October 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Children with Autism Go to School:  Easing the Transition

• Children with Autism Go to School:  A Mom’s View

• When Working with Adolescent Struggling Readers, Skip At, Bat, and Cat: A Reading Strategy for Content-Area Teachers

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Latest Employment 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

---

To learn more click on the image above or – Click here

---

Update from the U.S. Department Education

U.S. Department of Education Announces $442 Million in Teacher Incentive Fund Grants; 62 Winners from 27 States

On September 23, 2010, U.S. Secretary of Education Arne Duncan announced the sixty-two winning applicants of the Teacher Incentive Fund (TIF) grant competition. The winning applicants represent rural and urban school districts as well non-profit groups and state education organizations from 27 states across the country.

The five-year $1.2 billion TIF program seeks to strengthen the education profession by rewarding excellence, attracting teachers and principals to high-need and hard to staff areas, and providing all teachers and principals with the feedback and support they need to succeed. Today, the Department is providing the first two years of funding—a total of $442 million.

Nothing is more important than great teaching. These grants will help schools build a culture that celebrates excellence in the classroom and helps all teachers improve their practice,” said Duncan.

This year’s winning applicants were selected by a group of 60 independent, expert peer reviewers. They were judged on their comprehensive plans to develop, reward, and support effective teachers and principals in high-need schools, based on evaluations that include multiple measures, including student growth.

Applicants were also required to demonstrate a high level of local educator support and involvement and a plan for financial sustainability after the 5 year grant award period. Applicants received additional points for using value added measures, attracting effective teachers in hard to staff subject or specialty areas, and for being a first-time applicant.

One of the winners, the Louisiana Department of Education, will be awarded $36.5 million over 5 years to implement TAP: The System for Teacher and Student Advancement in 70 high-need schools, impacting over 2,800 educators and 33,500 students. The goals of TAP are to increase the percentage of effective educators in schools and increase student achievement.

Another winner, the Jefferson County Public School District in Colorado, will be awarded $32.7 million over 5 years to implement a program that will reward teachers both for student growth and their own leadership in spreading their teaching expertise. Peer and administrator observations will drive staffing decisions and professional development, particularly in the highest-need schools that will serve as pilot sites.

The TIF awards include the Main TIF competition and the TIF Evaluation competition. TIF Evaluation competition applicants will be required to meet additional criteria and will be eligible for at least an additional $1 million over the 5 year grant period.

A list of TIF winners can be found here: http://www2.ed.gov/programs/teacherincentive/awards.html. Note that award amounts listed for each winner are over a 5 year period. Today, only the first 2 years of funding will be awarded. Further funding is contingent on congressional action.

College “An Attainable Dream,” Says New Spanish-Language Video

The U.S. Department of Education today released a new video produced especially for Spanish-speaking families that shows how going to college is more attainable and more affordable than ever before.

The five-minute piece profiles Samantha Hernandez, a sophomore at California State University Dominguez Hills, and shows the support she receives in pursuit of her academic and career goals. Samantha’s story is told in her own words, as well as those of her fellow students, faculty advisor, college president, and family members — all in Spanish. The camera follows Hernandez on campus and at home in South Central Los Angeles, where she lives with her mother and sisters.

Release of the video coincides with the signing this week by President Obama of a proclamation commemorating National Hispanic-Serving Institutions (HSIs) Week. The proclamation celebrates the unique accomplishments of HSIs and their contributions to the community. California State University Dominguez Hills is among the more than 200 HSIs serving more than one million Hispanic students across the nation.

President Obama has set a goal that by 2020, America will have the highest proportion of college graduates in the world. While today, approximately 40 percent of U.S. adults are college graduates, he has targeted 60 percent to give our nation the best educated and most competitive workforce. This goal includes graduates of both four-year colleges and two-year colleges.

The video is entitled, “La universidad: un sueño alcanzable,” (“College: An Attainable Dream”) and is closed-captioned in Spanish and in English. Watch it at http://www.youtube.com/watch?v=0DKxOPfSzak.

National Blue Ribbon School Recognition for 304 Schools

In September, 2010, U.S. Secretary of Education Arne Duncan today recognized 304 schools as 2010 National Blue Ribbon Schools. Secretary Duncan was joined by Washington, D.C. Mayor Adrian M. Fenty, D.C. Public Schools Chancellor Michelle Rhee and George Washington University Provost Steven Lerman for the announcement at School Without Walls Senior High School, a 2010 Blue Ribbon School in Washington, D.C.

The schools—254 public and 50 private—will be honored at an awards ceremony Nov. 15-16 in Washington, D.C. In the past 28 years, more than 6,000 of America’s schools have received this coveted award.

“Our nation has a responsibility to help all children realize their full potential,” Duncan said. “Schools honored with the Blue Ribbon Schools award are committed to achievement and to ensuring that students learn and succeed. Their work reflects the conviction that every child has promise and must receive a quality education.”

The award honors public and private elementary, middle and high schools whose students achieve at very high levels or have made significant progress and helped close gaps in achievement especially among disadvantaged and minority students. Each year since 1982, the U.S. Department of Education has sought out schools where students attain and maintain high academic goals, including those that beat the odds.

The Blue Ribbon Schools Program honors public and private schools based on one of two criteria:

1. Schools whose students, regardless of backgrounds, are high performing. These are schools ranked among the state’s highest performing schools as measured by their performance on state assessments or in the case of private schools, that score at the highest performance level on tests referenced by national norms in at least the most recent year tested; and

2. Schools with at least 40 percent of their students from disadvantaged backgrounds that improve student performance to high levels as measured by the school’s performance on state assessments or nationally-normed tests.
A total of 413 schools nationwide can be nominated, based on the number of K-12 students and the number of schools in each state, the District of Columbia and Puerto Rico. The chief state school officer nominates public schools, and the Council for American Private Education (CAPE) submits private schools’ nominations. The schools are invited by the secretary of education to submit an application for possible recognition as a Blue Ribbon School.

A list of the 2010 Blue Ribbon Schools is available at http://www.ed.gov/programs/nclbbrs/awards.html.

---

To top

To learn more click on the image above or – Click here 

---

Children with Autism Go to School:  Easing the Transition

By Korin Matter

It is early fall when Kate passes through the doors of the school for the first time with her son Joey, a young child with autism.  The building is incredibly busy and noisy as teachers, parents and students fill the hallways.  Kate knows that for Joey this is a setting rich in over stimulation.  She is keenly aware that her child’s behavior has begun to escalate and although her questions about education and support services seem even more important now, she struggles to remain calm and think clearly knowing Joey is near his meltdown stage.

