October 2008 – Special Educator e-Journal

Table of Contents

Message from the Executive Directors

Letter to the Editor

This Just in…. ‘Doing What Works’ Website Adds New Guidance on Effective Teaching

Update From The National Dissemination Center for Children with Disabilities

New Projects

Calls to Participate

Special Education Resources

Upcoming Conferences, Workshops, and Events 

Get Wired!—The Latest on Websites and Listservs

Funding Forecast and Award Opportunities

Acknowledgements

Download a PDF Version of This Issue

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Message from the Executive Directors

Dr. Roger Pierangelo & Dr. George Giuliani

Welcome to the October, 2008 edition of the NASETSpecial Educator e-Journal. To those of you who are new members, this is NASET’s publication that keeps its members up to date with all of the latest news in special education that we feel is important for special education teachers, professors, and those seeking a career as a  special education teacher.

Membership in NASET continues to grow at a phenomenal rate, both with renewals and new members. We thank all of you for referring your colleagues to us. NASET is dedicated to meeting all of the needs of special educators throughout the world.

Remember that NASET is your organization, and anything we can do to enhance your professional development, we will take very seriously.  NASET is working very hard to meet the variety of demands placed on special educators, and we hope to continue to furnish you with all of the professional and practical resources that you need.

We hope that this edition meets your needs and keeps you current with everything happening in the field of special education.  If you have any questions, comments or feedback that we can address, always be sure to write us at news@naset.org.

Sincerely,

Dr. Roger Pierangelo and Dr. George Giuliani
Executive Directors

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Letter to the Editor

Well, here is what we know so far about RTI:

Responsiveness to Intervention (RTI) is a three step process that may help children get the help they need. The first step, or tier, of intervention is the regular classroom setting. All students would begin in this setting. As teachers introduce instruction, students’ progress is monitored. Most students in this group will need additional help from time to time, and the teacher provides that guidance.

Tier two of RTI targets students who do not show progress with regular instructional intervention. In tier two, students receive more individualized instruction and intervention. They may work in smaller groups to allow one-on-one and small group instruction. During this process, teachers carefully evaluate the students’ response to these interventions. Students who do well may be phased back into the regular classroom. How did we legally remove these students from the regular classroom. What happened to least restrictive environment? What happened to procedural safeguards? Consent for placement? Does it all go right out the window? Students who demonstrate the need for ongoing, intensive intervention will move into tier three.

Tier three is an ongoing, long-term program of diagnostic and prescriptive teaching and could be thought of as special education. In this level, students receive individualized instruction for as long as is necessary for them to acquire the skills they need to progress in school.

Well, since you have removed them from the regular classroom without any protections in place, I guess it is Special Education, but note there is no funding in place and no protections. Furthermore, as we cram these students into our currently swelling ESE classrooms we are not only degrading our ESE services to ESE children, but we certainly are not delivering quality services to these struggling students. If we are not proposing to use ESE services to provide t his instruction, then who is going to provide services to these children? Remember, there aren’t any additional funds available, so guess where they are going!

One of the problems I believe we are having with this new law is that it is a Special Education law impacting regular education students. Aren’t we out of our jurisdiction? What it all boils down to is this law was written without much thought to the who, what, when & where. It sounds nice in theory. I want to help these children too, but I feel we may be sliding down a very slippery slope if we do not take these issues into consideration.

What are some possible solutions? Students who are slow learners need to have their own ESE classification. This would include IQ’s that fall between 70-85. How can we say that a low IQ is not a disability? Have you seen these children struggling in the classroom? Additionally, they will be struggling their whole lives. How about those children who do not show a sufficient gap between IQ & achievement? I believe those students should meet ESE eligibility for learning disabled perhaps by using some form of RTI & team review, but I think RTI needs a great deal of work before we can truly implement this program legally and effectively. One such change should be an RTI Plan instead of an IEP. This plan should contain the same protections afforded to Special Education students. If we are removing a regular education student from the regular classroom, we will need an education plan, consent for placement & specific procedural safeguards to protect these students’ & their parents’rights.

If these things are not needed in this case, then why do we need all of these procedures to implement these changes for a Special Education student? RTI is already proving not to be the panacea for students who do not qualify for ESE services. This law was drafted & enacted without any thought to these issues.

So, where do we go from here? Are we not to question the mighty and all powerful RTI, but simply & ignorantly bow to its will?

Gay Ann Pope
Gifted Teacher & CST Chair
Freedom Elementary
popeg@manateeschools.net

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NASET welcomes your comments and suggestions. You may write to us at: news@naset.org

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For more information click on the image or CLICK HERE

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This Just in…

‘Doing What Works’ Website Adds New Guidance on Effective Teaching

What is “spacing” learning and how does it benefit teachers and students? Do students learn more when solved problems are alternated with problems to be solved? And how do “higher order” questions enhance student learning and help students articulate their answers?

