Table of Contents
-
<link>Update from the U.S. Department of Education
-
<link>Special Education Resources
-
<link>Update From The National Dissemination Center for Children with Disabilities
-
<link>Latest Employment Opportunities Posted on NASET
-
<link>Upcoming Conferences and Events
-
<link>Funding Forecast and Award Opportunities
Update from the U.S. Department of Education
U.S. Department of Education Clarifies Schools’ Obligation to Provide Equal Opportunity to Students with Disabilities to Participate in Extracurricular Athletics
The Department’s Office for Civil Rights issued guidance clarifying school districts’ existing legal obligations to provide equal access to extracurricular athletic activities to students with disabilities. In addition to explaining those legal obligations, the guidance urges school districts to work with community organizations to increase athletic opportunities for students with disabilities, such as opportunities outside of the existing extracurricular athletic program.
Students with disabilities have the right, under Section 504 of the Rehabilitation Act, to an equal opportunity to participate in their schools’ extracurricular activities. A 2010 report by the U.S. Government Accountability Office found that many students with disabilities are not afforded an equal opportunity to participate in athletics, and therefore may not have equitable access to the health and social benefits of athletic participation.
“Sports can provide invaluable lessons in discipline, selflessness, passion and courage, and this guidance will help schools ensure that students with disabilities have an equal opportunity to benefit from the life lessons they can learn on the playing field or on the court,” said Education Secretary Arne Duncan.
The guidance letter provides examples of the types of reasonable modifications that schools may be required to make to existing policies, practices, or procedures for students with intellectual, developmental, physical, or any other type of disability. Examples of such modifications include:
- The allowance of a visual cue alongside a starter pistol to allow a student with a hearing impairment who is fast enough to qualify for the track team the opportunity to compete.
- The waiver of a rule requiring the “two-hand touch” finish in swim events so that a one-armed swimmer with the requisite ability can participate at swim meets.
The guidance also notes that the law does not require that a student with a disability be allowed to participate in any selective or competitive program offered by a school district, so long as the selection or competition criteria are not discriminatory.
“Participation in extracurricular athletics can be a critical part of a student’s overall educational experience, said Seth Galanter, acting assistant secretary for the Office for Civil Rights (OCR). “Schools must ensure equal access to that rewarding experience for students with disabilities.”
The mission of the Office for Civil Rights (“OCR”) is to ensure equal access to education and to promote educational excellence throughout the nation through the vigorous enforcement of civil rights. Among the federal civil rights laws OCR is responsible for enforcing are Title VI of the Civil Rights Act of 1964; Title IX of the Education Amendment Act of 1972; Section 504 of the Rehabilitation Act of 1973; and Title II of the Americans with Disabilities Act. For more information about the Department of Education’s Office for Civil Rights and the anti-discrimination statutes that it enforces, please visit OCR’s website at http://www2.ed.gov/about/offices/list/ocr/aboutocr.html and follow OCR on twitter @EDcivilrights.
Department Releases New Publications Highlighting ESEA Flexibility
With 34 states and the District of Columbia approved for ESEA flexibility, the U.S. Department of Education released a series of new publications this week, describing the flexibility program and the ways in which some participating states are advancing important education reforms.
ESEA flexibility enables states and districts to maintain a high bar for student achievement while better targeting resources to schools and students most in need of additional support. The publication series includes a brochure and fact sheets on topics that relate to five priority areas under ESEA flexibility (pdf files):
- Continuing to expose and close achievement gaps;
- Advancing accountability for graduation rates;
- Turning around the lowest-performing schools;
- Protecting school and student accountability; and
- Supporting teachers, leaders, and local innovation.
The Department announced voluntary ESEA flexibility in September 2011 in the absence of a reauthorization – or congressional update – to the Elementary and Secondary Education Act. The most recent update to the federal education law – the No Child Left Behind Act – was due for reauthorization in 2007, but has governed a changing national education landscape for more than a decade. ESEA flexibility allows states and districts to replace the “one-size-fits-all,” prescriptive provisions of NCLB with state-led reforms tailored to address their most pressing education challenges.