Anxiety and confusion during the transition into special education is common for parents of children with autism.  “I remember being very concerned about communication initially.  It is especially critical when you have a non-verbal child.  This is both from a parental concern aspect (is she happy, is she OK, are things OK at school, is she scared…it goes on and on) all of these things that you could question a typical kid about,” a parent explains.  We know that parental involvement is essential in building an effective education for children and that is particularly true for children with autism because they play such an essential role in their child’s life (Dunlap, 1999).  These parents express many concerns with the educational system, and have found that the transition into special education is especially difficult for their families (Kohler, 1999; Stoner, 2003).  When children with autism turn three years old, they transition from early intervention programming to special education services.  This can be a confusing and even frustrating time for parents because they encounter different professionals, new terminology associated with special education and a new agency with its own culture and assumptions (Kohler, 1999).  “I was just so confused.  I didn’t know what was going on so I didn’t know what my role was.  All these people were telling me what to do and I didn’t know whether to trust my instinct as a parent or just listen to these people,” said a mom of two children with autism when responding to the question, “What did you feel your role was in the transition to early education?”  The education of students with autism is greatly enhanced when parents and educational professionals understand each other’s perspectives (Stoner, 2003).

So what can be done to help families during these various transition times?   A “Parent Needs Assessment” (PNA) is being used at one early childhood center and has proved to be a helpful tool. The PNA is a survey tool that uses a check box format with options such as “is a priority”, “is not a priority at this time” or need more information.  The survey is divided into five sections:  The Transitional Period, Communication, General Information, Educational Involvement and Home Programming.  (See below for an example from the Transition page and the Educational Page.) The intent is for families and staff to complete the assessment together face to face prior to a student starting a new program in an effort for the staff to understand the needs of the family.

The assessment can also be used during any transition time—whether the child is entering special education for the first time or transitioning from a pre-school program to elementary school.  Parents and staff have time to discuss important issues concerning their child and family with the goal of setting a high standard for future interactions between staff and families.  A parent explains, “I was extremely paranoid, for lack of a better word, about the care she would receive at school but after I had a chance to meet the teachers at our home visit and realized how knowledgeable and caring they were I knew she would be safe.”

Besides being used for school transitions, parents can use the PNA to inform new staff of their families needs.  Regardless of how this is used or adapted, the communication it creates and the relationship it initiates are invaluable to the child’s education as well as supportive for the parent’s, their peace of mind and their trust in the educational system.

As one mother describes the PNA, “I found the survey to be a great source of information- letting me know what supports are available and what areas I have covered. It also helped me set up a timeline of what I should be focusing on now and what I should be preparing for in the future.” 

*Copyright in progress

---

To top

Children with Autism Go to School: A Mom’s View

By Deborah Meyer Abbs

Some people thrive on change….. or so I’ve heard.  I’m just not one of them.  If things are working—or even if they aren’t!—at least I know what to expect you know?  So, heading to my 5 –year-old son’s  IEP (Individual Education Plan)/3 year review/transition into kindergarten meeting I was not a happy camper.  Or as my husband said in his typical understated way on the car ride over, “You seem tense.”  Ya think??

The meeting did end up being really stressful for me.  Luke has regressed in some areas and, being non-verbal, is way behind his peers.  I was totally thrown for a loop because I have loved the Early Childhood Center (ECC) in Batavia where he has been since he was 3.  He’s had a wonderful teacher and the same awesome one-on-one aid the past 2 years.  And because of all his difficulties I assumed that OF COURSE he would have a one-on-one paraprofessional in kindergarten but was told that his class (with 9 children on the autism spectrum) will have one teacher and 3 classroom aids.   Thankfully we put it in writing that we’d meet again in the fall and if he needs more help our district and the co-op we work with will provide his own aid.

But this transition time got me thinking about why I love and trust his early childhood team so much.  What did they do that helped foster such a good relationship and how can that be duplicated?

For one thing first impressions are really important.  Good, bad or ugly they set the tone for future interactions.  And Korin Matter, Luke’s special education teacher for the past two years, rocked the house on this.  During the fall of 2008, in the beautiful new building attached to Alice Gustafson Elementary school in Batavia, the Early Childhood Center kicked off  its first autism specific classroom– which Luke was a part of.   Prior to school starting Matter came to our home to meet Luke and used a tool she developed in graduate school called the Parent Needs Assessment (see other story for more information).

The PNA was a very helpful guide to think through various issues and open the lines of communication.  I especially appreciated the communication section.  It asked how often and by what method   we wanted to touch base with school.  Did we want to communicate thru email, phone calls, school visits or regularly scheduled visits—or some combination of these?  This put me at ease knowing we would have consistent dialogue.  Another section asked questions about helps at home that we might need—activities at home that would coordinate with school, behavior strategies and even help with potty training (yes, yes and yes!).

Explained Matter, “I was working at a preschool for children with autism and saw that it was a big transition from early intervention to the program I ran.  I wanted to make the transition smoother and a way to understand the families’ needs and so that’s what motivated me to develop the Parent Needs Assessment.”

Along with the assessment Matter’s openness and willingness to really listen to us also helped build a relationship of trust.  Being in the autism field for 10 years I’m sure his teacher had heard many of our concerns before but she was still patient and kind—as were the rest of Luke’s team.  “My life in the autism field happened by chance but I’m so grateful that it did.” she said.

Finally, Luke’s team at the ECC, including his paraprofessional, Terri Mate and speech therapist Jen Baron understand that not only do kids on the spectrum need comfort and consistency when it comes to school and transition but so do the parents!  It really is as much about the parent’s comfort level as it is about the child’s!   Mary Jo Le, the mom of one of Luke’s classmates,  sums it up when she said,  “It’s a matter of trust.”

I don’t know if I can trust the new staff at Luke’s kindergarten yet.  Will they care about Luke and keep trying new things to help him learn?  Will they come through if he does need a one-on-one aid like I think he might?  But I hope that soon I will know that I can.

Editor’s Note:  Since this article was written Luke has begun kindergarten and it has been a rough transition—for him and his mom.  She recently met with his current team (Luke is now part of Mid-Valley Cooperative which is the special education coop for several towns including Batavia) to address some classroom issues for Luke.  On the plus side Luke will be observed by the school social worker for a minimum of 10 days in a row so that a behavioral plan can be put in place to curb his negative behaviors.  Also, his kindergarten teacher, Jessica Kling, has done a great job communicating with Abbs which has been very helpful.  Finally, in the midst of this rough patch she is starting to trust the new staff working with Luke and,  when Luke’s sensory needs are met, he is learning new things.  Case in point:  He was recently given the letters in his name to put in order on a Velcro strip and did it correctly multiple times!

---

To top

WHEN WORKING WITH ADOLESCENT STRUGGLING READERS, SKIP AT, BAT, AND CAT

A Reading Strategy for Content-Area Teachers: Parallel Reading Intervention

By Matthew Glavach,Ph.D.