Visitors to the U.S. Department of Education’s “Doing What Works” Web site can find out the answers to these questions and much more. Just click on http://dww.ed.gov, and enjoy an engaging and interactive experience with Psychology of Learning: How to Organize Your Teaching, the latest addition to the site, which will empower educators and administrators with research-based strategies to help instructors organize their teaching and improve student learning.

“These research-based practices can be helpful to every teacher, no matter what grade level or subject area they teach,” U.S. Secretary of Education Margaret Spellings said. “It’s wonderful that research gives us such clear guidance on how to best structure teaching to be most effective to increase student achievement. The Doing What Works site makes these practices come alive in a very useable, helpful way for all teachers.”

The “Doing What Works” site offers a user-friendly interface to quickly locate teaching practices that have been found effective by entities such as the Institute of Education Sciences (IES), the Department’s research arm. In addition, it cites examples of possible ways, although not necessarily the only ways, teachers and designers of teaching materials may use this research to help students reach their academic potential.

This latest addition is based on an IES What Works Clearinghouse Practice Guide called Organizing Instruction and Study to Improve Student Learning, which was released in September 2007.

Some of the practices described include:

• Space learning over time with review and quizzing.
  A key aspect of effective teaching and learning is promoting the ability of students to retain information over the course of the school year and beyond. Research has shown that exposing students to key concepts and facts on at least two occasions, separated by several weeks to several months, greatly reduces the rate at which information is forgotten. This is easily accomplished by spacing and reviewing material over time with short quizzes, review games, targeted homework assignments, and exams.
• Alternate worked examples with problem-solving practice.
  Students learn more when worked examples, or solved problems, are alternated with problems to be solved. For example, teachers can demonstrate solving a single problem, then have students practice on a similar problem, which is followed by another problem demonstration and opportunity for practice. The benefits are that students learn effective problem-solving strategies, can transfer these strategies more easily, and solve problems faster.
• Connect abstract and concrete representations of concepts.
  Connecting abstract ideas with concrete contexts can help students understand challenging topics and transfer their understanding to new situations. There are a range of ways teachers can connect the abstract and the concrete, including stories, simulations, hands-on activities, visual representations, and real-world problem solving.
• Use higher-order questions to help students build explanations.
  Across subject areas, when teachers ask higher-order questions and provide rich opportunities for students to develop explanations, learning is enhanced. The implementation of this practice ranges from creating units of study that provoke question-asking and discussion to simply having students explain their thinking after solving a problem.

The Department’s Office of Planning, Evaluation & Policy Development leads the “Doing What Works” site. Other offices and programs within the Department also assist in the initiative. http://dww.ed.gov

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Update From The National Dissemination Center for Children withDisabilities

Evidence for Education Released

NICHCY is pleased to annouce two new issues of Evidence for Education. These new pieces on Effective Mathematics Instruction and Social Skills and Academic Achievement complement the existing issues on Assessment and Accommodations and The Power of Strategy Instruction.

The Evidence for Education series is designed to address topics of immediate relevance to those concerned with the challenge of maximizing educational opportunities, expectations, and outcomes for children with disabilities.

With each issue you will find:

• an easy-to-read review of the best available scientific research evidence supporting academic and behavioral interventions for children with disabilities
• several well-researched and practical examples of the topic at hand
• connections to more detailed resources to assist you in moving the research into practice.

And, not only will you find Evidence for Education easy to read, you’ll also find it easy to share! Additional copies can be freely viewed and downloaded here.

While online, be sure to explore the wealth of additional information and supportive resources NICHCY has to offer.

To learn more, visit:

http://www.nichcy.org/Research/EvidenceForEducation/Pages/Default.aspx 

Building the Legacy: A Training Curriculum on IDEA 2004

The “Building the Legacy” training curriculum was produced by NICHCY at the request of the Office of Special Education Programs (OSEP). The curriculum is intended to assist in understanding and implementation of the IDEA 2004 Part B regulations. The training curriculum has five overarching themes with multiple training modules beneath each theme. In addition to the web-based version, a CD versions are available by writing us at nichcy@aed.org.

Theme A: Welcome to IDEA

Take a broad look at IDEA 2004 with:

• Top 10 Basics of Special Education
• Key Changes in the Law and Regulations

Theme B: IDEA and General Education

See how IDEA aligns with No Child Left Behind (NCLB) and explore topics on general education and children with disabilities:

• NCLB
• State and District Assessments
• Disproportionality and Overrepresentation
• Early Intervening Services and Response to Intervention
• Highly Qualified Teachers
• NIMAS

Theme C: Evaluating Children for Disability

Children, evaluation, and eligibility-how it all comes together:

• Introduction to Evaluation
• Initial Evaluation and Reevaluation
• Identification of Children with Specific Learning Disabilities

Theme D: Individualized Education Programs (IEPs)

The IEP is the cornerstone in the education of every child with a disability. Learn about everything IEP and more!

