August 2015 – Special Educator e-Journal

Table of Contents

• Update from the U.S. Department of Education

• Literature Review: On Second Thought, Maybe They Are Helping. By Pia Surgent

• Literature Review: Parent Participation In Special Education Classrooms. By Kaitlyn Gagner

• Buzz from the Hub

• Legislative Announcements, Calls to Participate and New Projects

• Latest Employment Opportunities Posted on NASET

• Upcoming Conferences and Events

• Funding Forecast and Award Opportunities

• 
  

  Acknowledgements

• 
  

  Download a PDF or XPS Version of This Issue

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New Parent Checklist Helps Empower Families to Support Children’s Success in School

As America’s 54 million students prepare to return to school this fall, the U.S. Department of Education, America Achieves, National Council of La Raza (NCLR), National PTA and the United Negro College Fund (UNCF) released a parent checklist today with questions and resources that parents and caregivers can use to help ensure their children are getting the education they deserve. The checklist suggests key questions, tips for educational success and resources for more information.

“I have never met a parent who doesn’t want the best for their child. However, it can be hard for families to know how to support their child’s education. Engaging with their educators is a good place to start. This tool provides families with questions to ask to work with educators to ensure schools are providing all students with an education that will prepare them for college and careers,” said U.S. Secretary of Education Arne Duncan.

The checklist follows the set of rights that the Department recently released outlining what families should be able to expect for their children’s education. The rights follow the educational journey of a student—from access to quality preschool; to engagement in safe, well-resourced elementary and secondary schools that hold all students to high standards; to access to an affordable, quality college degree.

The checklist and the set of rights build on the Education Department’s work to reach out to parents—from the Dual Capacity-Building Framework for Family-School Partnerships, to tools that can help families and students select the best colleges for their needs, to support of Parent Training and Information Centers and Resource Centers.

“It is imperative that all children have a safe, healthy, supportive and well-resourced school in which to thrive and learn. And to help ensure a world class education is provided to every child, it is essential that our education systems are transparent, families are engaged and at the table, and families and educators work together to support student success,” said Laura Bay, president of National PTA. “National PTA is pleased to collaborate with the Department of Education, America Achieves, National Council of La Raza and the United Negro College Fund to bring the checklist to families nationwide to empower them with questions, tips and resources to make sure their children are getting a high-quality education that enables them to reach their full potential.”

“The Parent Checklist is a powerful resource that can help gauge whether a child is being sufficiently prepared for the quality education they deserve,” said Michael L. Lomax, Ph.D., president and CEO of UNCF. “It’s an extension of UNCF’s commitment to building a college-going culture within the African-American community and providing support for getting more students to and through college.”

“Just like all Americans, Latino parents understand the importance of the need to engage in their child’s education in order for them to succeed,” said Janet Murguía, President and CEO, NCLR. “This is why NCLR and our Affiliates support the ‘Checklist,’ a tool that will help empower all parents to ask the right questions and participate fully in their children’s education.”

The checklist suggests these “key questions” that parents should pose to their child’s educators:

Quality: Is my child getting a great education?

• How will you keep me informed about how my child is doing on a regular basis? How can we work together if my child falls behind?
• Is my child on grade level, and on track to be ready for college and a career? How do I know?

Ready for Success: Will my child be prepared to succeed in whatever comes next?

• How will you measure my child’s progress and ability in subjects including reading, math, science, the arts, social and emotional development, and other activities?
• How much time will my child spend preparing for and taking state and district tests? How will my child’s teacher and I know how to use the results to help my child make progress?

Safe and Healthy: Is my child safe and cared for at school?

• What programs are in place to ensure that the school is a safe, nurturing and positive environment? What are the discipline and bullying policies at the school?
• Are the meals and snacks provided healthy? How much time is there for recess and/or exercise?

Great Teachers: Is my child engaged and learning every day?

• How do I know my child’s teachers are effective?
• How much time do teachers get to collaborate with one another?
• What kind of professional development is available to teachers here?