INTRODUCTION

Middle school and high school struggling readers make faster progress when they work at harder reading levels.  Reading researcher and “When Working with Adolescent Struggling Readers, Skip at, bat, and cat” author Matthew Glavach, Ph.D., found that when struggling readers’ focus is on multisyllable words there are many advantages, even when the words are above their tested reading levels. He published a study on his high school struggling readers which showed that when focusing on multisyllable words organized by suffixes and consistent endings, words such as information, education, and communication, struggling readers made exceptional reading progress and most succeeded in content-area classes (science, history, biology, and English) because the words were from their textbooks and taught in a brain efficient way.

The article reviews the author’s reading strategy, which he calls parallel reading intervention, and gives examples and research support.  Content-area teachers use the strategy based on words derived from their own content-area textbooks.

A UNIQUE READINGSTRATEGY

When struggling readers reach intermediate grades, word study must be carefully planned. Rather than reading instruction to which they are brain dead, or call baby work, it is better to use a different strategy.  While reviewing student content-area textbooks, the author noted that the meaning of content-area passages is mostly carried by multisyllable words.  He designed a unique strategy for presenting the content-area words that would help students learn the words more easily.  He organized important textbook multisyllable words into lists based on identical endings and suffixes.

Which list of words is easier to read? 

NASET Sponsor – HEINLE, part of Cengage Learning

Calls to Participate

The Administration on Developmental Disabilities Projects of National Significance
http://www.acf.hhs.gov/programs/add/survey/survey_landed.html
The Administration on Developmental Disabilities (ADD) seeks input from individuals with developmental disabilities and their families across the country in considering future plans and how ADD can best meet the diverse needs of these groups. ADD seeks to use its resources to focus on the most pressing and relevant concerns of the developmental disabilities community, and is looking for their thoughts regarding the focus of future Projects of National Significance (PNS). The purpose of PNS is to: create opportunities for people with developmental disabilities to contribute to, and participate in, all facets of community life; and support the development of national and state policies to reinforce and promote the self-determination, independence, productivity, inclusion, and integration of individuals with developmental disabilities into all facets of community life.

The Arc FINDS Survey
http://www.surveymonkey.com/s/TheArcFinds2010
The Arc FINDS (Family and Individual Needs for Disability Supports) survey is now online and available to families, individuals, and self-advocates. They invite individuals with intellectual or developmental disabilities, families, and caregivers across the nation to share their opinions on a variety of issues relating to disability. There is no cost to taking the survey. (Additional information on Arc is on their general website, http://www.thearc.org.)

New Videos Encourages Special Ed Students to Participate in State Outcome Survey
http://www.psocenter.org/data_collection.html
To help educators improve services for students with disabilities who are still in school, every state is conducting a survey to find out what students who received special education services are doing one year after leaving high school. To help increase response rates, the National Post-School Outcomes Center has announced the launch of “Be a Superstar – Take the Survey.” These YouTube videos were designed to encourage students and families to complete post-school outcomes surveys. Prepared in collaboration with PACER Center, versions are available for youth and parents in both English and Spanish. (The survey can also be accessed from http://www.youtube.com/pacercenter.)

PACER Survey Parent Survey
http://www.fastfamilysupport.org
Parents or primary caregivers of young people with disabilities 12-22 years old are invited to take part in a national research study by completing the National Family Support Survey, conducted by the FAST Project. Answers to the questions on the National Family Support Survey are confidential and will help the Administration on Developmental Disabilities, parent centers, and researchers understand the information and supports families need to prepare for moving into adulthood. This information may help to inform program development for youth with disabilities in the future. The survey is available in Spanish also.

America’s Promise Alliance/AT&T: My Idea Grant Program
http://tinyurl.com/2vwcjlj
America’s Promise Alliance and AT&T are looking for energy, enthusiasm, creativity, and commitment to help make this country a Grad Nation through the My Idea Grants program. My Idea will empower young people to examine the high school dropout crisis and help their peers graduate on time, as well as improve outcomes for themselves and their community. National grants of $10,000-$20,000 will be awarded to 20-25 youth for the best ideas submitted to help increase a community’s graduation rate anywhere in the United States. Additional opportunities are available for young people living in Chicago, Houston, Indianapolis, Jackson, Louisville, Nashville, New York, New Orleans, Oakland, and Washington, D.C.

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.

---

To top

Update From The National Dissemination Center for Children with Disabilities

IT ALL STARTS IN FAMILIES ANDCOMMUNITIES

Sleep problems in children.
How much sleep do children need? What do you do to promote healthy sleeping habits—-or address children’s problems with sleeping? Find out here, from the University of Michigan Health System.
http://www.med.umich.edu/yourchild/topics/sleep.htm 

Your child has a chronic health condition. What do you need to tell the school?
From the Healthy Children site of the American Academy of Pediatrics.
http://www.healthychildren.org/English/health-issues/conditions/chronic/pages/Chronic-Conditions-and-School.aspx

More on raising children with health conditions.
http://www.med.umich.edu/yourchild/topics/chronic.htm
 
Ways to make complex information simple for those with developmental disabilities.
This publication will help people support the participation of those with developmental disabilities on  boards and committees. Find out how how to make changes or adaptations to materials so each member can understand the meeting business. The same concepts apply when you’re preparing other types of materials for those with DD.
http://www.dds.ca.gov/ConsumerCorner/WaysComplex.cfm

All about eating disorders…
…including ones you may not have heard of before.
http://www.1sthealthinsurancequotes.com/eating-disorders.html

Living with chronic pain.
There are many reasons why an individual may suffer from chronic pain and there’s much to know about strategies for coping and living well despite the pain. Here are several resources on the subject.

• American Chronic Pain Association.
  Visit the American Chronic Pain Association for a list of common conditions, medications and treatments, and pain management tools.
  http://www.theacpa.org/default.aspx
• American Academy of Pain Management.
  http://www.aapainmanage.org/index.php
• WebMD’s Pain Management Health Center.
  http://www.webmd.com/pain-management/default.htm

Investigate the disability of interest.
The University of Michigan Health System offers a long list of topics and disabilities in its Your Child Topics section. These lead you to very informative articles and podcasts. See if the disability or topic that interests you appears in their list, at:
http://www.med.umich.edu/yourchild/topics/index.htm

THE LITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD

Using the science of the developing child to guide practice.
Visit the Center on the Developing Children at Harvard University and explore their multifaceted briefs and working papers, including the science of the developing child; understanding intervention; research that enhances the understanding of child health, learning, and behavior; and child and family mental health.  http://developingchild.harvard.edu/

Early childhood assessment: Why, what, and how.
A publication of the National Academies Press.
http://www.nap.edu/catalog.php?record_id=12446
 
Online module on embedded interventions now available in Spanish.
In our July enewsletter, we told you about Project CONNECT’s online module on embedded interventions. Sweet—now it’s available in Spanish..
http://community.fpg.unc.edu/connect-modules/learners

Spanish infant practice guides.
The practice guides from the Center for Early Literacy Learning (CELL) will help Spanish-speaking parents promote their baby’s literacy learning using interest-based and highly engaging activities.
http://www.earlyliteracylearning.org/pgparents_span.php

Behavior corner.
No, we don’t mean “stand in the corner” because of bad behavior. Rather, consider this corner a mini-resource shelf on addressing behavior in early childhood settings.

