September 2010 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department Education

• Calls to Participate

• Update From The National Dissemination Center for Children with Disabilities

• Special Education Resources

• Upcoming Conferences, Workshops, and Events

• Funding Forecast and Award Opportunities

• Acknowledgements

• Download a PDF Version of This Issue

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Update from the U.S. Department Education

U.S. Department of Education Continues Work after First-Ever Federal Summit on Bullying

Though the first-ever federal National Summit on Bullying may be over, the real work continues. The launch of a new Website, www.bullyinginfo.org, allows for an easy, more centralized and accessible “one stop” site for federal resources on bullying, and a reinvigorated Office for Civil Rights means complaints of bullying and harassment will be vigorously investigated. In addition, the collaboration between federal agencies–the departments of Education, Justice, Health and Human Services, Agriculture, Defense and Interior–will continue.
“As educators, as state and local officials, and at the federal level, we simply have not taken the problem of bullying seriously enough,” U.S. Education Secretary Arne Duncan said. “It is an absolute travesty of our educational system when students fear for their safety at school, worry about being bullied or suffer discrimination and taunts because of their ethnicity, religion, sexual orientation, disability or a host of other reasons. The fact is that no school can be a great school until it is a safe school first.”

Over the past year, the U.S. Department of Education has stepped up its efforts to address bullying to include a new $27 million Safe and Supportive Schools (S3) grant program, a pilot that will enable states to measure school safety at the building level and to provide federal funds for interventions in those schools with the greatest needs. In addition, the Department’s blueprint for reform of the Elementary and Secondary Education Act calls for a dramatic increase in funding for its Successful, Safe and Healthy Students grants program, which is an expansion of the Safe and Supportive Schools pilot.

“The bullying summit exceeded our highest expectations as our partners came prepared with brilliant ideas and boundless imagination,” Kevin Jennings, assistant deputy secretary for the Department’s Office of Safe and Drug-Free Schools, said. “We will compile those ideas and use them as a framework to map out a national anti-bullying strategy in the coming weeks and months. As the 2010-2011 school year begins, we want to get resources into the hands of educators, families, students and concerned community members so they can help put an end to bullying. The new Website puts all of our resources in one place, so folks so can use them immediately as schools reopen.”

Congress Passes Bill to Provide $10 Billion to Support 160,000 Education Jobs Nationwide

This past month, by a vote of 247-161, the U.S. House of Representatives passed a bill to provide $10 billion to support an estimated 160,000 education jobs nationwide and another $16 billion to help states fund Medicaid budgets. The U.S. Senate passed the bill last Thursday by a vote of 61-39. This evening, the President signed the bill into law.

“With the support of the jobs bill, these educators will be helping our children learn instead of looking for work,” Secretary of Education Arne Duncan said. “This is the right thing to do for our children, for our teachers, and for our economy.”

Over the last two years, the Education Department has been able to support 300,000 education jobs through stimulus funding provided by the American Recovery and Reinvestment Act. At this time, seven states have drawn down 100 percent of previously allocated jobs funding, while 18 states total have drawn down 80 percent or more. A July report from the independent Center on Education Policy found that 75 percent of school districts that received stimulus funds expect to cut teaching positions in the upcoming school year.

The $10 billion fund will support education jobs in the 2010-11 school year and be distributed to states by a formula based on population figures. States can distribute their funding to school districts based on their own primary funding formula or districts’ relative share of federal Title I funds.

In order to ensure that states receive funding as quickly as possible, the Department will streamline the application process so that states can submit applications within days. The Department will award funding to states within two weeks of their submission of an approvable application.

New Website Makes Education Data Easier to Find and Use

The U.S. Department of Education today is launching a new interactive Web site aimed at making accurate and timely education data available in a single place.
A key element of the Department’s open government plan, ED Data Express consolidates relevant data collected by the Department from several different sources and provides search tools that allow users to create individualized reports. The data is available at www.eddataexpress.ed.gov.

“Robust data gives us the roadmap to reform,” U.S. Secretary of Education Arne Duncan said. “This new website will give parents and educators reliable, accurate and timely data that they can use to evaluate reforms.”

ED Data Express users will be able to access data collected by several of the Department’s program offices, the National Center for Education Statistics, and The College Board. Data include results of state tests and the National Assessment of Educational Progress, graduation rates, and school accountability information. ED Data Express also publishes budget figures and demographics.

Before today’s launch, almost all of the data was available on the Department’s main website, www.ed.gov. But the data weren’t in a centralized location, making it difficult to find. Often, it was in formats difficult to sort and compare.
On ED Data Express, users can quickly find information they need and view it in several different ways. The site provides tools that allow users to search and explore the data, create customized reports, and view state profiles with charts, tables, and key data points for every state. It also allows users to download their customized reports for further analysis.