• The IEP Team: Who is a Member?
• Content of the IEP
• Meetings of the IEP Team
• LRE Decision Making
• Children Enrolled by Their Parents in Private Schools

Theme E: Procedural Safeguards

Prior written notice, informed written consent, access to records, just a few of the critical elements in IDEA.

• Introduction to Procedural Safeguards
• Options for Dispute Resolution
• IDEA’s Discipline Provisions

To read more, visit  http://www.nichcy.org/Laws/IDEA/Pages/BuildingTheLegacy.aspx

NICHCY’s New Blog

NICHCY’s new blog provides you up-to-the-minute news, resources and discussion of the many issues facing special education today. This is an open blog, so feel free to comment and join the conversation!

So far, NICHCY has used the blog to welcome new teachers and examine issues such as RTI, family involvement, and public attitudes toward schools.

NICHCY is adding new material to the blog all the time, so check it out frequently, and be sure to access our RSS feed!

To learn more, visit:    http://www.nichcy.org/blog/default.aspx

Research News

Below are some of the latest research news topics to be reported in September of 2008.  To read any or all of them, visit: http://www.nichcy.org/News/Pages/Default.aspx

New Reports on Behavior and Dropout Prevention
The National Center for Education Evaluation and Regional Assistance has released two What Works Clearinghouse reports. The first, “Reducing Behavior Problems in the Elementary School Classroom”, is a practice guide offering five concrete recommendations for helping elementary school general education teachers reduce the frequency of the most common types of behavior problems encountered among students.  The second, “Dropout Prevention Topic Report”, summarizes the Clearinghouse’s dropout prevention intervention reports prepared through September 2008. – Institute of Education Sciences (IES)

Interested in College? Check out College.gov
The U.S. Department of Education has launched www.college.gov, a new website that aims to motivate students with inspirational stories and information about planning, preparing and paying for college. Designed with students’ input and participation, College.gov was created by the U.S. Department of Education to be a go-to online resource for credible information about college that also provides real life experiences of peers who are already attending college. – U.S. Department of Education

Work-Family Issues for Employed Parents of Children with Disabilities
The Sloan Work and Family Research Network today released an action plan generated from a panel meeting in May on Work-Family Issues for Employed Parents of Children with Disabilities. To address the serious hardships faced by working parents caring for children with disabilities, the report makes two major recommendations: (1) Advance the knowledge base by conducting more extensive research, and (2) Increase the visibility of this issue for employers, policy makers, and the public.  – The Sloan Work and Family Research Network

The Bipolar Puzzle  – Added September 18, 2008
The Diagnostic and Statistical Manual of Mental Disorders (the current edition is referred to as D.S.M.-IV) describes bipolar disorder as a condition whose average age of onset is 20, but virtually all the leaders in the field now say they believe it exists in children too. What they don’t agree on is what, exactly, characterizes the disease in kids, or how prevalent it is; some call it rare, while others say it is common. (Free Registration) – New York Times

Tool Kit on Teaching and Assessing Students with Disabilities
The US Department of Education, Office of Special Education Programs (OSEP) is pleased to announce a new addition to the OSEP Tool Kit on Teaching and Assessing Students With Disabilities (Tool Kit). The Tool Kit addendum focuses on universal design for learning (UDL). UDL is a framework for designing educational environments that help students engage in learning to increase knowledge and skills. The Tool Kit includes information and resources to support the implementation of UDL and is useful for policymakers, education personnel and parents to implement UDL strategies and practices. This new addition is available at http://www.osepideasthatwork.org/ and CDs will be available shortly through ED Pubs http://edpubs.ed.gov/ – US Department of Education

Math Report Available at Center on Instruction
A new resource has just been added to the Center on Instruction website. “Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State,” a report from REL Northeast, describes the mathematics performance of fourth-grade students with disabilities. The document is available for download at: http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2008050.pdf.
– Center on Instruction

Center for Early Literacy Learning Publishes Practice Guides
The Center for Early Literacy Learning is pleased to announce the publication of 70 new practice guides which were developed to help practitioners and parents promote the early and emergent literacy skills of young children with disabilities or delays. The practice guides are organized by age and type of literacy skill. There are 31 infant, 22 toddler, and 17 preschool practice guides that can be printed and used by parents or practitioners. – Center for Early Literacy Learning

Project Forum Publishes Policy Analysis
Project Forum has recently published a new policy analysis: State Eligibility Requirements for Specific Learning Disabilities. Project Forum’s aim is to facilitate improved services to children and youth with disabilities by gathering and sharing information that supports changes to policy and practice at the national, state, and local levels. – Project Forum