Effective practices for preventing challenging behavior.This brief from the Center for Evidence-Based Practice: Young Children with Challenging Behavior describes several early intervention strategies, including: (a) arranging of the classroom environment, (b) scheduling, and (c) implementing rules, rituals, and routines. – Click here 

The 6 steps of positive behavior support.
From the Technical Assistance Center on Social Emotional Intervention for Young Children. http://www.challengingbehavior.org/explore/pbs/process.htm

Positive beginnings: Supporting young children with challenging behavior.
Six online modules for inservice and preservice early interventionists and early childhood educators. http://pbs.fsu.edu/return.html

Teaching tools.
“Teaching Tools” is a product of the Technical Assistance Center on Social Emotional Intervention. They are meant to assist teachers in developing a plan to support young children who are having challenging behavior.
http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm

Commonly asked questions about child care centers and the ADA.
This 13-page publication explains how the requirements of the Americans with Disabilities Act apply to child care centers.
http://www.ada.gov/childq%26a.htm

For Part C coordinators: Orientation training modules.
Here are a series of training presentations for Part C coordinator recorded in December 2009. There are 12 videos in the series.
http://tadnet.org/partccoordinators

SCHOOLS, K-12

Upcoming webinar on Individualized Supports Planning for Students with Intellectual Disabilities.
September 27, 2010 at 3:30 p.m. EDT
Hosted by the American Association of Intellectual and Developmental Disabilities (AAIDD), this webinar will focus on informing special education teachers and administrators how individualized supports planning can be used to build on strengths, and address the challenges in social thinking that students with intellectual disabilities may experience in classrooms. Register online at: https://www2.gotomeeting.com/register/922789170

NCES releases back-to-school statistics for Fall 2010.
America’s schools and colleges will welcome back large numbers of students this fall. Record numbers of prekindergarten and kindergarten students are expected to enter the nation’s public school systems.  For all back-to-school statistics and the sources, have a look at:
http://nces.ed.gov/fastfacts/display.asp?id=372

For elementary school principals.
Several resources of note for you, all from the Center on Instruction!
Teaching All Students to Read in Elementary School: A Guide for Principals.
http://centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=0&grade_end=3#148

Intensive Reading Interventions for Struggling Readers in Early Elementary School.
http://centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=0&grade_end=3#59

Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide for Administrators.
http://centeroninstruction.org/resources.cfm?sort=title&category=math&subcategory=materials&grade_start=0&grade_end=12#112

Autism corner.
Here are several resources school personnel may find helpful in planning for and delivering services to students with autism.

• For occupational therapists.
  Visit the American OT Association’s autism micro-site.
  http://www.aota.org/autism
• Autism fact sheet in Mandarin.
  Need a Mandarin version of the CDC’s fact sheet on autism,  Learn the Signs. Act Early? Here you go. – Click here

Developmental disabilities and supporting the power of choice in our lives.
Are you involved in helping youth with developmental disabilities plan for their own future, making their own choices? Here are three resources that can help.

• It’s my choice!
  In this great 90-page workbook, young people with developmental disabilities are guided in thinking about their life and the kinds of things that are important to them. From there, it’s on to developing an individualized game plan!
  http://www.mnddc.org/extra/premium-publications/choice/Its_My_Choice.pdf
• Consumer-friendly planning guides.
  The CA Dept. of Developmental Disabilities offers quite a collection of short workbooks designed especially for individuals with DD to use in making their own choices about where and how they want to live, how they want to spend their time, and much more. Many are available in multiple languages, including English, Spanish, and Chinese.
  http://www.dds.ca.gov/ConsumerCorner/Publications.cfm
• Transition to adult health.
  Being a Healthy Adult: How to Advocate for Your Health and Health Care was written to help young adults with disabilities learn how to become effective self-advocates for their own health and health care. Available in English and Spanish and audio! – Click here 

Reading 101 for the first year teacher.
This free self-study online course includes 10 modules on the foundations of teaching reading. Video clips demonstrate best practices. http://www.readingrockets.org/firstyear/

Providing professional inservice training.
If you’re planning to provide inservice training to the educators in your school, you might want to have a look at An Evidence-Based Approach to Professional In-service Training.
https://www.osep-meeting.org/2009conf/Presentations/Wednesday/Dunst,Trivette_Evidence-Based%20Approach.ppt

SAMSHA’s National Registry of Evidence-Based Programs and Practices.
NREPP is a searchable online registry of more than 160 interventions supporting mental health promotion, substance abuse prevention, and mental health and substance abuse treatment.
http://www.nrepp.samhsa.gov/AdvancedSearch.aspx

Deciding what accessible materials a student needs.
Use the AIM Navigator, a series of guiding questions to assist teams with decision-making about need, selection, acquisition, and use of accessible instructional materials (AIM) for students with disabilities.
http://aim.cast.org/navigator/page/

Making your own digital books.
CAST’s Book Builder website is a free online tool where users can create, share, publish, and read digital books. The site informs users about universal design for learning principles and supports and engages diverse learners. http://bookbuilder.cast.org/

STATE & SYSTEM TOOLS

A survey of state disability policy, 2010.
State and federal governments continue to struggle developing policies surrounding housing, employment, and independent living for those with disabilities.  This document provides policymakers with information on policies that they can pursue in their own states.
http://knowledgecenter.csg.org/drupal/content/survey-state-disability-policy-2010

Operational best practices.  
The Operational Best Practices for Statewide Large-Scale Assessment Programs of the Council of Chief State School Officers was officially released at the end of July. The publication, commonly referred to as Operational Best Practices, presents the first comprehensive guide for designing, developing, administering, scoring, and reporting state assessment results. – Click here

Common academic standards.
As of August 4, 2010, 32 states and the District of Columbia have adopted the Common Core State Standards released by the Council of Chief State School Officers and the NGA Center for Best Practices in June. (Those states are: Arizona, Arkansas, California, Colorado, Connecticut, Georgia, Florida, Hawaii, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Tennessee, Wisconsin, West Virginia, and Wyoming.)
The standards define the knowledge and skills students should gain in K-12 education to graduate high school fully prepared for college and work.
http://www.corestandards.org/