“With these tools, we hope that policymakers and educators will be able to make decisions about the future of their programs based on the best information that’s available,” Secretary Duncan said.

The Department is committed to continually updating the data and to enhancing the tools available to users. A version 2.0 of ED Data Express will include enhanced data visualization tools and the ability to post data on social networking sites. It is under development and is scheduled to launch this winter.

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

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Calls to Participate

Administration on Developmental Disabilities (ADD) Priority Survey Announcement
http://www.acf.hhs.gov/programs/add/survey/survey_landed.html
ADD is seeking input as they begin to consider future plans and how they can best meet the diverse needs of individuals with developmental disabilities, and their families, across the country. ADD seeks resources to use on the priorities of the developmental disabilities community, especially on the most pressing and relevant concerns affecting people with developmental disabilities and their families. They are looking for stakeholders’ thoughts regarding the focus of future Projects of National Significance.

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.

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Update From The National Dissemination Center for Children with Disabilities

THIS MONTH FROM THE NATIONAL DISSEMINATION CENTER  

Who’s eligible for special education?
IDEA defines the categories of disability under which children may be found eligible for special education services in public school.
http://www.nichcy.org/Disabilities/Categories/Pages/Default.aspx

What are the 10 basic steps of special education?
http://www.nichcy.org/EducateChildren/Steps/Pages/default.aspx

What’s involved in evaluating children for disability?
http://www.nichcy.org/EducateChildren/evaluation/Pages/default.aspx

Parent notification, consent, and right to participate in meetings and decision making.
http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/QA2.pdf

Writing that IEP: Who’s involved, what’s in it, what goes on at the meeting.
http://www.nichcy.org/EducateChildren/IEP/Pages/default.aspx

How is a student’s placement decided?
http://www.nichcy.org/EducateChildren/placement/Pages/default.aspx

When families and schools don’t agree: Options for resolving disputes.
http://www.nichcy.org/EducateChildren/disputes/Pages/default.aspx

Addressing behavior issues.
http://www.nichcy.org/Pages/behaviorsuite.aspx

What about school discipline policies for students with disabilities?
http://www.nichcy.org/EducateChildren/placement/Pages/disciplineplacements.aspx

Adolescence: Time to plan for transition to adult life.
http://www.nichcy.org/EducateChildren/transition_adulthood/Pages/Default.aspx

Lots of great new stuff from Matrix Parent Resource Center.
Matrix is one of 100 Parent Training and Information Centers (PTIs) nationwide, providing training and information to parents of infants, toddlers, children, and youth with all disabilities – physical, cognitive, emotional and learning. Matrix also serves as the leading agency for Region 6, providing assistance to Parent Centers in eight states. Check out these two new resources:

• Back to school supplies for parents
  http://tinyurl.com/29p9t79
• Online training: Building Confidence and Building a Better IEP
  http://www.matrixparents.org/2-services/onlinetraining/buildingconfidence/player.html

Tell ADD what issues are most important to you.
The Administration on Developmental Disabilities wants to hear what issues are most important to individuals with developmental disabilities and their families. They want feedback and ideas, stories, problems, and successes. Respond to the Priority Survey at the address below—the deadline’s September 10th.
http://www.acf.hhs.gov/programs/add/survey/survey_coded_final.html

Take ARC’s Family and Individual Needs for Disability Supports (FINDS) survey.
An informational survey is being conducted by The Arc,
to capture the perceptions of individuals with intellectual and developmental disabilities of all ages,and their families, on issues concerning disability support needs across the life spectrum.
http://www.surveymonkey.com/s/TheArcFinds2010

It’s Our Story.
The It’s Our Story archive went live exactly 20 years after the Americans with Disability Act was signed into law. The website archive holds the most comprehensive collection of video, photos, and documents uncovering the power, pride, and personal struggle of living with a disability in America. 
https://sites.google.com/a/pinedafoundation.org/ios/home

A Family Guide to RTI.
RTI stands for response to intervention. It’s a tiered program that provides extra instructional support to struggling students and also helps schools determine if more intervention is needed, such as special education.
http://ideapartnership.org/documents/FAmily-RTI-guide.pdf

Ideas for parents: Encouraging your child’s higher order thinking skills.
Higher order thinking (HOT) goes beyond basic memorization and recounting simple facts. It’s the deeper kind of thinking that requires kids to do something with the facts: understand, infer, connect, categorize, manipulate, assemble in new ways, and apply. This article describes several simple ways that parents can encourage children’s complex thinking.
http://www.readingrockets.org/article/34655

Child Welfare Information Gateway.
The gateway connects child welfare and related professionals to comprehensive information and resources to help protect children and strengthen families.
http://www.childwelfare.gov

