Recovery Act Summer Youth Employment Initiative was largely successful in connecting young workers with employment experiences. Overall, 317,000 young people took part in the initiative. The report analyzes monthly performance data submitted to the Employment and Training Administration by states and looks closely at the experiences of 20 select local areas.

Office of Disability Employment Policy-Funded Website Features Resources on Disability Employment
http://www.whatcanyoudocampaign.org
The Campaign for Disability Employment is a collaborative effort between several disability and business organizations that seek to promote positive employment outcomes for people with disabilities by encouraging employers and others to recognize the value and talent they bring to the workplace, as well as the dividend to be realized by fully including people with disabilities at work.

The web site offers a range of education and outreach tools, all designed to engage employers, people with disabilities, family and educators, and the general public. The site features on-line forums, grassroots tools, links to trusted resources that provide disability employment-related information, and more.

The Campaign is funded by the U.S. Department of Labor’s Office of Disability Employment Policy; receives technical assistance from the Job Accommodation Network; and is supported by the Disability Policy Research Center at West Virginia University.

Social Security Administration Hosts Free Work Incentive Seminar Events in Communities Across Country
http://www.cessi.net/wise
The Social Security Administration is hosting a series of free community events around the country for beneficiaries with disabilities and their families. These Work Incentive Seminar Events are held by local organizations and can help people receiving Social Security disability benefits (SSDI or SSI) learn more about the Ticket to Work Program, connect with local training and employment resources, and explore opportunities to increase income.

Federal Government Issues Rules Requiring Parity in Treatment of Mental Health and Substance Abuse Conditions
http://www.dol.gov/opa/media/press/ebsa/EBSA20100151.htm
The U.S. Departments of Health and Human Services, Labor, and Treasury jointly issued new rules providing parity for consumers enrolled in group health plans who need treatment for mental health or substance use conditions. The new rules prohibit group health insurance plans—typically offered by employers—from restricting access to care by limiting benefits and requiring higher patient costs than those that apply to general medical or surgical benefits. The rules implement the Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act of 2008.

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

Finance Project Issues Brief on Financing Strategies for Youth-Serving Organizations in a Difficult Economy
http://www.financeproject.org/premium-publications/CuttingCostKeepingQuality.pdf 
The Finance Project released “Cutting Cost, Keeping Quality: Financing Strategies for Youth-Serving Organizations in a Difficult Economy.” This brief highlights financing strategies that successful youth-serving organizations are using to maintain quality services despite difficult economic times. Drawing on interviews with leaders of 17 successful youth programs, the brief illustrates how organizations have aggressively managed costs, creatively generated new revenues, and created partnerships to mitigate the effects of funding cuts.  In-depth examples help leaders understand how to implement and adapt these strategies to their unique context.

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Latest Job Listings

$125,000 Salary for Master Middle School Teachers

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

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

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

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

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

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

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

Contact
jobs@tepcharter.org

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K-12 Special Education Teaching Jobs

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

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

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

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

Apply online at www.carneysandoe.com.

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

Teacher certification is not required.

BENEFITS
Compensation and benefit packages will be different at each school and will typically depend on geographical location, experience and level of degree.  Benefit packages will include the following:  Medical, and 401K (TIAA-CREF), and may include dental, housing, relocation, tuition remission and professional development.

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

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Teaching Positions

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

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

QUALIFICATIONS

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

RESPONSIBILITIES

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

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

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Seeking Excellent Special Education Teachers

Job Category: Special Education Teacher Pre-K to 12

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

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

Benefits
Salary $45,000.00 – 54,000.00

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

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Special Education Teachers for2010-11 School Year

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

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

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

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

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Special Education Resources

A Closer Look at Career-Changers  
http://www.woodrow.org/images/pdf/policy/CareerChangersClassroom_0210.pdf
A new report from the Woodrow Wilson National Fellowship Foundation, underwritten by the MetLife Foundation, points to the shortfalls in preparation and support for those who change careers to teach, and debunks common assumptions about their paths to teaching. To be eligible for the survey, interviewees had to be current teachers who had been teaching in public schools for no more than 20 years, and who had held positions in other fields for at least three years before teaching. Available in pdf (47 pages, 506 KB).

Alternative Schools and Programs for Public School Students at Risk of Educational Failure: 2007-08 
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010026
This report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or by another entity besides the district. The study includes information on the availability and number of such schools and programs, the number of students enrolled in them, and district policy on returning students to a regular school.

Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth
Report
http://www.nclr.org/content/premium-publications/detail/61740/
This report, from the National Council of La Raza (NCLR), provides evidence that Latino youth have a greater potential to diversify and enhance America’s workforce when they have access to a broader range of education and career networks. The study identifies common challenges to education and career success that Latino youth face and documents the role that NCLR’s after-school initiative, the Escalera Program: Taking Steps to Success, plays in improving participants’ academic and career preparation, as compared to their non-Escalera peers.

Building a Learning Agenda Around Disconnected Youth 
Report
http://www.mdrc.org/premium-publications/545/
Built on a MDRC research review and consultation with youth policy experts, this report makes the case for developing a menu of approaches for the heterogeneous population of disconnected youth; building knowledge about mature programs (to better understand whether they work, for whom, and why), and creating new programs that address areas of unmet need. This framework may be particularly relevant for the Administration’s newly proposed Youth Innovation Fund.

Building a Learning Agenda Around Disconnected Youth 
Report
http://www.mdrc.org/premium-publications/545/abstract.html
In December 2007 the Bill & Melinda Gates Foundation gave MDRC a grant to conduct research on promising strategies to reengage disconnected young people and improve their long-term outcomes. The grant’s objective was to identify key points for future investment by government and foundations. MDRC consulted with researchers and policy experts, reviewed the results of completed and ongoing evaluations of youth programs, visited a number of innovative youth programs and cities with strong youth strategies, and hosted a meeting of youth practitioners. The goal of the paper’s recommendations is to develop a menu of approaches for the heterogeneous population of disconnected youth – analogous in some ways to the multiple pathways that are being developed for high school students.

Current Challenges and Opportunities in Preparing Rural High School Students for Success  
Report
http://www.all4ed.org/files/RuralHSReportChallengesOpps.pdf
Recent debate on high school reform at the federal level has not focused on rural schools, but a new report from the Alliance for Excellent Education, Current Challenges and Opportunities in Preparing Rural High School Students for Success in College and Careers, finds that high schools in many rural communities are in trouble; currently, one in four rural students fails to graduate from high school, and the rate is even lower for minority youth. The report also looks at the development of promising practices that stem from the tight-knit nature of rural communities. Available in pdf (48 pages, 706 KB).

Didn’t Win? Consider the Progress, Regardless…. 
Research Brief
http://www.pie-network.org/web/guest/home
The Race to the Top competition, despite what many saw as its flaws, spurred tremendous change in reform climates across the country, according to a new monograph from the Policy Innovators in Education Network. The brief finds “important victories” in many states, whether selected as finalists, first-round winners, or neither. The initiative prompted regulatory changes in California, Illinois, Washington, and Tennessee, where until recently there had been “impenetrable legal barriers to education reform.” The competition also proved a “ready vehicle” for comprehensive efforts for widespread overhaul in states like Delaware, Florida, and Tennessee. The second round of the contest yields ongoing opportunities to leverage tougher reforms in states like California, Connecticut, Oklahoma, and Oregon, none of which advanced to the first round, and also challenges states like Washington, one of 10 that didn’t apply.

Education Research News 
Newsletter
http://ies.ed.gov/whatsnew/newsletters/
The Institute of Education Sciences’ March issue of Education Research News features interventions for students with learning disabilities, a new topic area added to the What Works Clearinghouse (WWC); a discretionary grant program to study Race to the Top’ special education research grants; and others.

Going to Work: A Guide to Social Security Benefits And Employment for Young People with Disabilities 
Resource Guide
http://www.communityinclusion.org/article.php?article_id=211
This booklet from the Institute for Community Inclusion (ICI), provides basic information about Social Security disability and health benefit programs, discusses what happens to Social Security disability and health benefits when a young person goes to work, and explains how to maximize a young person’s options when he or she goes to work.

Grading the Standards 
Report
http://tinyurl.com/ydcabnl_
A review by the Thomas B. Fordham Institute of the National Governors’ Association Common Standards proposal finds that, contrary to other analyses, the draft’s math component is stronger than its English language arts one, earning an “A-”. ELA standards need greater “adjustment,” in the view of the reviewers, with “vague spots” and insufficient specific references to essential content. The reviewers call attention to the fact that, without an actual curriculum, the standards are merely aspirational. All this said, “assuming this draft only improves in the process of revision, the Common Core represents a rare opportunity for American K-12 education to re-boot,” the reviewers write, and is “a chance to set forth, across state lines, a clear, ambitious, and actionable depiction of the essential skills, competencies, and knowledge that our young people should acquire in school and possess by the time they graduate.”