Equity and Fairness: Does my child, and every child at my child’s school or program, have the opportunity to succeed and be treated fairly?

• How does the school make sure that all students are treated fairly? (For example, are there any differences in suspension/expulsion rates by race or gender?)
• Does the school offer all students access to the classes they need to prepare them for success, including English language learners and students with special needs (for example, Algebra I and II, gifted and talented classes, science labs, AP or IB classes, art, music)?

The reference guide also includes some ways teachers suggest parents can support their children’s success in school. For example:

• Set high expectations for your child.
• Make sure your child is in school every day and on time. Attendance matters.
• Work collaboratively with your child’s teachers and talk to them about goals and expectations for your child.
• Talk to your child each day about what he or she is doing in school and discuss what he or she learned.
• Encourage your child to complete assignments, and see that she or he finishes them.
• Attend parent-teacher conferences.
• Participate in family engagement and volunteer opportunities.

Lastly, the checklist suggests next steps for families to take if their child is not getting a strong education and resources for more information. Among the sites on line are: age-appropriate guides to supplement this reference guide; information on how your school compares to other schools; school-based parent organizations; bullying prevention; nutrition;  disability issues; limited-English challenges; early childhood learning; and homelessness.

 

Statement from U.S. Secretary of Education Arne Duncan on the Senate passage of the Every Child Achieves Act

“We applaud the progress made in the Senate today toward replacing the flawed No Child Left Behind Act. We need a new law that gives every child an opportunity to succeed. This bill would give states more flexibility from one-size-fits-all federal mandates and reduce the burden of testing on classroom time, while still ensuring that parents and educators know how students are doing every year. I’m particularly pleased that the bill would expand access to high-quality preschool and direct taxpayer dollars toward proven innovative strategies. I commend the hard work of Chairman Alexander, Senator Murray, and their colleagues to get us this far.

However, this bill still falls short of truly giving every child a fair shot at success by failing to ensure that parents and children can count on local leaders to take action when students are struggling to learn. We need to identify which schools work and which ones don’t, so we can guarantee that every child will have the education they need. We cannot tolerate continued indifference to the lowest performing schools, achievement gaps that let some students fall behind, or high schools where huge numbers of students never make it to graduation. This bill should also do more to maintain focus on what matters most—whether students are actually learning and graduating, and whether those that need the greatest help receive the resources and support they need. I look forward to continuing to work with Chairman Alexander, Senator Murray, Chairman Kline, Representative Scott—and their colleagues—to strengthen the bill before it reaches the President’s desk.”

 

U.S. Department of Education Approves ESEA Flexibility Renewals for 5 States, Puerto Rico

Building on the significant progress seen in America’s schools over the last six years, the U.S. Department of Education announced today that Delaware, Massachusetts, Oklahoma, Rhode Island, South Carolina and Puerto Rico have each received continued flexibility from provisions of theElementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB).

These states and Puerto Rico are implementing comprehensive state-designed plans to ensure student success and a continued commitment to college- and career-readiness for every student.

“The last six years have seen dramatic progress for America’s school children. The high school dropout rate is down, and graduation rates are higher than they have ever been,” said U.S. Secretary of Education Arne Duncan. “As a result of our partnerships with state and district leaders to couple flexibility with reform, we are seeing remarkable strides and bold actions to improve student outcomes. States, districts, principals and teachers are showing incredible creativity in using different means to achieve the same goal – getting every student in America college- and career-ready.”

In all, 42 states, Puerto Rico and the District of Columbia have received flexibility from the burdens of the existing law in order to support improved achievement in schools. All states up for renewal have submitted a request to extend their flexibility, and Nebraska requested a waiver from the law for the first time ever.

So far, the Department has renewed flexibility for Kentucky, Minnesota, New Mexico, North Carolina, Virginia, Georgia, Hawaii, Kansas, Missouri, Nevada, New York, West Virginia and the District of Columbia. More renewal decisions will follow in the coming weeks.