For family organizations: Assessing your cultural competence.
While there are many tools and instruments to assess organizational cultural and linguistic competence, none has been specifically developed to address the unique functions of family organizations concerned with children and youth with behavioral-emotional disorders, special health care needs, and disabilities. The Cultural and Linguistic Competence Family Organization Assessment Instrument was developed to fill this void.  http://www.gucchdgeorgetown.net/nccc/clcfoa/

Questions about workplace accommodations or the ADA? Ask JAN.
JAN is the Job Accommodations Network, and the info they offer about providing accommodations for people with disabilities in the workplace is extraordinary.
http://askjan.org/index.html

Adult autism and employment: A guide for VR professionals.
This guide is intended for vocational rehab professionals and employment service providers. It discusses the aspects of autism that can impact a person’s job performance and how the job and work environment can be adjusted to accommodate.
http://www.dps.missouri.edu/Autism/Adult%20Autism%20&%20Employment.pdf

Save the Date for the National Conference on Autism and Employment.
March 3-4, 2011 in St. Louis, MO.
This conference is bringing the autism and vocational rehabilitation communities together to improve employment opportunities for adults with autism. Find out more at: http://www.dps.missouri.edu/Autism.html?cmpNWS

Taxi toolkit and taxicab operator’s pocket guide.
Easter Seals Project Action offers The Taxi Toolkit, a compilation of resources for taxi drivers and operators who want to provide good customer service to passengers with disabilities. The toolkit features a self-study course, a PowerPoint presentation for group training, Frequently Asked Questions on the ADA, an Extreme Taxi Overhaul Game for training, a customer service poster, and a Taxicab Operator’s Pocket Guide.
http://projectaction.easterseals.com/site/R?i=_ORpzqeRTWe0rfwBS2yTkg..

Video: Foundations of Transition for Young Children.
This 8-minute video from Project CONNECT gives an overview of the desirable outcomes of transition, research identifying effective transition practices, as well as the legal requirements of early childhood transition.
http://tadnet.ning.com/video/latest-video-from-connect

DEC’s 26th Annual International Conference on Young Children with Special Needs and Their Families.
October 14-17, 2010 in Kansas City, MO
DEC is the Division for Early Childhood, a division of the Council for Exceptional Children. Find out about the conference, at: http://www.dec-sped.org/Conference

The Department launches the Early Learning Initiative webpage.
This webpage will give you information about: key programs, funding opportunities, resources and publications, technical assistance, and interagency work; early learning in the Administration’s proposal for reauthorizing the Elementary and Secondary Education Act (ESEA); and investments in early learning across departments. http://www.ed.gov/early-learning

Essential elements of high-performing, high-quality Part C systems.
NECTAC Notes No. 25 is available for download.
http://nectac.org/pubs/titlelist.asp#nnotes25

Early Childhood Research & Reference Portal.
Also from NECTAC, the portal links to national and state by state EC data sources, evidence-based practices, online journals, literature databases, and grants databases.  http://nectac.org/portal/portal.asp

New from CSEFEL.
The Center on the Social and Emotional Foundations for Early Learning offers several new videos and guidelines:

• How do I decide?
  Guidelines on: How to Choose a Social-Emotional Curriculum and When to Seek Outside Help for Children’s Problem Behavior.
  http://www.vanderbilt.edu/csefel/resources/guidelines.html
• Online videos
  Two CSEFEL videos, Promoting Social Emotional Competence and Practical Strategies for Teaching Social Emotional Skills, can now be viewed online.
  http://www.vanderbilt.edu/csefel/resources/videos.html

Literacy Express.
The What Works Clearinghouse (WWC) has released an updated Intervention Report on Literacy Express, a preschool curriculum designed for 3- to 5-year-old children that aims to improve oral language, literacy, basic math, science, general knowledge, and social-emotional development.
http://ies.ed.gov/ncee/wwc/reports/early_ed/lit_express/

Evidence-based practices for young children with autism spectrum disorders.
A new issue of the International Journal of Early Childhood Special Education (INT-JECSE) includes an article highlighting evidence-based practices for young children with ASD and discusses guidelines and recommendations from the National Resource Council and the National Professional Development Center on Autism Spectrum Disorders. http://www.int-jecse.net/V2N1-ARTICLE4.pdf

IEP and inclusion tips for parents and teachers.
This 82-page guide is beautifully produced, very easy to read, and full of info.
http://www.nami.org/Content/ContentGroups/CAAC/IEPTips.pdf

iPhone, iPad, and iPod touch apps for special education.
This comprehensive list describes apps that support reading, writing, communication, organizational skills, and much more. A homework tracker, alphabet flashcards, American Sign Language, and visual whiteboards are just a few specific examples.
http://www.scribd.com/doc/24470331/iPhone-iPad-and-iPod-touch-Apps-for-Special-Education 