Statement from Secretary Duncan on NCES Public School Graduates and Dropouts Report
“The new NCES report is good news. After three decades of stagnation, the on-time graduation rate for high school students in the 2009-10 school year [78.2 percent] is the highest it’s been since at least 1974. It’s encouraging that the on-time graduation rate is up substantially from four years earlier. And it’s promising that high school graduation rates are up for all ethnic groups in 2010 — especially for Hispanics, whose graduation rate has jumped almost 10 points since 2006.
“At the same time, our high school dropout rate is still unsustainably high for a knowledge-based economy and still unacceptably high in our African-American, Latino, and Native-American communities.
“As President Obama said in yesterday’s Inaugural address, our journey to equality of opportunity is not yet complete. But as this report shows, we are making progress in our schools toward living up to the American creed of equal opportunity for all.”
Special Education Resources
Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems (2012)
Report
http://cjjr.georgetown.edu/pdfs/ed/edpaper2012.pdf
Georgetown University’s Center for Juvenile Justice Reform (CJJR) has released the second edition of “Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems.” This paper outlines strategies for meeting the complex educational needs of children and youth involved with the juvenile justice and foster care systems. Updated material includes references and guides developed by the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC). Available in pdf (2.31 MB, 68 pp).
Beyond the Numbers: Data Use for Continuous Improvement of Programs Serving Disconnected Youth (December 2012)
Report
http://tinyurl.com/awh9s7c
The American Youth Policy Forum (AYPF) has published “Beyond the Numbers: Data Use for Continuous Improvement of Programs Serving Disconnected Youth,” a report containing a series of in-depth case studies to examine how three programs which serve a disconnected youth population are using data as a tool for continuous program improvement and ongoing accountability. “Beyond the Numbers” catalogues the elements of success from the three programs collecting and using data to engage an at-risk population, distills key lessons learned for practitioners and policymakers aiming to improve outcomes for the disconnected youth population, and raises policy questions concerning financing, data sharing, and the standardization of outcomes.
Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders (October 2012)
Guide
http://tinyurl.com/akhj8ds
“Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders,” is a how-to guide from the Forum for Youth Investment to support the development of quality improvement systems (QIS) in afterschool settings. Commissioned by The Wallace Foundation, the guide is based on decades of social science research on child development, teaching and learning, and organizational management, as well as the Forum’s experience working with afterschool efforts around the country. It draws on initiatives in six communities to build systems to improve the quality of afterschool programming, and offers case studies of each.
Disability and Education Laws (April 2012)
Legislation Links
http://nichcy.org/laws
The National Dissemination Center for Children with Disabilities (NICHCY) devotes a section of its Web site to federal legislation that relates directly or indirectly to individuals with disabilities, particularly children and youth. The NICHCY Laws page provides links to information on IDEA, Section 504, the ADA, and the Assistive Technology Act.
Education Datapalooza: Unleashing the Power of Open Data to Help Students, Parents, and Teachers (January 2013)
Blog Report
http://tinyurl.com/ap9tduv
Homeroom: the Official Blog of the U.S. Department of Education has posted “Education Datapalooza: Unleashing the Power of Open Data to Help Students, Parents, and Teachers,” reporting on the display of advances in education that were on display at the White House last fall, such as new tools to help students choose a college that is right for them and their family, an easy-to-read virtual dashboard for parents to track the academic performance of their children, or a digital file that makes it easier for children of active military and for foster youth to make the transition to a new school.
IEP FAQs Pop-Up: Special Factors in IEPs (2012)
FAQs
http://www.wrightslaw.com/info/iep.specfact.popup.htm
This pop-up feature from Wrightslaw offers answers to common questions on behavior problems, limited English proficiency, blindness/visual impairment, deafness/hearing impairment, communication problems, and assistive technology.
Implementing Tiered Interventions Through School-Community Partnerships: A Toolkit for School Improvement Leaders (September 2012)
Toolkit
http://tinyurl.com/abvs2je
The “Implementing Tiered Interventions Through School-Community Partnerships” toolkit focuses on actions school leaders and lead turnaround partners can take to ensure that the partnerships they develop are aligned with and effectively support the range of goals and strategies needed to put and keep every young person on track to graduate. One of its unique contributions is using a “tiered intervention” framework to develop a partnership plan.