From the National Comprehensive Center for Teacher Quality.
Two resources you may find of interest are available from the Center.
Building teacher effectiveness systems.
Education reformers have shifted the focus from “highly qualified teachers” to “teacher effectiveness.” This Critical Decisions Guide offers states and districts resources and tools to build better evaluation systems. At the initial stages of reform, states and districts often have many questions about effective implementation. This guide is designed to assist leaders as they think critically about each phase in the development of their evaluation system.
http://www.tqsource.org/criticalDecisions/

Recruiting special education teachers.
Seven strategies are discussed in this 21-page guide.
http://www.tqsource.org/premium-publications/KeyIssue_RecruitingforSpecialEd.pdf

The fast lane to education data.
The website Education Data Express will help you view some of the important data that the U.S. Department of Education collects from the 50 states, the District of Columbia, and Puerto Rico.
http://www.eddataexpress.ed.gov/index.cfm

Dropout prevention for students with disabilities: A critical issue for state education agencies.
This issue brief provides guidance to states as they respond to requirements in iDEA in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data. A product of the National High School Center.
http://www.betterhighschools.org/docs/NHSC_DropoutPrevention_052507.pdf

SPECIAL FOCUS: Teaching Studentswith Disabilities, Part 2

Last month the special focus area of News You Can Use highlighted resources to help teach children with disabilities—general guidance and resources specific to teaching those with AD/HD, autism, behavioral/emotional disorders, and LD. This month we’ll continue that theme, this time connecting you with resources on teaching students with other specific disabilities and teaching students with disabilities in specific classes.

Last month’s News You Can Use.
If you’d like to revisit the special focus from last month, visit:
http://www.nichcy.org/Newsletters/Pages/August2010.aspx

A Few More General Resources
Teaching special-needs students in the regular classroom.
http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald022.shtml

Special education resources for general educators.
http://serge.ccsso.org/

Inclusion in mathematics education for students with disabilities.
http://www.as.wvu.edu/~acad/

Math matrix.
The math matrix matches technology tools with supporting literature on promising practices for the instruction of math for students with disabilities. Search for products and evidence among the six purposes of technology that support reading for students with special needs. From CITEd.
http://www.citeducation.org/mathmatrix/

Reading matrix.
This matrix matches technology tools with supporting literature on promising practices for the instruction of reading for students with disabilities. From the National Center for Technology Innovation.
http://www.techmatrix.org/Infopage?page=Reading_for_Struggling_Students

WatchKnow.org.
WatchKnow has indexed over 15,000 online educational videos for children, putting them into a directory of over 3,000 categories. The videos are available without any registration or fees to teachers in the classroom and to students at home 24/7. There are also a scad of short videos focusing on how to teach students with disabilities. The link below takes you to the main page. Down the left you’ll see videos by subject (e.g., teaching science) and you’ll see a search box. Enter the terms “disabilities” or “special education” and reap the harvest!
http://www.watchknow.org/default.aspx

Disability-SpecificResources 

Here are resources that identify and discuss strategies for teaching students with…

Communication disorders.
http://www.as.wvu.edu/~scidis/comm.html  

Chronic health conditions.
http://www.aft.org/pdfs/healthcare/medicallyfragilechild0409.pdf

Down syndrome.
http://specialed.about.com/od/disabilities/a/downs.htm

Down syndrome.
http://www.teach-nology.com/teachers/special_ed/disabilities/down/

Hearing impairments and deafness.
http://www.rit.edu/ntid/educatingdeafchildren/

Hearing impairments and deafness.
http://www.as.wvu.edu/~scidis/hearing.html

Intellectual disabilities.
http://www.as.wvu.edu/~scidis/intel.html 

Intellectual disabilities.
http://www.ihdi.uky.edu/IEI/Files/Pathways%20to%20learning%20document.pdf

Motor or orthopedic impairments.
http://www.as.wvu.edu/~scidis/motor.html

Sensory impairments.
http://www.trinity.edu/org/sensoryimpairments/VI/ATS/ats_toc.htm

Tourette syndrome.
http://www.tsa-usa.org/educ_advoc/educ_ed_strat_main.htm

Tourette syndrome.
http://www.cedu.niu.edu/~shumow/itt/Tourette%27s%20Syndrome.pdf

Traumatic brain injury.
http://www.tbied.org/

Traumatic brain injury.
www.fldoe.org/ese/pdf/trauma.pdf

Visual impairments or blindness.
http://www.as.wvu.edu/~scidis/vision.html

Visual impairments or blindness.
http://www.familyconnect.org/parentsitehome.asp?SectionID=72

---

To top

Latest Employment Opportunities Posted on NASET

Assistant Director – Special Education
Dover, NH

Position Summary

The Assistant Director will assist the assistant vice president and director in providing leadership and managing the work of the department from developing proposals and budgets to assigning, supervising, motivating, and evaluating staff/resources to fulfill contract requirements. A primary responsibility includes assisting in overseeing program management staff and working across divisions to ensure quality deliverables. The assistant director will provide leadership support to program managers and special education specialists in handling clients’ representatives. Additional responsibilities include the following:

• Assist in selecting, hiring, training, and mentoring staff.
• Supervise program management staff as assigned.
• Assist in managing quality, timelines, and work assignments for staff.
• Monitor contract budgets and assist program management staff in fiscal management.
• Represent the company with client representatives in support of program managers and specialists.
• Attend and present as needed at statewide technical advisory committee, advisory and leadership meetings.
• Advise client representatives on technical aspects and compliance with federal laws that relate to statewide alternate assessment programs.
• Understand and balance psychometric, political, policy, and content consideration issues associated with individual contract development activities.
• Establish and maintain internal and external relationships conducive to achieving the company’s objectives.
• Coordinate and play an active role in developing proposals and their associated budgets.
• Assist in all aspects of test design, including creating test blueprints and field test designs.
• Assist the assistant vice president and the management team in developing new business ideas and strategies.
• Travel to client sites and state departments of education, up to 40% travel required.

Requirements

Master’s degree in education or a directly applicable discipline with a minimum of seven (7) years of combined special education experience (preferably with students with significant cognitive disabilities) and/or state level alternate assessment experience, and/or alternate assessment experience with an educational testing company, with at least four (4) years direct special education experience and two (2) years of experience supervising and directing professional staff. District-and/or state-level experience preferred.

Benefits

Individually and collectively, the people at Measured Progress make a difference. Our K-12 assessment and professional development programs help improve the achievement of students nationwide. As a not-for-profit organization, we are able to truly embrace our mission “to improve teaching and learning.”

Located in the beautiful Seacoast area of NH, Measured Progress provides a generous benefits package, and work/life balance.

If you would like to become part of a national, values-driven organization, we encourage you to look to Measured Progress as your destination employer.