Dare to differentiate.
That’s the name of this wiki on differentiated instruction. It covers a rather amazing gamut of ideas, strategies, and and DI principles.
http://daretodifferentiate.wikispaces.com/

Autism modules online.
This series of online learning modules includes information on assessment and identification of ASDs, recognizing and understanding behaviors and characteristics, transition to adulthood, employment, and numerous evidence-based practices and interventions. All module content has been written by ASD experts from across the U.S. Register for free and have at ’em!
http://www.autisminternetmodules.org/

Essential components of RTI.
This brief developed by the National Center on Response to Intervention (NCRTI) identifies and describes the essential components of RTI: a school-wide, main-level instructional and behavioral system for preventing school failure; screening; progress monitoring; and data-based decision-making for instruction, movement within the multi-level system, and disability identification.
http://centeroninstruction.org/resources.cfm?category=specialEd&subcategory=materials&grade_start=0&grade_end=12#29

Functional behavioral assessments: What, why, when, where, and who?
From Wrightslaw. http://www.wrightslaw.com/info/discipl.fab.starin.htm

IEPs for students with behavior problems.
Another from Wrightslaw. http://www.wrightslaw.com/howey/iep.special.factors.htm

A national online library of professional development resources.
This library provides local educators with easy access to an array of resources that can be used or customized to meet their needs.
http://www.learningport.us/

Effective instruction for adolescent struggling readers.
This 2nd edition from the Center on Instruction details selected research-based instructional practices associated with positive effects for adolescent struggling readers. The suite includes (a) a meta-analysis, (b) a practice brief, (c) a professional development module, and (d) training of trainers materials.
http://centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=4&grade_end=12#153

WWC reviews research on adolescent literacy interventions.
Methods designed to improve adolescent literacy are the focus of three new WWC Intervention Reports in the topic area of Adolescent Literacy. The reports examine the research on Reading Mastery, Accelerated Reader™, and Concept-Oriented Reading Instruction.
http://educationresearchreport.blogspot.com/2010/08/wwc-reviews-research-on-adolescent.html

How high schools become exemplary.
A new report from the Achievement Gap Initiative (AGI) at Harvard University looks at 15 outstanding public high schools from Massachusetts, Illinois, Ohio, Maryland, Texas, and Washington, D.C. The main lesson is that student achievement rises when leadership teams focus on improving instruction.
http://www.agi.harvard.edu/events/2009Conference/2009AGIReport.php

Building a successful early childhood home visitation system.
ZERO TO THREE has published a collection of resources related to its June 22, 2010 webinar on Successful Early Childhood Home Visitation State Systems. Resources include a self-assessment tool for states; 1-page descriptions of four model states; and a recording of the webinar and all webinar materials.
http://www.zerotothree.org/public-policy/webinars-conference-calls/home-visitation-webinar.html

Central Office transformation for district-wide teaching and learning
improvement.
This report on changes that help transform the focus of school district
central offices from administration and compliance to improving classroom
instruction is based on an in-depth study of central office reform efforts
in Atlanta, New York City, and Oakland, California.  http://tinyurl.com/29xu3x8

Guide to teacher evaluation products.
This tool is a searchable database of products used for evaluating teacher effectiveness. It includes detailed descriptions of over 80 products listed in eight general evaluation categories including classroom observations, portfolios, instructional artifacts, teacher self-report measures, student performance measures, value-added models, and combination models. http://www.tqsource.org/criticalDecisions/measure_Q1b.php
 
Challenges in evaluating special ed teachers and ELL specialists.
This brief from the TQ Center offers policy and practice recommendations for regions, states, and districts to help them create evaluation systems that reflect the measurement of academic achievement growth for their students and how to connect that growth to teacher effects.
http://www.tqsource.org/premium-publications/July2010Brief.pdf

Virtual K-12 public school programs and students with disabilities.
This policy forum proceedings document describes the current status of virtual public school programs in general and special education programs in particular, including what has been found to work in the area of virtual special education from the federal, state, rural, parent, and related service provider perspectives. Findings from the policy forum are discussed as key issues and recommendations. http://www.projectforum.org

Status and trends in the education of racial and ethnic groups.
This NCES report examines educational progress and challenges in the United States by race and ethnicity.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010015 

Making classroom accommodations.
Take another look at our April 2010 enewsletter’s special focus section.
http://www.nichcy.org/Newsletters/Pages/April2010.aspx

Teaching special kids: Online resources for teachers.
http://www.educationworld.com/a_curr/curr139.shtml

Intervention techniques.
Students studying special education at the University of Virginia and East Tennessee State University have read and summarized scores of research articles about teaching techniques for exceptional learners.
http://special.edschool.virginia.edu/information/interventions.html