New Disability Disclosure Resources (January 2013)
Videos
http://www.ncwd-youth.info/videos
For youth, choosing to disclose one’s disability to peers, teachers, or supervisors can be a very difficult and personal decision which has a direct impact on some of the services received. It is important for youth service professionals to understand all of the pros and cons around disability disclosure in order to guide young people with disabilities through this process. In these videos, a companion to NCWD/Youth’s “The 411 on Disability Disclosure: A Workbook for Youth with Disabilities,” youth with disabilities discuss why they chose to disclose their disabilities and how it has helped them to succeed in work and at school.
Partnerships for Learning: Community Support for Youth Success (January 2013)
Report
http://tinyurl.com/aa3vzvc
When schools partner with families and community-based organizations, these Partnerships for Learning improve children’s development and school success, providing a seamless web of supports to ensure positive learning experiences for children and youth. The Harvard Family Research Project’s “Partnerships for Learning: Community Support for Youth Success” draws on the experiences of national organizations and a set of community schools that have built these learning partnerships, and examines key elements essential in building them. Examples from Elev8, a community schools initiative in several locations across the country, are highlighted to illustrate what effective partnerships look like in practice.
Update from the National Dissemination Center for Children with Disabilities
RESOURCES FROM NICHCY!
Easy-to-read Publications on IDEA
Questions Often Asked by Parents about Special Education Services (available in English and Spanish) |
|
|
|
|
|
|
__________________________________________________
Latest Employment Opportunities Posted on NASET
Special Education Teacher
Tolleson, Arizona
Job Category: Full Time
Special Education Teacher – Severe Mental Retardation
Special Education Services (a member of The Menta Group) is currently seeking progressive state certified special education teachers to join the clinical teams at our therapeutic day schools in the cities of Tolleson / Phoenix Metro Area and Casa Grande. Hours are anywhere from 1 day to full time with great health benefits.
Southwest Academy Tolleson (SWA) and Southwest Education Center Casa Grande (SWEC-CG) are special education schools developed for Kindergarten through twelfth grade students in the Pinal and Maricopa Counties areas who are challenged by social-emotional, learning, developmental, and behavioral difficulties. The curriculum is taught with an engaged learning methodology that nurtures academic, behavioral, and social-emotional growth. Our educational model encourages the development of academic and social-emotional skills in a positive and well-structured learning environment, with a focus on preparation for post-secondary education, employment, and citizenship. We have a no refusal, no suspension, no expulsion policy, offering a continuum of services to meet the educational needs of this challenging student population.
Programming is designed for students with significant cognitive and/or developmental disabilities. The curriculum is individualized to meet each student’s special needs with an emphasis on four major community living domains: self-management/home living, vocational, recreation/leisure, and general community functioning. The curriculum is taught both in school and out in the community. It includes functional academics and embedded training in social-emotional skills, communication, and motor skills.
We believe that every child can and will learn. Our students are preparing to be College Ready, Career Ready, and Community Ready (3 C’s). Our goal is to ensure that all students master the academic and social skills necessary for an independent and productive life. We create an Optimal Learning Environment that is well structured, engaging, safe, instructional, and responsive to students needs.
We are looking for a state certified teacher with experience in working with Severe Mentally Retarded students either full-time or part-time. This position offers an access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal/vacation days. The salary range is comparable for the position and area, depending upon certification and qualifications.
Requirements:
- Emphasis on work skills as a basis for a career path curriculum
- Ability to communicate well orally and in writing
- Flexible in which subject areas that they can work
- Student focused approach while presenting general areas of required subject material.
- Willingness to be trained in working with Behavioral/Emotional Disordered students
- Demonstrated ability to work well in a fast paced environment
- Bilingual applicants are encouraged to apply.
- Arizona State Teaching Certification in Provisional Severely and Profoundly Disabled Special Education, K-12 Certificate
- Ability to teach in a self-contained classroom for a full teaching day with youth having problems with ED, OHI and MIMR disabilities.
- Employment contingent upon a background-check, approved driving record, and an employment physical.
- Must have a valid driver’s license and fingerprint clearance card
- Must be at least 23 years of age.
- Bilingual applicants are encouraged to apply.