To apply, please visit our login to  self-service Website at www.measuredprogress.org.

Contact

Pamela Ford
Human Resource Representative
Measured Progress
100 Education Way
Dover, NH 03820
Tel:  603-749-9102 x2285
Fax:  603-516-1136
Email: ford.pam@measuredprogress.org
Website: www.measuredprogress.org

******************************

Assessment Specialist, Special Education
Princeton, NJ & San Antonio, TX

Description

ETS (Educational Testing Service), with headquarters in Princeton, NJ, is a global $1.3B not for profit organization.  Our mission is to advance quality and equity in education by providing fair and valid assessments, performing educational research and influencing policies that promote learning, performance, education and professional development. As a nonprofit corporation and an innovator in developing tests for clients in education, government and business, we are dedicated to advancing educational excellence for the communities we serve.

We presently have opportunities that can be based in either our Princeton, NJ or San Antonio, TX locations for Special Education Assessment Specialists. In this key role, you will develop tests and related products in the field of education, including special education and pedagogy. Duties will include writing, reviewing and revising test questions as well as assisting in design/development of new assessments and innovative products and services.  This position further offers the opportunity review and revise program publications and interpretive test preparation materials and participate in teacher training activities.

Qualifications

• Master’s degree in education
• At least three years of increasingly responsible professional experience, including experience in educational measurement, applied statistics, teaching, or editing
• Teaching experience and certification in elementary education is required, along with knowledge of strong pedagogical practices across K-12 levels
• Knowledge of special education in the area of high incidence disabilities is highly desired
• Comprehensive knowledge of the field of education in order to develop tests and to serve as resource person for peers, committees, and clients

Benefits

We offer a competitive salary and excellent compensation package including medical, dental, vision, 403(b) retirement plan, life and disability insurance, paid time off and an employee assistance program. Please apply online at:

http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=83799&type=&cfcend

Equal Opportunity Employer

Apply Here
http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=83799&type=&cfcend

******************************

Achievement Center Director
Greenville, SC

Description

Southern Teachers Agency is assisting Christ Church Episcopal School (CCES) in a search for their first Achievement Center Director.  Founded in 1959, CCES enrolls approximately 1,000 students in primer (kindergarten) through grade twelve.  CCES is an International Baccalaureate (IB) World School, and is one of the few independent schools in North America offering the full continuum of IB programs K-12.  As an Episcopal school, CCES is committed to developing the full range of students’ abilities and interests, not only their intellectual, athletic, and artistic potential.

Located in the Piedmont region of South Carolina in the foothills of the Blue Ridge Mountains, Greenville is the North American headquarters for Michelin and BMW.  Greenville offers a high quality life within an internationally diverse community.

The Achievement Center Director is a new 12-month position for CCES.  The director will have the benefit of spending the 2011-12 school year working at the school to learn its culture and assess its learning support needs.  The Achievement Center will officially open in the 2012-13 school year.  The Director will report directly to the Headmaster and will be charged with stating the vision for the Center, fostering a culture of inclusivity, creating a communications plan, designing professional development programs, managing the budget, and designing and implementing the Achievement Center’s academic program.

This is an exciting and rare opportunity to design and initiate a program within the framework of a well established and supportive school.  Because of the nature of this project and the time allotted to its design and implementation, candidates should view this opportunity as a multi-year commitment.

Requirements

The most successful candidates will be familiar with approaches to learning differences and will have demonstrated leadership experience, excellent communication skills, and a personal style that engenders trust.

Interested applicants should submit (preferably by e-mail) an STA application, current resume, list of references, and educational philosophy to Mr. Jamie Estes at Estes@SouthernTeachers.com.

For more information, including a full position profile and an application, please visit www.SouthernTeachers.com.

Contact

Mr. Jamie Estes
Estes@SouthernTeachers.com
Southern Teachers Agency
7 Elliewood Ave., Suite 2A
Charlottesville, VA 22903

******************************

Assistant Professor of Education and Child Study
Northampton, MA 01063

Description/Requirements

The Smith College Department of Education and Child Study invites applications for a full-time, tenure-track Assistant Professor of Education and Child Study to begin Fall 2011.  We seek a candidate with:

• strong background and research interests in teaching and learning
  expertise in teaching courses in individual differences among learners
  language diversity
• special education and learning differences in the K-12 classroomcurriculum and instruction in these areas
• commitment to designing and implementing high quality teacher education in a liberal arts setting that emphasizes the relationship of theory and practice
• Also required is previous experience as a K-12 teacher and/or a record of working with teachers in a professional development context. Ph.D. or Ed.D. required by September 2011.

About the Department

The Department of Education and Child Study at Smith College is deeply rooted in a liberal arts model of teacher education, offering a rigorous, interdisciplinary major and minor and stressing the critical importance of subject-area preparation. The Department’s nationally-renowned, K-6 laboratory school stands as a model for teacher preparation; the facility is a rich resource for experimentation and innovation, and for linking research to practice. Community engagement, urban education, and an overall commitment to public education PreK-12 are also critical aspects of the Department’s program for teacher preparation.

Smith College is a member of the Five College Consortium with Amherst, Hampshire, and Mount Holyoke Colleges and the University of Massachusetts Amherst. Smith College is an equal opportunity employer encouraging excellence through diversity.

Contact

Submit application at http://jobs.smith.edu with cover letter, curriculum vitae, statements of teaching philosophy and research plans, and graduate transcript.  Three confidential letters of recommendation should be mailed directly to Christine Barbuto, Department of Education and Child Study, Smith College, Morgan Hall, 37 Prospect Street, Northampton, MA 01063. Review of applications will begin November 15, 2010.

---

Special Education Resources

Accessible Instructional Material for Students 
Report
http://aim.cast.org/learn/aim4families
The National Center on Accessible Instructional Materials offers information and resources for families and students on topics such as AIM at home and at school, assistive technology, and alternate-format learning materials.

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities?  
Report
http://www.wested.org/cs/we/view/rs/1037
Preparing general education teachers to work effectively with all students is critical. This report from the Institute of Education Sciences’ National Center for Educational Evaluation and Regional Assistance deals with the experience of the Northeast and Islands Region and provides recommendations for others addressing this issue.

Edutopia’s Back to School Guide 
Guide
http://www.edutopia.org/back-to-school-classroom-resource-guide
Edutopia has updated for 2010 their guide to tools, tips, and resources to help teachers engage students and make learning more collaborative.

Family Guide to Assistive Technology and Transition Planning 
Guide
http://www.fctd.info/show/fig_summary
Published by the Family Center on Technology and Disability (FCTD), this 50-page guide provides families with information to help them prepare for and participate in periods of transition in their children’s lives. The Guide is available in both English and Spanish. 