Visit Teacher Vision.
You won’t be sorry. What a wealth of information on teaching students with disabilities, managing classroom behavior, providing accommodations, adapting curriculum, and much more. Start with these three pages:

• Adaptations and modifications
  http://www.teachervision.fen.com/special-education/resource/5347.html?detoured=1
• Special needs – Teacher resources
  http://www.teachervision.fen.com/special-education/teacher-resources/6640.html?detoured=1
• IEPs and beyond
  http://www.teachervision.fen.com/special-education/resource/17706.html?detoured=1

Would the student benefit from assistive technology?
IDEA requires that IEP teams consider student needs for AT. Check out the
Assistive Technology Tool at the updated TechMatrix to find educational and assistive technology products for students with special needs. Find reviewed products, research, and resources; compare educational and AT products side by side; and explore research topics such as math, reading, differentiating instruction, and science for struggling students. http://www.techmatrix.org/

A new STAR Legacy Module: Assistive Technology: An Overview.
http://iris.peabody.vanderbilt.edu/at/chalcycle.htm 

More on AT for students, from the experts.
The Family Center on Technology and Disability is loaded with info on specific AT products and how to use them to support the needs of students with the disabilities in the classroom and beyond. http://www.fctd.info

AD/HD (Attention Deficit/Hyperactivity Disorder).

• How can teachers help students with AD/HD?
  http://www.educationworld.com/a_issues/issues148c.shtml
• Helping children with AD/HD succeed at school.
  http://helpguide.org/mental/adhd_add_teaching_strategies.htm
• AD/HD instructional strategies and practices.
  From the U.S. Department of Education.
  http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf

Autism spectrum disorders (ASD).

• The puzzle of autism.
  A guide from the NEA (National Education Association).
  http://www.nea.org/assets/docs/autismpuzzle.pdf
• Autism: Interventions and strategies for success.
  http://www.specialed.us/autism/index2.htm
• Visit Autism-World.
  http://www.autism-world.com/index.php/2007/03/25/effective-strategies-for-teaching-children-with-autism-spectrum-disorders/

Behavioral/emotional disorders

• Best practices for behavior disorders in the classroom.
  http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
• Strategies for teaching students with behavioral disorders.
  http://www.as.wvu.edu/~scidis/behavior.html
• Behavior at school.
  http://www.nichcy.org/Pages/behaviorschool.aspx

Learning disabilities (LD)

• Visit LDonline.
  This is a premier source of info on LD for educators.
  http://www.ldonline.org/indepth/teaching
• TeachingLD, a must-visit, too!
  TeachingLD is a service of the Division for Learning Disabilities (DLD) of the Council for Exceptional Children.
  http://www.teachingld.org/
• And here’s a 3rd–the National Center for Learning Disabilities.
  http://www.ncld.org/at-school/especially-for-teachers

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Special Education Resources

Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools  (June 2010) 
Report
http://www.cehd.umn.edu/nceo/OnlinePubs/ALDtool/ALDtool.pdf
This paper from the National Center on Educational Outcomes provides a rationale, procedures, and tools to develop and improve alternate assessments based on modified achievement standards (AA-MAS) achievement level descriptors (ALDs). As states consider whether and how to develop an AA-MAS, they also develop a defense of their choices. This paper proposes a process to guide states so that stakeholders and policymakers can articulate, from the beginning, the educational rationale for their choices and the implications of this rationale for their design choices in developing ALDs. Available in pdf (75 pages, 489 KB).

Earning a High School Diploma through Alternative Routes  (June 2010) 
Synthesis Report
http://www.cehd.umn.edu/nceo/OnlinePubs/Synthesis76/Synthesis76.pdf
Earning a standard diploma has become increasingly important. Not only does it improve post school outcomes, but it also has become a part of the Elementary and Secondary Education Act (ESEA) accountability system at the high school level, with the required graduation rate including only those students who have earned a regular or standard high school diploma or higher. The purpose of the study reported here, from the National Center on Educational Outcomes, was to examine the alternative routes to passing the high school exit exam that were available during the school year 2008-09 to students to earn a standard high school diploma. It examines alternative routes in the 26 states with active or soon-to-be active exit exams, and documents the alternative routes available for all students and those specifically for students with disabilities. Available in pdf (110 pages, 963 KB).

Students With Disabilities: Data – 2009 Survey of States: Accomplishments and New Issues at the End of a Decade of Change  (June 2010) 
Report
http://www.cehd.umn.edu/NCEO/OnlinePubs/2009StateSurvey.pdf
This report is a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this period of standards-based education reform as states document the academic achievement of students with disabilities. It summarizes the 12th survey of states by the Institute on Community Integration’s National Center on Educational Outcomes (NCEO). Results are presented for all 50 states and 8 of the 11 federally-funded entities (unique states). Published by NCEO, it is available in pdf (1.35 MB, 53 pp).