Improvement in Math, Reading and Graduation Linked to Integrated Service Provision
Communities In Schools, the nation’s largest dropout prevention organization, has released initial results from the midpoint of its five-year longitudinal study. The study, conducted by ICF International, a global consulting and research firm, has produced three major findings. One of the most notable findings is that the Communities In Schools Model of providing integrated student services has a stronger impact on school-level outcomes than providing services for students in an uncoordinated fashion. – MarketWatch

Dropout Prevention Guide
The National Center for Education Evaluation and Regional Assistance within the Institute of Education Sciences has released a new practice guide from its What Works Clearinghouse (WWC).  The “Dropout Prevention Practice Guide” formulates specific and coherent evidence-based recommendations that are intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. – Institute of Education Sciences

National Center for Education Statistics Publishes Dropout Information
A new report from the National Center for Education Statistics (NCES), “Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06,” presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9-12. For more information go to http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008353.
– United States Department of Education.

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New Projects

New Radio Talk Show on Autism: Remarkably Able
www.1100KFNX.com
A new radio talk show on autism, “Remarkably Able,” promotes quality of life and creating tangible outcomes for teens and young adults with autism and related disabilities. Hosted by Jackie Marquette, Ph.D, it features a new topic and expert guest each week. Listeners can call or email their comments or questions for Marquette and program guests during the broadcast. Questions about the show or requests for discussion topics can be directed to Jackie@drjackiemarquette.com. “Remarkably Able” is broadcast Mondays 9-10 PM, Pacific time by KFNX News, a talk radio station in Phoenix, AZ. Arizona listeners can tune in at AM 1100; others can listen to the live broadcasts from the KFNX Web site.

Online Directory for Finding Community Services for Children and Families Maternal and Child Health Library
http://www.mchlibrary.info/KnowledgePaths/kp_community.html
The Maternal and Child Health Library has released a new edition of the Community Services Locator, an online directory service providers and families can use to find health, mental health, family support, parenting, child care, and other services in their communities. Topics include education and special needs, health and wellness, mental health and well-being, family support, parenting, child care and early childhood education, and financial support.

The Inclusive Schools Network: Connecting Families, Schools and Communities throughout the World
http://www.inclusiveschools.org/
The Inclusive Schools Network (ISN) is a web-based resource for families, schools, and communities that promotes inclusive educational practices. ISN’s mission is “to encourage, embolden, and empower people to design and implement effective inclusive schools, by sharing insights and best practices and by providing opportunities for connection.” ISN provides year-round opportunities for families and educators to network and build their knowledge of inclusive education. This resource grew out of Inclusive Schools Week™, an internationally-recognized annual event sponsored by Education Development Center, Inc.

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Calls to Participate

Online Transition Short Courses
http://www.ContinuingEd.ku.edu/is/sped.shtml
The University of Kansas will offer five online transition short courses designed to provide education professionals tools to improve transition planning and services for students with disabilities. The courses, each including four week-long sessions with articles, websites, videos, and discussions, are: Introduction to Transition Education and Services, Sep. 22-Oct. 19, 2008; Transition Assessment, Oct. 27-Nov. 23, 2008; Family Involvement and Student Involvement in Transition, Jan. 12-Feb. 8, 2009; Preparing Students for Employment/Postsecondary Education, Feb. 16-March 8, 2009; Interagency Collaboration during Transition Planning, April 6-May 3, 2009. The courses are designed for secondary-level special education personnel, but the content is applicable to parents, educators, adult service personnel and consultants, and they are open to anyone interested in transition planning and services, and can be taken for credit or noncredit. Enrollment is on the Web site (under SPED 798).

Presenters Sought for National Conference on Juvenile Justice
http://www.ncjfcj.org/content/view/1150/347/
The National Conference on Juvenile Justice will be held in Orlando, Florida, March 11-14, 2009. Sponsored by the National Council of Juvenile and Family Court Judges, in conjunction with the National District Attorneys Association, the conference will provide presenters with a forum to address a multidisciplinary audience of professionals working in America’s juvenile and family courts. Visit their Web site to submit a presentation proposal online or download a submission form.

Disability Mentoring Day
http://www.dmd-aapd.org/docs/factsheet.php
Disability Mentoring Day (DMD) is a national program that promotes career development for students and job-seekers with disabilities through job shadowing and hands-on career exploration. DMD is looking for participants from all regions for Disability Mentoring Day, October 15, 2008, as either mentees or employer mentors.

AJMR Special Issue on Cognitive Neuroscience Studies of Persons with Disabilities
http://www.aaidd.org/Reading_Room/pdf/AJMRcognitivespecialissue.pdf
The American Association on Intellectual and Developmental Disabilities is calling for papers for a special issue of the American Journal on Mental Retardation (AJMR) on cognitive neuroscience studies of persons with intellectual and developmental disabilities. Deadline for submissions is December 15, 2008. Available in pdf (1 page, 28 KB).