Health and the IEP 
CD:ROM
http://www.waisman.wisc.edu/wrc/pub.html
The Wisconsin Children and Youth with Special Health Care Needs (CYSHCN) Centers have added a CD:ROM, “Health and the IEP,” to their health-related training materials that can be used with schools, health providers, families and directly with youth to help youth with disabilities learn to more effectively manage their health care concerns. “Health and the IEP” addresses ways to include medical issues in the Individualized Education Plan (IEP) process, with three powerpoint presentations, along with companion handouts. These presentations can be used as individual trainings or specific slides can be used in other agencies’ trainings with credit to the Regional Centers and the Waisman Research Center.

Health Outcomes and IEPs  (August 2009)
http://dpimedia.wi.gov/main/Viewer/?peid=f44dfa70439241dd85e99cce0cb70e26
“Embedding Health Outcomes in the Individualized Education Program” is a video recording of a 40 minute teleconference that provides information and specific examples of health related goals for an IEP. This recording is available, at no cost, from the Wisconsin Department of Public Instruction web site.

IEP Checklist iPhone App 
Phone App
http://www.peatc.org/peatc.cgim?template=IEPChecklistiPhone
The Parent Educational Advocacy Training Center (PEATC) has developed an Individualized Education Program (IEP) Checklist iPhone application. The new IEP application helps parents and teachers of students with disabilities become better informed by making IEP information easier to access. This tool is for parents and teachers to use in developing a student’s IEP. The checklist includes items required by special education regulations and other items that may be relevant for the IEP.
 
Improving Physical Education and Athletic Opportunities 
Report
http://www.gao.gov/new.items/d10519.pdf
According to the GAO’s “Students with Disabilities: More Information and Guidance Could Improve Opportunities in Physical Education and Athletics,” students with disabilities generally are participating in physical education classes to an extent similar to students without disabilities; some also are involved in school sports. The report found that many districts and schools are interested in improving how they provide physical education and athletic opportunities to these students. Available in pdf (1.23 MB, 58 pp).

New iPod Touch Workbook for Individuals with Cognitive Challenges 
Workbook
http://id4theweb.com/iPod_book.cfm
“Organizing Your Life with the iPOD Touch: Making Cognitive Connections at Home, Work, and School” is a workbook developed by the PDA 4 Memory Project for individuals living with brain injuries and other cognitive issues. Topics covered in the workbook include: Making Cognitive Connections, iPod Touch Basics, The Clock App, The Calendar App, The Contacts App and The Notes App.

Self-Advocate Newsletter Focused on Intimate Relationships  
Newsletter Theme Issue
http://www2.hsri.org/docs/Riot_Issue_23.pdf
Self-advocates want boyfriends and girlfriends to share their lives with. However, without education and support, self-advocates can end up in bad or abusive relationships. Issue #23 of “The Riot!” is on the importance for self-advocates of opening up about their feelings and what they want from a relationship. (General information on the newsletter and its issues is at http://www2.hsri.org/leaders/theriot/pastissues.html.) Available in pdf (1.25 MB, 10 pp).

Survey Reveals Large Differences in Use of Assistive Technology by Age, Race, Ethnicity, Education, Income, and Type and Severity of Disability 
Article
http://www.pascenter.org/premium-publications/publication_home.php?id=915
Assistive technology is essential to the lives of many people with disabilities, but disparities in usage put certain segments of the disability population at a particular disadvantage. This article explores differences in technology usage across disability subpopulations. Responses to a 2005 survey of nearly 2,000 adult consumers of California Independent Living Centers reveal large differences in technology usage by age, race, ethnicity, education, income, and type and severity of disability. Findings highlight approaches for expanding use of and promoting equal access to technologies that enable greater social and economic participation for people with disabilities.

The Economic Benefits of Reducing the Dropout Rate Among Students of Color in the Nation’s Largest Metropolitan Areas 
Report
http://www.all4ed.org/publication_material/EconMSAsoc
The Alliance for Excellent Education’s “The Economic Benefits of Reducing the Dropout Rate Among Students of Color in the Nation’s Largest Metropolitan Areas” reported that lowering the high school dropout rate among students of color would greatly increase the economic vitality for some of the nation’s largest metropolitan areas. Estimates of the economic benefits for the 45 largest U.S. metropolitan areas are provided by the report.

The Economic Benefits of Reducing the Dropout Rate Among Students of Color in the Nation’s Largest Metropolitan Areas Webinar Video  (July 2010)
Video
http://www.all4ed.org/events/WebinarEconBenefits070710
The webinar on “The Economic Benefits of Reducing the Dropout Rate Among Students of Color in the Nation’s Largest Metropolitan Areas,” hosted by the Alliance for Excellent Education and the Campaign for High School Equity, is available as a video. The panelists discussed the findings on these benefits to both the communities and the students and the challenges of improving high-school graduation rates for students of color.

---

To top

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 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 2010-2011 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.

Fulbright Classroom Teacher Exchange Program
http://www.fulbrightteacherexchange.org/cte.cfm
The U.S. Government’s Fulbright Classroom Teacher Exchange Program provides opportunities for teachers to participate in direct exchanges of positions with colleagues from other countries for a semester or academic year. By living and working in the cultures of their host countries, Fulbright teachers gain an understanding and appreciation of the similarities and differences in national cultures and education systems. Maximum award: year-long or semester-long direct exchange of teaching positions with a counterpart in another country teaching the same subject(s) at the same level. Eligibility: full-time U.S. teachers. Deadline: October 15, 2010.

Lexus and Scholastic Environmental Contest for Middle and High School Students
http://www.scholastic.com/lexus/
Grants of up to $40,000 will be awarded to middle and high schoolers, their teachers, and their schools in recognition of student-led efforts to address environmental issues in their communities in the fourth annual Lexus Eco challenge, sponsored by Lexus, the luxury automaker, and Scholastic, the children’s publishing and education company. The Lexus Eco Challenge, a program for middle and high school students to learn about the environment and take action to improve it. Middle and high school teams (5-10 students and one teacher-advisor) are invited to participate in one or both of the two initial challenges, land/water and air/climate environmental issues. For each, teams will define an issue, develop an action plan to address it, implement the plan, and report the results. The submission deadline for Challenge One (Land/Water) is November 3, 2010. (The deadline for Challenge Two (Air/Climate) is January 19, 2011, and in mid-February 2011, the winning teams from the first two challenges will be invited to participate in the Final Challenge, reaching beyond the local community to environmental action around the world through innovative ideas communicated to a wide audience.) Deadline for challenge One: November 3, 2010.
 
NEA Foundation: Learning & Leadership Grants
http://www.neafoundation.org/programs/Learning&Leadership_Guidelines.htm
The NEA Foundation’s Learning & Leadership Grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education, individually or as groups. Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research; grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment. Maximum award: $2,000 for individuals and $5,000 for groups engaged in collegial study. Eligibility: public school teachers grades K-12; public school education support professionals; or faculty and staff at public higher education institutions. Deadline: October 15, 2010.