Progress in Assessment  
Report
http://www.achieve.org/files/AchieveClosingtheExpectationsGap2010.pdf
“Closing the Expectations Gap, 2010” is the fifth annual report in a series from Achieve, a nonprofit group created by the nation’s governors and business leaders, charting changes in state standards and practices in the years following Achieve’s 2005 National Education Summit on High Schools. This 50-state progress report on the alignment of high school policies with the demands of college and careers details state progress implementing the American Diploma Project policy agenda. Available in pdf (32 pages, 3.8 MB).

The Social Security Administration’s Youth Transition Demonstration Projects
Report
http://www.mdrc.org/premium-publications/546/overview.html
The Social Security Administration (SSA) is conducting the Youth Transition Demonstration (YTD) as part of an initiative to encourage disability beneficiaries to return to work. The demonstration provides youth ages 14-25 with employment-related services and waivers of certain rules governing the Supplemental Security Income and Social Security Disability Insurance programs, including childhood disability benefits. The waivers augment existing financial incentives for beneficiaries to work. The evaluation includes a process analysis of the implementation of the seven original projects; this report focuses on those implementation experiences.

Tools for America’s Job Seekers Challenge 
Job-Seeking Resources
http://www.careeronestop.org/jobseekertools
The U.S. Department of Labor recently announced the results of its “Tools for Job Seekers Challenge.” Recommendations from the public regarding favorite online job seeking tools have been tallied and the top-rated sites are listed in each of six categories: general job boards, niche tools, career tools, career exploration tools, web 2.0 and “other.”

Wrightslaw Preparing for College and Continuing Education 
Journal
http://www.wrightslaw.com/nltr/10/nl.0316.htm
Parents of students with disabilities are often surprised to learn that their college-bound kids are no longer eligible for services. This issue of the Special Ed Advocate provides information to help plan ahead, choose a postsecondary school, find ways to finance continuing education, and advice about challenges students with disabilities encounter as they make the transition from high school to postsecondary education.

Going To Work: Real People, Real Jobs
http://realworkstories.org/
The Institute for Community Inclusion’s Real People, Real Jobs Web site is a growing catalogue of success stories about individuals working in paid jobs in their communities. Through the use of innovative, front-line employment support practices, these individuals are earning money, forming networks, and contributing to their communities.

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Funding Forecast and Award Opportunities

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

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

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

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

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

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

Dominion Foundation: Education Partnerships
http://www.dom.com/about/education/grants/index.jsp
Educational grants from Dominion and the Dominion Foundation provide elementary and secondary educators with tools to revitalize math and science programs through the study of energy and the environment. Dominion accepts grant applications in K-12 education, for up to $10,000, to encourage the development of new programs to strengthen math and science education through the study of energy or the environment. Deadline: May 1, 2010, 5:00 PM.

ING: Unsung Heroes
http://www.ing.com/us/unsungheroes
The ING Unsung Heroes awards program recognizes innovative and progressive thinking in education through monetary awards. The program’s “alumni” have inspired success in the classroom and impacted countless numbers of students. Each year, 100 educators are selected to receive $2,000 to help fund their innovative class projects; three receive the top awards of an additional $5,000, $10,000 and $25,000. Deadline: April 30, 2010.

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

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

NCSS: Christa McAuliffe Reach for the Stars Award
http://www.socialstudies.org/awards/grants/mcauliffe/
The National Council for the Social Studies Christa McAuliffe Reach for the Stars Award aims to help a social studies educator make his or her dream of innovative social studies a reality. Grants will be given to assist classroom teachers in: (1) developing and implementing imaginative, innovative, and illustrative social studies teaching strategies; and (2) supporting student implementation of innovative social studies, citizenship projects, field experiences, and community connections. Maximum award: $2,500; deadline: May 1, 2010.

NEA Foundation: Student Achievement Grants
http://www.neafoundation.org/programs/StudentAchievement_Guidelines.htm
NEA Foundation Student Achievement Grants aim 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 to deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. Maximum award: $5,000. Eligibility: K-12 public school teachers, education support professionals, and higher education faculty and staff at public colleges and universities. Deadline: June 1, 2010.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Acknowledgements

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

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

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

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