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Special Education Resources

Dropout and Completion Rates in the United States
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008053
The National Center for Education Statistics (NCES), in the Institute of Education Sciences, began reporting on high school dropout and completion rates in 1988. “Dropout and Completion Rates in the United States: 2006” presents estimates of rates for 2006 and data about trends in dropout and completion rates over three decades (1972-2006), including characteristics of dropouts and completers in these years.

Dropout Prevention Practice Guide 
Report
http://ies.ed.gov/ncee/wwc/premium-publications/practiceguides/
The National Center for Education Evaluation and Regional Assistance, in the Institute of Education Sciences, has released a new practice guide from its What Works Clearinghouse, the “Dropout Prevention Practice Guide,” with specific evidence-based recommendations useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies.

Employer Perspectives on High School Diploma Options for Adolescents With Disabilities 
Article
http://dps.sagepub.com/cgi/reprint/19/1/5
This article from the Journal of Disability Policy Studies discusses a study of employers’ attitudes toward hiring people with disabilities who have earned different types of high school diplomas: (a) standard diplomas; (b) occupational diplomas; (c) certificates of completion, attendance, or achievement; and (d) General Educational Development diplomas (GEDs).

Engaging Youth in Community Change  
Report
http://www.aecf.org/~/media/PublicationFiles/YT3622H004.pdf
Youth programs and organizations have developed a variety of approaches for including young people in decision-making processes that affect them, their peers, and their communities. Despite these efforts, little is known about these approaches. The Annie E. Casey Foundation funded the Finance Project to produce a report by Aracelis Gray and Cheryl D. Hayes on the state of knowledge on financing and sustaining youth engagement programs. Available in pdf (76 pages, 4.4 MB).

Examining American Indian Perspectives in the Central Region on Parent Involvement in Children’s Education 
Report
http://tinyurl.com/6mvkwz
This study examines American Indian parents’ perceptions of parent involvement in their children’s education and factors that may encourage or discourage involvement.

Exploring an Alternative Approach to Juvenile Justice 
Report
http://www.chapinhall.org/article_abstract.aspx?ar=1473
Chapin Hall research fellow Jeffrey Butts provides an overview of the current juvenile justice system and offers suggestions for a new model using a positive youth development approach. This paper was published by the Youth Transition Funders Group as part of its “Beyond the Tunnel Problem: Addressing Cross-Cutting Issues that Impact Vulnerable Youth” series.

Improving Access to Health Coverage for Transitional Youth 
Report/Webinar
http://www.hcbs.org/moreInfo.php/nb/doc/2323
The National Academy of State Health Policy produced this report and webinar to help states provide Medicaid and SCHIP coverage to youth involved with or exiting foster care and juvenile justice systems. The report focuses on simplifying enrollment, enhancing retention through transitions, and integrating services with partners. The webinar slides summarize the report findings and highlight programs in New Mexico and Washington that focus on the juvenile justice system and youths released from incarceration.

Integrated Student Services Model 
Model
http://tinyurl.com/5gba34
The model for providing “integrated student services” advanced by Communities In Schools (CIS), a nonprofit group devoted to dropout prevention, yields more positive educational outcomes than services lacking such coordination, according to initial results at the midpoint of a five-year longitudinal study of more than 1,200 schools (half using the integrated model and half not) by ICF International, a global consulting and research firm. The CIS model includes services such as tutoring, mentoring, after-school programs, career development, financial literacy, community service, and life-skills development, all coordinated through a single point of contact at a school. Available in pdf (8 pages, 449 KB).

Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in two Northeast and Islands Region States 
Report
http://tinyurl.com/6dm8oo
This report form the Institute for Education Sciences describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school’s practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs.

Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource 
Evaluation Resource
http://tinyurl.com/6plhp3
Practical evaluation tools for such purposes as continuous improvement and accountability, are increasingly requested by the out-of-school time (OST) community. As part of the Harvard Family Research Project’s continuing efforts to help practitioners and evaluators choose appropriate evaluation methods, this updated Snapshot describes instruments and tools that can be used for on-the-ground program evaluation.

New Century High Schools Initiative 
Report
http://ies.ed.gov/ncee/wwc/reports/dropout/new_century/
The What Works Clearinghouse (WWC) intervention report on the New Century High Schools Initiative provides information on this program that is designed to improve large, underperforming high schools by transforming them into small schools with links to community organizations. The schools choose a curriculum that has a theme or career focus, such as engineering, health science, or theater, and then each school partners with a community organization that can participate in curriculum development, school management, after-school activities, or other operational aspects of the school.

Parent and Family Involvement in Education, 2006-07 School Year  
Report
http://nces.ed.gov/pubs2008/2008050.pdf
This report, released by the National Center for Education Statistics within the Institute of Education Sciences, presents initial findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program (NHES). The NHES data were collected from January to May of 2007 through interviews with parents of students in kindergarten through grade 12. Available in pdf (57 pages, 532 KB).

Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06 
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008353
This report from the National Center for Education Statistics within the Institute of Education Sciences presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which are the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. Available in pdf (30 pages, 208 KB).

Resources for Responding to and Coping with Hurricane Related Events 
Resource
http://smhp.psych.ucla.edu/hurricane.htm
As natural disasters affect communities and their schools “Resources for Responding to and Coping with Hurricane Related Events” from the School Mental Health Project/Center for Mental Health in Schools, UCLA Department of Psychology, provides easily assessable guides for anticipating the reactions of students and families and how schools can play a role in recovery.

Tracking Foster Youth Outcomes 
Report
http://www.casey.org/Resources/Projects/DOL/
“The Foster Youth Demonstration Project: Final Evaluation Report,” a new report from Casey Family Programs and the Institute of Educational Leadership, tracks educational and employment outcomes of youth from foster care who participated in one of five programs sponsored by the Department of Labor. The report describes program participation and outcomes of over 1,000 youth from foster care in the Chicago, Detroit, Houston, Los Angeles, and New York. Based on this information, researchers hope to increase the knowledge base of outcomes for employment-focused programs, identify key elements of successful employment programs, and connect systems (e.g., child welfare, education, workforce, etc.) necessary to successfully serve this population.

Transforming School Improvement to Develop a Comprehensive System of Learning Supports: What District Superintendents Say They Need to Move Forward  
Report
http://smhp.psych.ucla.edu/pdfdocs/superintendentssay.pdf
This report from the Center for Mental Health in Schools, UCLA Department of Psychology, summarizes superintendents’ responses, with a conceptual overview and snapshot of practice considerations and concerns. Resources developed to enhance school improvement policy and practice to ensure that all students have an equal opportunity to succeed at school are presented. Included is a form for responses to stimulate discussion of sharing, learning, and systemic changes for addressing barriers to learning and teaching. Available in pdf (27 pages, 183 KB).

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Get Wired! – The Latest on Websites and Listservs

Web Sites

Back-to-School Open House at EdWeek.org
http://www.edweek.org/ew/index.html
The Back-to-School Open House at EdWeek.org provides free access from September 1 through September 7 to everything premium subscribers see daily. The Open House is a great opportunity for you to dive into areas and issues in K-12 education you care deeply about, and catch up on them while it’s free.

Career/Technical Education Statistics
http://nces.ed.gov/surveys/ctes/
The Institute of Education Sciences National Center for Education Statistics has updated the Career/Technical Education Statistics Web site and its tables on career/technical education (CTE) at three levels: (1) secondary/high school CTE, (2) postsecondary/college career education, and (3) adult education for work. These tables are updated periodically to incorporate new CTE-related topics and data from new surveys. In this update, 36 tables were added to the secondary/high school tables, covering the topic of high school student participation in CTE, and 15 new tables were added to the postsecondary/college tables, replacing tables on current postsecondary career education offerings and credentials with tables on trends in offerings and credentials.

DisabilityInfo Web site Enhanced
www.disabilityinfo.gov
DisabilityInfo, a collaborative product among twenty-two federal agencies, has comprehensive information on cross-cutting issue areas including employment, benefits, housing, transportation, health care, education, civil rights and technology. The site has been enhanced and updated including: over 2,000 new links to state-level resources; increased information about programs and services on the State and Local Resources Map; access to the quarterly newsletter; and answers to frequently asked questions about the DisabilityInfo Web site.

National Consortium for Health Systems Development Web site
http://www.nchsd.org/index.asp
The National Consortium for Health Systems Development (NCHSD) is a technical assistance partnership providing flexible, state-tailored technical assistance to states developing comprehensive health and employment service systems for people with disabilities who want to work. Serving people with disabilities, providers, state agencies, research institutes, advocates and businesses, NCHSD is a project of Health & Disability Advocates.

National Dissemination Center for Children with Disabilities (NICHCY)
www.nichcy.org
NICHCY serves the nation as a central source of information on: disabilities in infants, toddlers, children, and youth, IDEA, which is the law authorizing special education, No Child Left Behind (as it relates to children with disabilities), and research-based information on effective educational practices.

Listservs

Family Center on Technology and Disability September Newsletter
http://www.fctd.info/resources/newsletters/index.php
The FCTD listserv features resources, organizations, fact sheets, and a bi-monthly newsletter. The August/September issue features an interview with Karen Janowski, educator and AT/educational technology consultant, exploring connecting children with high incidence disabilities with technology that can help them. The information age has brought technology tools that offer hope and the promise of success in the classroom and beyond. Members of the FCTD Knowledge Network are also featured, focusing on AT and high incidence disabilities.