Qualifications:
Application procedure for Southwest Academy:
Apply at:www.thementagroup.org/careers/apply
Tolleson, AZ
Dawn.massani@menta.com
Phone: (623) 478-5000
Fax: (623) 478-5026
Application procedure for Southwest Education Center:
Apply at: www.thementagroup.org/careers/apply
Casa Grande, AZ
mitch.henderson@menta.com
Phone: (520) 421-2389
Fax: (520) 421-2996
eoe
***************************************************
Special Education Teacher
Casa Grande, Arizona
Job Category: Full Time
Special Education Teacher – Severe Mental Retardation
Special Education Services (a member of The Menta Group) is currently seeking progressive state certified special education teachers to join the clinical teams at our therapeutic day schools in the cities of Casa Grande and Tolleson / Phoenix Metro Area. Hours are anywhere from 1 day to full time with great health benefits.
Southwest Education Center Casa Grande (SWEC-CG) and Southwest Academy Tolleson (SWA), are special education schools developed for Kindergarten through twelfth grade students in the Maricopa and Pinal Counties areas who are challenged by social-emotional, learning, developmental, and behavioral difficulties. The curriculum is taught with an engaged learning methodology that nurtures academic, behavioral, and social-emotional growth. Our educational model encourages the development of academic and social-emotional skills in a positive and well-structured learning environment, with a focus on preparation for post-secondary education, employment, and citizenship. We have a no refusal, no suspension, no expulsion policy, offering a continuum of services to meet the educational needs of this challenging student population.
Programming is designed for students with significant cognitive and/or developmental disabilities. The curriculum is individualized to meet each student’s special needs with an emphasis on four major community living domains: self-management/home living, vocational, recreation/leisure, and general community functioning. The curriculum is taught both in school and out in the community. It includes functional academics and embedded training in social-emotional skills, communication, and motor skills.
We believe that every child can and will learn. Our students are preparing to be College Ready, Career Ready, and Community Ready (3 C’s).
Our goal is to ensure that all students master the academic and social skills necessary for an independent and productive life. We create an Optimal Learning Environment that is well structured, engaging, safe, instructional, and responsive to students needs.
We are looking for a state certified teacher with experience in working with Severe Mentally Retarded students either full-time or part-time. This position offers an access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal/vacation days. The salary range is comparable for the position and area, depending upon certification and qualifications.
Requirements:
- Emphasis on work skills as a basis for a career path curriculum
- Ability to communicate well orally and in writing
- Flexible in which subject areas that they can work
- Student focused approach while presenting general areas of required subject material.
- Willingness to be trained in working with Behavioral/Emotional Disordered students
- Demonstrated ability to work well in a fast paced environment
- Bilingual applicants are encouraged to apply.
- Arizona State Teaching Certification in Provisional Severely and Profoundly Disabled Special Education, K-12Certificate
- Ability to teach in a self-contained classroom for a full teaching day with youth having problems with ED, OHI and MIMR disabilities.
- Employment contingent upon a background-check, approved driving record, and an employment physical.
- Must have a valid driver’s license and fingerprint clearance card
- Must be at least 23 years of age.
- Bilingual applicants are encouraged to apply.
Qualifications:
Application procedure for Southwest Education Center:
Apply at: www.thementagroup.org/careers/apply
Casa Grande, AZ
mitch.henderson@menta.com
Phone:(520) 421-2389
Fax: (520) 421-2996
Application procedure for Southwest Academy:
Apply at: www.thementagroup.org/careers/apply
Tolleson, AZ
Dawn.massani@menta.com
Phone: (623) 478-5000
Fax: (623) 478-5026
eoe
***************************************************
Special Education Teacher
Wichita Kansas
Job Category: Education
Description:
Wichita Public Schools seeks special education teachers for employment in Wichita, KS. Instruct middle school special education students using various teaching methods, develop curriculum. Req’s Bachelor’s Degree & Kansas teaching license w/endorsement to teach Special Education. Work M-F 8-5, salary $39,470. Medical, dental, vision & life insurance offered. Submit resumes to Recruitment & Employment Office, Wichita Public Schools, Attn: Job Ref # WIC08959, PO Box 56625 Atlanta GA 30343.
Submit resumes to:
Recruitment & Employment Office
Wichita Public Schools
Attn: Job Ref # WIC08959
PO Box 56625
Atlanta, GA 30343.