Students With Disabilities: Data – Annual Performance Report: 2007-2008 State Assessment Data  (August 2010) 
Report
http://www.cehd.umn.edu/NCEO/OnlinePubs/APRreport2007-2008.pdf
This report summarizes the 2007-2008 state assessment information that was submitted to the U.S. Secretary of Education by states in their Annual Performance Reports, as required of states (and other educational entities) receiving Part B funding under the Individuals with Disabilities Education Act (IDEA). It contains information on large-scale assessment participation and performance data for the 2007-2008 school year plus a look at recent trends. Published by the Institute on Community Integration’s National Center on Educational Outcomes (NCEO), it is available in pdf (4.53 MB, 226 pp).

Charting the Course: Supporting the Career Development of Youth with Learning Disabilities  (2010)Guide
http://www.ncwd-youth.info/ld-guide
Published by the Institute for Educational Leadership, National Collaborative on Workforce and Disability for Youth, in Washington, DC, this guide is intended for practitioners, administrators, and policymakers in secondary and postsecondary education programs, transition programs, One-Stop Career Centers, youth employment programs, and community rehabilitation programs, to help them improve services and outcomes for youth, ages 14 to 25, with diagnosed and undiagnosed learning disabilities. It includes reference charts, tables, and tools for counselors, career advisors, and other professionals who work directly with youth; and in-depth information on a such topics as the types and impact of learning disabilities, needed supports, and research-based interventions. Support is especially needed for youth in the workforce development system with learning disabilities that have not been identified and others who know they have a learning disability but choose not to disclose it. Many of the approaches advocated in this guide are based on universal design, making them useful to all youth, with or without disabilities.

Council of State Governments Releases Survey and Findings on State Disability Policy  (July 2010)
Report
http://knowledgecenter.csg.org/drupal/content/ada-20-view-states
On the 20th anniversary of the Americans with Disabilities Act, the Council of State Governments (CSG) released a comprehensive survey of state policy related to disabilities, featuring nearly 149 different entries from 31 states, to help spread awareness of these programs from across the nation. Challenges and issues facing disability are numerous. State and federal governments continue to struggle in developing policies on housing, employment, and independent living. This document provides policymakers with information on policies that they can pursue in their own states.

Department of Labor Announces Release of PAS Toolkit for Youth with Disabilities  (2010)
Toolkit
www.ncwd-youth.info/PAS-Toolkit
The Office of Disability Employment Policy (ODEP), through its Youth Technical Assistance Center, has released “Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth Transitioning to Adulthood,” a guide designed to help transition-aged youth with significant disabilities, as well as their family and friends, navigate the complex world of PAS. Transitioning into adulthood can be awkward for nearly everyone. For transition-age youth with disabilities, issues surrounding managing Personal Assistance Services (PAS) can be intensified by the normal concerns of navigating the road into adulthood. Accessing and maintaining long-term supports, such as PAS, can be a significant barrier to employment of youth and adults with disabilities.

Documenting What Works  (2010)
Report
http://www.agi.harvard.edu/events/2009Conference/2009AGIReport.php
This report from the Achievement Gap Initiative (AGI) at Harvard University looks at 15 outstanding public high schools from Massachusetts, Illinois, Ohio, Maryland, Texas, and Washington, DC. Teams from each school made presentations at the 2009 AGI conference and were questioned by experts about the methods by which they had achieved progress (e.g., high value-added test score gains on statewide assessment tests and narrowing test-score achievement gaps).

Improving Transition Outcomes for Youth Involved in the Juvenile Justice System: Practical Considerations  (March 2010)
Brief
http://tinyurl.com/3xq7qcx
This InfoBrief from the National Collaborative on Workforce and Disability-Youth describes the characteristics of and issues faced by youth involved with the juvenile justice system, including those with disabilities. It provides a framework for youth service professionals to help youth avoid or transition out of the juvenile justice system, promotes cross-systems collaboration, and highlights promising practices being used around the country. (This InfoBrief is based on “Making the Right Turn: A Guide about Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System,” available at: http://www.ncwd-youth.info/juvenile-justice-guide.) Available in pdf (12 pages, 291 KB).

Learning from Leadership: New Report Finds Effective School Leadership Is Strongly Connected to Student Achievement  (July 2010)
Report
http://tinyurl.com/2fncevh
“Learning from Leadership: Investigating the Links to Improved Student Learning,” a report on the Wallace Foundation’s study of the importance of strong school leadership, confirms that strong school leadership is influences student achievement. Among school-related influences on student achievement, school leadership is second in importance only to classroom instruction. The report stresses that leadership must be “collective,” a collaborated effort among educators, parents, students, principals, and community members. The combined influence of these stakeholders has a greater impact on student learning than any one leader, according to the study. Available in pdf (338 pages, 3.31 MB).