Next Generation Youth Work Coalition Bulletin 8
http://www.nextgencoalition.org/?q=node/37
This e-Newsletter offers information on developments in the youth work profession, including information on how the Frameworks Institute, Corporate Voices for Working Families, National After-School Association, and the University of Minnesota are advancing external communications, policy, and higher education for the youth work profession; new coursework being offered in New York; a youth worker’s perspective from Vermont; a new Next Gen Toolkit for conducting workforce surveys; and more.

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Funding Forecast, Grants, and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2008
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 2008 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 2007-2008 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.

Do Something Announces “Increase Your Green” School Competition
http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=217000004
Awards of up to $1,500 will be given to middle and high schools working to reduce the environmental impact of their school during an eight week competition where students will showcase how their school saved energy, reduced waste, and raised awareness. The judging categories are: (1) energy saved; (2) garbage reduced, recycled, and reused; (3) number of people involved/impacted; and (4) innovative quality of actions and ideas. The competition is open to middle and high schools. Deadline: December 15, 2008

Martin Luther King Jr. Day of Service Project Grants
http://www.foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=226200002
Grants of up to $10,000 will be awarded to organizations working on service projects that improve the conditions of poor and low-income people in their communities. The network will disseminate a total of $80,000 to approximately twenty-five sub-grantees. In accordance with CNCS requirements, at least 30 percent of these funds will be available to organizations outside of the network. Award amounts will range from $1,000 to $10,000 each. Preference is given to organizations mobilizing the greatest numbers of volunteers. Applicants must enlist at least two hundred volunteers for every $1,000 requested. Deadline: September 23, 2008 (Extended)

National Education Association Foundation Accepting Grant Applications
http://fconline.foundationcenter.org/pnd/15014895/neafdn
Learning & Leadership grants of up to $5,000 will be awarded to teachers, education support professionals, and higher education faculty and staff working to improve student learning in public schools, colleges, and universities. The grant amount is $2,000 for individuals and $5,000 for groups engaged in collegial study. Student Achievement Grants provide grants of $5,000 to improve the academic achievement of students by engaging in critical thinking and problem solving that deepen knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. (These grants replace the foundation’s Innovation Grants program, which has been discontinued.) Application deadlines are October 15, 2008, February 1, 2009, June 1, 2009.

Nestle Very Best in Youth Program to Honor Young People
http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=216700014
Awards of $500, plus $1,000 given to the charity of his or her choice, will be awarded to young people between the ages of 13 and 18 who have excelled academically and are making a difference in their communities. The young people, selected from nominations from volunteers, parents, and teachers, will be featured in a special publication and honored at a black-tie ceremony in Los Angeles in July 2009. Applicants must be legal residents of the United States or its territories. Deadline: November 20, 2008

Pay It Forward Foundation Offers Mini-Grants for Youth
http://fconline.foundationcenter.org/pnd/15014740/payitforward
Pay It Forward Mini-Grants are designed to fund one-time-only service-oriented projects identified by youth as activities they would like to perform to benefit their school, neighborhood, or greater community. Projects must contain a “pay it forward” focus: that is, they must be based on the concept of one person doing a favor for others, who in turn do favors for others, with the results growing exponentially. Mini-grants of up to $500 are available. Because funding is limited, projects requesting smaller amounts will be given priority. Deadline: September 15, 2008

Student Volunteers Invited to Apply for Prudential Spirit of Community Awards
http://fconline.foundationcenter.org/pnd/15014741/prudential
The Prudential Spirit of Community Awards, sponsored by Prudential Financial and administered by the National Association of Secondary School Principals, are designed to honor middle and high school students for volunteer community service. Eligible applicants include U.S. students in grades 5-12 who have engaged in a volunteer activity that occurred at least partly during the twelve months prior to the date of application. Local honorees are selected in November, and from these two state honorees are chosen in each state and the District of Columbia, and from these ten national honorees are selected and announced at a ceremony in Washington, D.C., in May 2009. State Honorees receive an award of $1,000 and an all-expense-paid trip to Washington, DC, for national recognition events. National Honorees receive an additional award of $5,000. Deadline: October 31, 2008

Surdna Foundation Invites High School Arts Teachers to Apply for Fellowships
http://foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=221500020
Eligible applicants this year include teachers working in specialized public arts high schools and arts-focused magnet and charter high schools; grants of up to $5,500 in support of artistic growth will be provided, with a complementary grant of $1,500 provided to each Fellow’s school for post-fellowship activities. Deadline: November 14, 2008 (Letters of Intent)

Target Field Trip Grants Application Process Open
http://www.foundationcenter.org/pnd/rfp/rfp_item.jhtml?id=226400026
Grants of up to $800 will be awarded to educators, teachers, principals, paraprofessionals, and/or classified staff planning field trips to art museums, cultural events, civic experiences, or environmental sites. Up to five thousand grants will be awarded across the United States. Grants will be awarded to educators, teachers, principals, paraprofessionals, or classified staff. Deadline: November 1, 2008