***************************************************
Special Education Teacher (Certified Severe)
Waltham, MA
Job Category: Teacher
Description
The Guild, a 766-approved, private day/residential year round school, is currently looking for a certified Special Education Teacher to work with students with cognitive disabilities and behavior disorders in our school program.
The teacher would be responsible for a classroom of 4-5 students and some of the primary responsibilities would be:
- Planning and teaching functional academic lessons
- Writing annual IEP goals and progress reports for 4-5 students
- Implementing behavior treatment plans
The Guild School offers a supportive environment with on-site training and ongoing opportunities to share ideas in an open forum through frequent in-house team meetings and training opportunities.
Crisis Prevention Intervention, First Aid, CPR and other required training is on-site and ‘paid time’ for all employees. Support from teaching, clinical, behavior, and communication specialists help to promote independence for all students and provide growth in the special education field for teachers.
We are seeking teachers with a degree in Severe Disabilities Special Education who can offer our students the opportunity to reach their fullest potential and develop independent living skills.
Some employee benefits include: ongoing training and support from experienced professionals in the field, employer subsidized medical/dental/disability insurance, 403B retirement opportunities, paid holidays and accrued time off. We are in an easily accessible suburban location, 10 miles west of Boston.
Please visit our web site at: http://www.theguildschool.org
Benefits
Medical, Dental, Short Term-disability, Life Insurance. EAP, generous vacation and personal time, Tuition Assistance, Student Loan Repayment and 403B
Contact
Matt Carmichael
Human Resources Coordinator
The Guild for Human Services
411 Waverley Oaks Road
Waltham, MA. 02452-8449
Office (781)893-6000 ex.237
Fax (781)893-1171
***************************************************
$125,000 Salary for Master Middle School Teachers
New York, NY
Job Category: Master Middle School Teacher
Description:
$125,000 Salary for Master Middle School Teachers!
Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times: http://www.tepcharter.org/nytimes.php. TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.
About TEP Charter School:
TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R’s: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation.
For more information, visit us online at http://www.tepcharter.org
Learn more and apply today:http://www.tepcharter.org/apply.php
Open positions:http://www.tepcharter.org/open-teaching-positions.php
Info Session @ TEP
Thinking about applying for a teaching position at TEP? Attend an in-person information session with TEP’s Principal, Zeke Vanderhoek. Take a tour of the school, and learn more about the teacher application process and teaching at TEP.
When: Tuesday, December 4, 2012 at 6PM (For online options, click here)
Where: TEP Charter School
Learn how to RSVP for the event by clicking the following link: http://www.tepcharter.org/session-for-teachers.php
We also have a Live Online Info Session too!
Click here for more information: www.tepcharter.org/info-session-for-teachers.php
Requirements:
http://www.tepcharter.org/overview-the-3Rs.php
Benefits:
http://www.tepcharter.org/overview-the-3Rs.php
Contact:
***************************************************
Video Feedback Reviewers – Tools for Teacher
Flexible Location
Job Category: Seasonal
Video Feedback Reviewers – Tools for Teacher Excellence Flexible location
TNTP seeks part-time Video Feedback Reviewers with certification in elementary education and special education to review online teacher videos and provide detailed and concrete feedback to teachers to help them improve their practice. Reviewers will be TNTP employees based out of a home office anywhere in the United States (flexible location). These part-time positions are available immediately and are expected to last through June 2013 with the possible option to extend. This role requires approximately six hours of work per week from mid January 2013 until mid June 2013.
Tools for Teacher Excellence
TNTP’s Tools for Teacher Excellence department will work to expand TNTP’s impact through a number of “open source tools” for teachers, school leaders, district officials and policymakers, to help them support improvements in teacher effectiveness. Examples of “open source tools” we have already created include: Evaluation 2.0, a blueprint for better evaluations that can help every teacher succeed in the classroom, Rating a Teacher Observation Tool, a resource that identifies five simple questions that can help policymakers decide whether an observation framework is likely to produce fair and accurate results, and the School Leaders Toolbox, a collection of school-tested strategies and resources to grow great teaching teams.