National High School Center’s “Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion”  (May 2010)
Report
http://www.betterhighschools.org/pubs/#Calls
The National High School Center has released an analysis of Response to Intervention (RTI) in several high schools, “Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion.” It reports the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National High School Center, the National Center on Response to Intervention, and the Center on Instruction, and summarizes what HSTII has learned about effective RTI implementation in high schools. It includes a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI were implemented at eight visited schools, highlights contextual factors unique to high schools, and examines how these factors can affect school-level implementation of tiered interventions.

NCES Updates Public School Student Enrollment and Staff Counts  (August 2010)
Report
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010347
The U.S. Department of Education’s Institute of Education Sciences’ National Center for Education Statistics (NCES) has released the 2008-09 school year data from the State Nonfiscal Survey of Public Elementary/Secondary Education Survey of the Common Core of Data (CCD) survey system. The accompanying First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the school year.

NCWD/Youth and ODEP Release Cyber Disclosure Workbook for Youth with Disabilities  (2010)
Report
The National Collaborative on Workforce and Disability-Youth (NCWD/Y) and the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) have released “Cyber Disclosure for Youth with Disabilities,” a supplement to “The 411 on Disability Disclosure: A Workbook for Youth with Disabilities,” to help youth learn about disability disclosure and what it means for them. Search sites like Google, social networking sites like Facebook, and micro-blogging sites like Twitter have added a new element to disclosure. Without even being aware of it, an individual can disclose disability status on the internet, for instance, by including a picture of oneself using a wheelchair, or commenting on a friend’s blog about disability, or posting a profile on a disability organization’s website. This document provides youth suggestions on how to make informed decisions about their own disability disclosure and to manage their disclosures online.

NCWD/Youth Releases Workbook to Aid Adults Supporting Youth with Disability  (2010)
Report
http://www.ncwd-youth.info/411-on-disability-disclosure-for-adults
The National Collaborative on Workforce and Disability-Youth (NCWD/Y) has released “The 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service Professionals, and Adult Allies Who Care About Youth with Disabilities,” for adults in the lives of young people (both those with visible disabilities and with disabilities not apparent to others). This workbook helps adults make informed decisions about teaching a young man or woman about his or her rights and responsibilities in disclosing his or her disability, a decision that will affect the young person’s educational, employment, and social life. It also helps adults learn how to support a young person with a disability as he or she takes steps in becoming more independent and self-sufficient.

ODEP Releases Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth Transitioning to Adulthood  (2010)
Toolkit
http://www.ncwd-youth.info/PAS-Toolkit
Through the National Collaborative on Workforce and Disability-Youth, the Office of Disability Employment Policy (ODEP) has released “Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth Transitioning to Adulthood.” Whether moving from school or a home setting to work, college, or living on their own, transition-aged youth with significant disabilities and their families or friends can benefit from the information and guidance offered by the toolkit in navigating the complex world of PAS. This toolkit assists youth in strengthening some of the fundamental skills essential for successfully managing their own PAS: effective communication, time-management, working with others, and establishing professional relationships.

Preventing Mental, Emotional, and Behavioral Disorders among Young People  (March 2009)
Report
http://tinyurl.com/25kwppp
Mental health and substance use disorders among children, youth, and young adults are major threats to the health and well-being of younger populations, often carrying over into adulthood. The costs of treatment for mental health and addictive disorders are an enormous burden on the affected individuals, their families, and society. This burden can be lessened by finding prevention practices that impede the onset or reduce the severity of the disorders. “Preventing Mental, Emotional, and Behavioral Disorders Among Young People” updates a 1994 Institute of Medicine book, “Reducing Risks for Mental Disorders,” focusing special attention on the research and work with younger populations that have been done since that time.

Program Quality Matters for Adolescent Outcomes  (August 2010) 
Research Report
http://www.childtrends.org/Files//Child_Trends-2010_08_02_RB_OSTProgramQuality.pdf
Child Trends has released a report, “How Out-of-School Time Program quality is Related to Adolescent Outcomes.” The report finds positive outcomes for adolescents in high-quality out-of-school time programs, but no significant differences between adolescents in low-quality programs and those not in a program at all. It is based on data from the “Every Child Every Promise” survey commissioned by the America’s Promise Alliance. High-quality out-of-school time programs are defined as those that promote a sense of physical and emotional safety, enable youth to build positive relationships, allow youth a role in decisions, and support development of social skills, like conflict resolution, leadership, and teamwork. Available in pdf (260 KB, 8 pp).