American Association of People with Disabilities Invites Applications for Paul G. Hearne Leadership Award
http://fconline.foundationcenter.org/pnd/15014742/aapdawards
In 2009, the American Association of People with Disabilities will once again recognize individuals personifying leadership, advocacy, and dedication to and for the disability community at large, with the Paul G. Hearne Leadership Award. Three individuals who are emerging as leaders in the cross-disability civil rights movement will each receive $10,000 to help them continue their progress as leaders and further connect their work with the national grassroots of AAPD. They will also have an opportunity to meet and network with national disability leaders at the AAPD Leadership Gala in Washington, D.C. in March 2009. U.S. residents with any type of disability and of any age are eligible to apply. Deadline: September 30, 2008

Best Buy Invites Applications for K-12 Technology Education Program
http://www.bestbuyinc.com/community_relations/teach_awards.htm
Awards of up to $10,000 will be given to K-12 schools in the United States and Puerto Rico working to incorporate interactive technology in the classroom. Awards ranging from $1,000 to $5,000 will be granted to programs that engage students at any grade level, or up to $10,000 for 9th grade programs, by creatively integrating interactive technology into the curriculum. All awards are in the form of Best Buy Gift Cards. Deadline: October 12, 2008

Native Plant Landscaping
http://www.for-wild.org/sfecvr.html
The Lorrie Otto Seeds for Education Grant Program gives small monetary grants to schools, nature centers, or other non-profit educational organizations to establish outdoor learning centers. Funds will be provided only for the purchase of native plants and seed. Eligibility: schools, nature centers and other non-profit and not-for-profit places of learning including houses of worship with a site available. Deadline: November 15, 2008.

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.

School Improvement Grants for Parent Involvement
http://www.toolboxforeducation.com/
Lowe’s Toolbox for Education grant program finances school-improvement projects initiated by parents. Maximum Award: $5,000. Eligibility: K-12 schools (including charter, private, and parochial schools) and parent groups associated with a nonprofit, K-12 schools. Deadline: October 17, 2008.

Staples Foundation for Learning Supports Job Skills and Education Programs
http://www.staplesfoundation.org/foundapplication.html
Grants will be awarded to nonprofits working to provide job skills and/or education for all people, with an emphasis on disadvantaged youth; public schools without 501(c)(3) status and organizations located in Alaska or Hawaii do not qualify. For the Foundation’s January meeting, grant proposals must be submitted between October 10-24, 2008. Deadline: October 24, 2008

American School Board Journal Magna Awards
http://www.asbj.com/magna
The American School Board Journal is accepting nominations for its 2009 Magna Awards, which recognize programs that have been important in promoting the district’s mission and advancing student learning; capable of being replicated by other school boards with similar conditions and resources; and the result of collaboration between the school board and others. Maximum Award: $3,500. Eligibility: programs developed or actively supported by school boards. Deadline: October 15, 2008.

Healthy Sprouts Awards
http://www.kidsgardening.com/healthysprouts.asp
The National Gardening Association recognizes outstanding youth programs via the Healthy Sprouts Awards. The awards support school and youth garden programs that teach about nutrition and the issue of hunger in the United States. Maximum Award: $500 gift certificate to Gardener’s Supply. Eligibility: schools or organizations that plan to garden with children between the ages of 3 and 18. Deadline: October 15, 2008.

AILF Offers K-12 Education Grants
http://fconline.foundationcenter.org/pnd/15012347/ailfgrants
The American Immigration Law Foundation (AILF) will award grants to teachers for the 2008-09 school year of $100 to $500 each to fund a limited number of K-12 grade-level projects that provide education about immigrants and immigration. The foundation seeks to fund classroom-based activities that are innovative and supportive of AILF’s mission of promoting the benefits of immigrants to the United States. Applications are limited to educators teaching in public or private primary, intermediate, and secondary-level schools. The 2008 program focuses on proposals that relate to: innovative use of technology; underrepresented minorities; community outreach and partnerships with community based organizations; and math and science. Deadline: November 28, 2008

CVS Community Grants
http://www.cvs.com/corpInfo/community/community_grants.html
CVS Pharmacy Community Grants will accept proposals for programs targeting children under age 18 with disabilities that address: health and rehabilitation services; a greater level of inclusion in student activities and extracurricular programs; opportunities or facilities that give greater access to physical movement; and play. Maximum Award: varies. Eligibility: Public schools with programs for children under age 18 with disabilities. Deadline: applications accepted through October 31, 2008.

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.

Reader’s Digest Foundation: Make It Matter
http://www.rd.com/makeitmatter.do
This program honors individuals who are taking action and giving back to their communities in a significant way. Each month, Reader’s Digest magazine will profile an individual who has made a significant contribution to his or her community. Deadline: n/a.

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Acknowledgements

Portions of this month’s NASETSpecial 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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