Requirements
- Strong education background and instructional skill set with at least three years K-12 teaching experience (required), preferably in high-need schools or with high-need populations
- Track record of raising student achievement
- Certification and experience teaching and/or supporting teachers in one of the following areas (required): elementary education or special education
- Previous experience observing, evaluating, or mentoring teachers (preferred)
- Ability to critically assess challenges and identify effective solutions
- Access to high speed internet connection to complete video review at flexible times
- Ability to work independently and manage multiple responsibilities simultaneously
- Computer skills, specifically Microsoft Office suite and comfort learning and navigating an online platform
- A willingness to commit to logging in daily, completing approximately six hours of work per week which may be non-standard hours and weekends
Compensation
The salary for this position is $25 per hour. TNTP offers a motivated team of dynamic colleagues, a collegial atmosphere that values professional development and valuable feedback, and the chance to impact the direction of a growing, mission-driven company that is committed to the success of our nation’s children.
To Apply
Write a detailed cover letter that addresses the following prompts:
1. Briefly describe what you consider to be highly effective teaching. When you observe a highly effective teacher’s classroom what do you expect to see?
2. Summarize your experience observing and evaluating teachers.
Please submit your resume and tailored cover letter online at:
http://ch.tbe.taleo.net/CH05/ats/careers/requisition.jsp?org=THENEWTEACHERPROJECT&cws=1&rid=1366
***************************************************
Senior Vice President
Milford, MA
Job Category: Executive
Criterion Child Enrichment is conducting a nationwide search for a Senior Vice President of Early Childhood Services. Founded in 1985 as a not-for-profit organization, Criterion has served families for over 25 years and is a leading provider of early childhood education and early intervention services. Each year the agency serves over 5000 families with a program network that extends throughout the Commonwealth of Massachusetts. The Senior Vice President will be responsible for implementation of Criterion’s Mission and Strategic Plans and will supervise a Divisional Director who is responsible for the day to day operation of programs and services. Criterion’s corporate office is located within a 40 minute drive of downtown Boston.
This recruitment is specifically focused on identifying an individual with the capacity to enhance and expand the agency’s participation in professional education and applied research in the fields of early childhood education, early intervention and family-centered service delivery. Applicants must possess a doctoral degree in a discipline relevant to the agency mission and substantial clinical experience. Experience in fiscal and personnel management is preferred but not required as substantial training and support in these areas will be provided for the successful applicant. Applicants will receive a detailed prospectus describing agency programs and operations upon submission of a letter of interest and vitae.
Criterion Child Enrichment is an Equal Opportunity Employer. Applicants and employees are considered for positions without regard to mental or physical disability, handicap, race, color, religion, gender, gender identity and expression, ancestry, national origin, age, genetic information, military or veteran status, sexual orientation, marital status or other categories protected by law.
Confidential applications may be submitted to:
Robert F. Littleton Jr. Ed.D., President
Criterion Child Enrichment
321 Fortune Boulevard
Milford, Massachusetts 01757
***************************************************
Upcoming Conferences, Workshops and Events
2013
February
College-Based (Dual-Enrollment) Transition Programs
Web-based Event
February 6, 2013
2:00 PM – 3:30 PM (Eastern)
http://tinyurl.com/d9dwxq6
Preparing transition-aged students for college requires comprehensive planning at the district and individual student level. “College-Based (Dual-Enrollment) Transition Programs,” the third in a series of six “Think College!” webinars, will discuss policies and practices that have been developed to promote successful college experiences for students. These include student and family preparation, professional development for secondary teachers and coaches, new transportation policies, school-college schedule alignment and ongoing communication with college partners.
Collaborative Conversations: Speaking and Listening in Secondary Classrooms
Web-based Event
February 13, 2013
3:30 PM – 5:00 PM (Pacific)
http://www.wested.org/cs/we/view/we_e/1281
The “Collaborative Conversations: Speaking and Listening in Secondary Classrooms” webinar will discuss two of the Common Core Speaking and Listening Standards, and how to facilitate more focused, purposeful, collaborative conversations among middle and high school students.
Learning Disabilities Association of America’s 50th Annual International Conference
Conference
February 13, 2013 – February 16, 2013
San Antonio, TX
http://ldaamerica.org/index.cfm
Sponsored by the Learning Disabilities Association (LDA) of America, the LDA Conference is the largest meeting on learning disabilities in the world, featuring over 300 workshops and exhibits presenting the latest in LD research, effective teaching techniques and strategies, and critical policy issues, with opportunities to network with experts in LD and colleagues and earn graduate or continuing education credits (CEUs). The 2013 Conference is in San Antonio, Texas.