Secondary Newcomer Programs in The United States: Exemplary Programs for Newcomer English Language Learners  (2009)
Database
http://www.cal.org/CALWebDB/Newcomer/
The Center for Applied Linguistics (CAL) has published an online searchable database that includes profiles of more than 60 programs in 23 states that participated in the research study, “Exemplary Programs for Newcomer English Language Learners at the Secondary Level,” during the 2008-2009 school year. The study was part of a research program conducted by CAL for the Carnegie Corporation of New York. Each program’s profile provides information on student demographics, program design, instruction and assessment, student transitions, staffing, family connections, and social networks. All programs can be browsed by state, school level, program type, program length, etc.

St Paul Elementary School Makes Learning Stick  (July 2010)
Report
http://www.makeitstick.org/content/st-paul-elementary-school-makes-learning-stick
Once one of the worst schools in Saint Paul, MN, Dayton’s Bluff Elementary has worked over the past nine years to collaborate across sectors, improve professional development, provide innovative approaches to learning, and truly let research drive decision making. The “Make It Stick” site includes a report on the school’s accomplishments. In math, 75% of students are proficient, up from 19% in 2001. In reading, 69% are now proficient, up from 24% nine years ago. The collaboration is a partnership between the Saint Paul Public Schools, Amherst H. Wilder Foundation, and Achievement Plus, working to improve student achievement in Saint Paul’s urban schools, while also creating an urban education model and demonstration site.

American Institutes for Research’s National High School Center
http://www.betterhighschools.org/
The National High School Center, based at the American Institutes for Research, provides the latest research, user-friendly tools and products, and high-quality technical assistance on high school improvement issues.

SparkAction.org
http://sparkaction.org/
Formally known as Connect for Kids, SparkAction has re-launched a new, improved site: SparkAction.org. The new site merges the comprehensive CFK library of articles and resources with the Youth Policy Action Center’s high-tech online advocacy tools and the National Youth Development Information Center’s publications. SparkAction was developed with input from hundreds of organizations and young people across the country.

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Funding Forecast and Award Opportunities

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

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

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

ASCA: School Counselor of the Year
http://www.schoolcounselor.org/content2.asp?contentid=544
The American School Counselor Association’s School Counselor of the Year program honors school counselors who are running top-notch, comprehensive school counseling programs at either the elementary, middle or high school level. The program brings up to 10 finalists and their nominators to Washington, DC, in early February, where they participate in a Congressional briefing, meet with their members of Congress, and are honored at the School Counselor of the Year Gala. Deadline: September 15, 2010.

Barbara Bush Foundation: Grants for Literacy
http://tinyurl.com/pxtqol
The Barbara Bush Foundation for Family Literacy’s grant-making program seeks to develop or expand projects designed to support the development of literacy skills for adult primary care givers and their children. Maximum award: $65,000. Eligible are organizations with current nonprofit or public status in existence for two or more years as of the date of the application that have maintained fiscal accountability and operated an instructional literacy program in existence for at least two years that includes one or more of the following components: literacy for adults; parent education; pre-literacy or literacy instruction for children pre-K to grade 3; intergenerational literacy activities (Parent and Child Together Time). Deadline: September 10, 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.

Nominations Invited for National I Love My Librarian Awards
http://www.ilovelibraries.org/lovemylibrarian/home.cfm
Grants of $5,000 plus a $500 travel stipend will be awarded to up to ten librarians in recognition of their accomplishments at public, school, college, community college, and university libraries. The award encourages library users to recognize the accomplishments of exceptional public, school, college, community college, or university librarians whose work improves the lives of the people in the school, campus or community. Deadline: September 20, 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.

TASH: Breakthroughs in Inclusive Education Awards
http://www.tash.org/awards_breakthroughs.html
The TASH Breakthroughs in Inclusive Education Awards honor contributions of individuals and school districts in advancing inclusive education and equitable opportunities for students grades K-12, particularly those with the most significant disabilities and support needs. Awardees will be selected from these categories: Inclusive Education Administrator of the Year; Inclusive Education Teacher of the Year; Inclusive Education Advocate of the Year; Most Promising Inclusive School; Most Promising Inclusive School District. All awardees will be recognized at the TASH 2010 Conference in Denver, CO, December 8-10, 2010, in the conference program, on the TASH website and at the general session. Attendees will receive a commemorative plaque, and TASH will promote awardees’ accomplishments to the trade media and local press. Eligibility: school districts and education professionals that work inclusively with students K-12 with disabilities. Deadline: October 1, 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.

ASCAP Foundation: Grants for Music Education
http://www.ascapfoundation.org/grants.html
The ASCAP Foundation, established in 1975, is a publicly supported charitable organization that is tax exempt under Section 501(c)(3) of the Internal Revenue Code. It is dedicated to supporting American music creators and encouraging their development through music education and talent development programs. The average grant is about $2500. Deadline: October 1, 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.

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Acknowledgements

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

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

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

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