NEA Foundation: Student Achievement Grants
http://www.neafoundation.org/programs/StudentAchievement_Guidelines.htm
The NEA Foundation’s Student Achievement Grants provide funds for classwork to improve the academic achievement of students by engaging them 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. Maximum award: $5,000. Eligibility: practicing U.S. public school teachers, public school education support professionals, or faculty or staff at public higher education institutions. Deadline: October 15, 2010.

Project Ignition Teen Driver Safety Service-Learning Grants
http://www.sfprojectignition.com/
Grants of $2,000 will be awarded to public high schools in the United States and in the Canadian provinces of Alberta, Ontario, or New Brunswick working to address teen driver safety through service-learning initiatives by Project Ignition, sponsored by State Farm and the National Youth Leadership Council. Public schools that educate students in grades 9 through 12, ages 13 and older, are eligible to participate and receive project awards. All applications require a teacher and principal signature. Participation is not limited to service-learning schools, but schools already implementing service-learning in their curricula are encouraged to participate. Twenty-five high schools will be selected to receive grants of $2,000 each to support implementation of their programs between January and April 2011. Deadline: November 15, 2010

Prudential: Spirit of Community Awards
http://spirit.prudential.com/view/page/soc
The Prudential Spirit of Community Awards honor young people in grades 5 through 12 who have demonstrated exemplary voluntary service to their communities. Maximum award: $1,000 and a trip to Washington, D.C. Eligibility: Students grades 5-12 who have conducted a volunteer service activity within the past year. Deadline: November 1, 2010.

State Farm Good Neighbor Service-Learning Grants
http://www.ysa.org/goodneighbor
State Farm is teaming up with Youth Service America to offer Good Neighbor Service-Learning grants of up to $1,000 for youth-led service-learning initiatives in all 50 states and the District of Columbia, and in the Canadian provinces of Alberta, Ontario, and New Brunswick. Eligible programs will engage youth in service-learning, an effective teaching and learning strategy that promotes student learning, academic achievement, workplace readiness, and healthy communities. Eligible candidates include teachers, service-learning coordinators and students in a public school, or staff and youth in a community-based organization working with a public school. Grants of up to $1,000 will be awarded. Deadline: October 15, 2010.

Best Buy: Teach@15 Award
http://www.bestbuy-communityrelations.com/teach_awards.htm
Best Buy’s Teach@15 Award program improves classroom learning by helping schools (grades 7-12) meet technology needs. A teen member (age 13-18) who is a registered member on www.at15.com can nominate his/her school to win a Teach@15 Award. Eligible are accredited, nonprofit junior or senior public, private, parochial, magnet, and charter high schools in the U.S. serving any grades 7-12.

Character Education Partnership: National Schools of Character Awards
http://www.character.org/
The National Schools of Character Awards program twofold purpose is: to identify exemplary schools and districts to serve as models for others; and to help schools and districts improve their efforts in effective character education. Eligible are schools that have been engaged in character education for a minimum of three years, starting no later than December 2007; and districts that have been engaged in character education for a minimum of four years, starting no later than December 2006. Deadline: December 1, 2010.

Lowe’s Charitable and Educational Foundation: Toolbox for Education Grant
http://toolboxforeducation.com/
Lowe’s Toolbox for Education grant program funds school improvement projects initiated by parents, in recognition of the importance of parent involvement in education. The maximum award is $5000. Eligible are K-12 schools (including charter, parochial, private, etc.) or parent groups (associated with a non-profit K-12 school). Deadline: October 15, 2010..

NSTA: Distinguished Fellow Award
http://www.nsta.org/about/awards.aspx#fellow
The National Science Teachers Association Distinguished Fellow Award recognizes NSTA members who have made extraordinary contributions to science education through personal commitment to education, specifically science teaching or science; educational endeavors and original work that position recipients as exemplary leaders in their field; or significant contributions to the profession that reflect dedication to the NSTA as well as the entire educational community. Winners are recognized at the NSTA Awards Banquet in conjunction with the NSTA National Conference. Deadline: November 30, 2010.

Global Challenge Award
http://www.globalchallengeaward.org/display/public/Home
Global Challenge’s mission is “to provide high school students worldwide the tools and confidence to solve global problems together” by providing students with project-based learning experience working in small global teams to solve climate change issues. Global Challenge’s contests are held in spring and fall and, upon request, award students who make a good effort with letters of recommendation and certificates of participation and accomplishment. Other awards vary, and may include sponsorship to courses, organizational membership, opportunities for study or engagement in science, technology engineering and mathematics, prizes, discounts on “green goods,” cash, and travel support (or some combination) to the members of selected winning teams. Deadline for fall contests: October 30, 2010

Wild Ones: Lorrie Otto Seeds for Education Grant Program
http://www.for-wild.org/seedmony.htm
The Lorrie Otto Seeds for Education Grant Program gives small monetary grants to schools, nature centers, and other non-profit and not-for-profit places of learning in the United States, including houses of worship, with a site available for a stewardship project. Money for the Lorrie Otto Seeds for Education grant program comes almost entirely from donations from Wild Ones members and other benefactors. Deadline: October 15, 2010. .

Campbell’s: Labels for Education
http://www.labelsforeducation.com/about-the-program.aspx
The Campbell’s, Inc., Labels for Education Program gives schools free educational equipment in exchange for labels from Campbell products. For more than 30 years, Labels for Education has been awarding free educational equipment to schools in exchange for proofs of purchase from the Campbell family of brands.

Federal Student Aid – Grant Program (English)
http://tinyurl.com/yfbe5tb
From Disability.gov, the English-language version of this fact sheet 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. Available in pdf (42.4 KB, 1 p).

Federal Student Aid – Grant Program (Spanish)
http://tinyurl.com/282krpk
From Disability.gov, the Spanish-language version of this fact sheet 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. Available in pdf (145 KB, 1 p).

Funding Education Beyond High School – Federal Student Aid at a Glance
http://tinyurl.com/2bzq9sa
A quick reference guide and Federal Student Aid Summary Chart that describes various federal student aid programs, who may be eligible, and how to apply.

On Line Compilations of Scholarships for Students with Disabilities from Michigan State University
http://staff.lib.msu.edu/harris23/grants/3disable.htm
A comprehensive list of scholarships offered to students with disabilities located on the Michigan State University Libraries website.

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.

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.

---

To top

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.

---

To top

Download a PDF Version of This e-Journal

To Download a PDF file for this issue of the Special Educator e-Journal – CLICK HERE

NOTE: To save on your computer – Right Click and use “Save As” or “Save Target As”.