March
Road Maps to Common Core Success
Forum
March 11, 2013
Indianapolis, IN
http://www.edweek.org/events/common-core-success/?intc=EM_EWLF9_11.6
“Road Maps to Common Core Success,” an Education Week Leadership Forum, will be held twice, in Indianapolis, IN, March 11, 2013; and White Plains, NY, March 21, 2013. Each will be a daylong event, with state and district leaders and education experts sharing their common core implementation experiences, and new ideas on curricula, teacher training, and assessment. Deadline for reduced-rate early bird registration: January 9, 2013.
Ready by 21 National Meeting
Conference
March 11, 2013 – March 13, 2013
Atlanta, GA
http://events.r20.constantcontact.com/register/event?llr=4aek4xbab&oeidk=a07e6rshufmf4df1713
The Forum for Youth Investment will offer a Ready by 21 Institute National Meeting in Atlanta GA, March 11-13, 2013. The Institute will explain the research behind Ready by 21, and the tools and resources for stakeholders to put its concepts for broad partnerships, ambitious goals, data collection, and bold strategies into action to improve children and youth’s readiness to succeed as adults. Information on new ideas, tools, partnerships and ways to strengthen networks will be featured.
Funding Forecast and Award Opportunities
Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2013
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 2014 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.http://www.ed.gov/fund/grant/find/edlite-forecast.html
FY 2013 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.
Christopher Columbus Awards 2012-2013
http://www.christophercolumbusawards.com
The Christopher Columbus Awards is a national, community-based STEM competition for middle school students and teachers looking to make a difference in their community. Working in teams, students identify a problem in the community and apply the scientific method to create an innovative solution. Maximum award: $25,000 grant. Eligibility: schools (grades 6-8) and community groups. Deadline: February 4, 2013.
The Big Read
http://tinyurl.com/anc8sbn
The Big Read is a program of the National Endowment for the Arts, designed to revitalize the role of literature in American culture and to encourage citizens to read for pleasure and enlightenment. The Big Read supports organizations in developing community-wide programs that encourage reading and participation by diverse audiences. Grants from $2,500-$20,000 are available from the National Endowment for the Arts. Deadline: February 5, 2013.
Captain Planet Foundation: Grants for the Environment
http://captainplanetfoundation.org/
The Captain Planet Foundation funds hands-on environmental projects to encourage youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum award: $2,500. Eligibility: U.S. schools and organizations with an annual operating budget of less than $3 million. Deadline: February 28, 2013.
ING Unsung Heroes Program Invites K-12 Educators to Apply for 2013 Class Project Awards
http://ing.us/about-ing/citizenship/childrens-education/ing-unsung-heroes
The ING Unsung Heroes awards program annually recognizes K-12 educators in the United States for innovative teaching methods, creative educational projects, and ability to positively influence the children they teach. Educators are invited to submit grant applications describing class projects they have initiated or would like to pursue. Each year, one hundred educators are selected to receive awards of $2,000 each to help fund innovative class projects. At least one award is granted in each of the fifty United States, provided one or more qualified applications are received from each state. Three of the one hundred finalists will be selected for additional financial awards. First place: $25,000; second place: $10,000; and third-place: $5,000. All awards must be used to further the projects within the school or school system. All K-12 education professionals are eligible to apply. Applicants must be employed by an accredited K-12 public or private school located in the U.S. and be a full-time educator, teacher, principal, paraprofessional, or classified staff member working on a project with demonstrated effectiveness in improving student learning. Previous recipients of ING Unsung Heroes awards are not eligible to apply for another award. Deadline: April 30, 2013.
Earthwatch Institute: Fellowships
http://www.earthwatch.org/aboutus/education/edopp/
The Earthwatch Institute offers educators fellowships for hands-on learning with leading scientists doing field research and conservation on one of over 100 projects around the world. Maximum award: fully-funded fellowship. Eligibility: elementary, middle, and high school educators and administrators of any discipline. Deadline: two weeks after educator-interest application is submitted; ultimate deadline May 1, 2013.
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.
Download a PDF or XPS Version of This e-Journal
To Download a PDF file for this issue of the Special Educator e-Journal –CLICK HERE
To Download a XPS 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”.