Since this flexibility was first granted in 2012, the Department has partnered with state and district leaders to provide relief from some provisions of NCLB in exchange for taking bold actions to improve student outcomes and ensure equity for all students. Under NCLB, schools were given many ways to fail but very few opportunities to succeed. The law forced schools and districts into one-size-fits-all solutions, regardless of the individual needs and circumstances in those communities.

Under flexibility plans, states continue to focus resources on comprehensive, rigorous interventions in their lowest-performing schools and supports to help the neediest students meet high expectations alongside their peers. States have also focused on improving teacher and principal effectiveness across the country with evaluation and support systems that are used for continual improvement of instruction, provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development, and can be used to recognize and reward highly effective educators, as well as to inform important conversations about ensuring equitable access to effective educators for students from low-income families and students of color.

Today’s announcement provides an additional three years of flexibility for Rhode Island, South Carolina and Puerto Rico and an additional year for Delaware, Massachusetts and Oklahoma.

Each of these states is making progress when it comes to college- and career-ready standards and assessments, rigorous differentiated systems of recognition, accountability and support, and teacher and principal evaluation and support systems. They’re taking important steps toward ensuring that every child has the opportunity they deserve. But a handful of states need more time to make adjustments to their flexibility plans in order to fully meet their commitments. To that end, some states are receiving one-year renewals while they continue finalizing their plans for the future.

A strong, bipartisan reauthorization of ESEA, which has been due for Congressional action since 2007, remains the first priority for the Department. But until a new law is in place, NCLB continues to stand. This means states need a new round of waivers that provide flexibility from top-down, prescriptive provisions of the law so that they can continue implementing innovative changes that ensure all children receive a high-quality education. These renewals provide states with stability as they continue to work on preparing all students for success in college, careers and life.

State by State

Delaware:

• ESEA flexibility has allowed Delaware to focus on ensuring that its neediest schools serve students better and close achievement gaps through significant reforms such as providing extended learning time and accelerated instruction opportunities.
• Delaware is providing extensive in-person and online support for staff implementing teacher and principal evaluation and support systems in order to ensure that those systems provide feedback that educators can actually use to improve their instructional practice.

Massachusetts:

• Massachusetts is updating its school accountability system in important and creative ways—by decreasing the number of students whose educational needs go unmet because they fall through the cracks of the system and encouraging schools to focus on improving learning outcomes for English learners by giving credit to schools and districts whose students make strong gains in English language proficiency.

Oklahoma

• ESEA flexibility has led Oklahoma to dramatically improve the way it engages community stakeholders in developing and implementing policy, making it more likely that these policies really work for students and teachers. For instance, the state now has several standing focus groups and advisory committees comprised of education professionals as well as parents, students and representatives from business and community groups.
• Oklahoma has also developed an Office of School Turnaround, which provides coaching, professional development and technical assistance to support students, teachers and administrators in priority schools.

Rhode Island

• Rhode Island has consulted extensively with leaders of priority and focus schools to inform improvements in the state’s neediest schools.
• To enhance targeted interventions and supports, Rhode Island is building an Instructional Support System that will provide educators, principals and district administrators access to data dashboards with key performance indicators and longitudinal data on student performance. The system will also provide teacher resources and eventually they will expand the system to include a professional development platform, early warning system, and school diagnostic screening tool.

South Carolina

• South Carolina has focused on using data to improve educational opportunities and outcomes for students. The state has created an innovative set of data dashboards that can be used by school guidance counselors, parents and educators to identify individual student needs and inform timely, accurate and effective educational strategies and activities to address those needs.

Puerto Rico:

• The Puerto Rico Department of Education has supported its neediest schools by creating a comprehensive leadership development academy for school principals, as well as an online planning tool that helps schools select appropriate interventions and supports in priority and focus schools as well as other Title I schools that are at risk of slipping into focus or priority status.

In the event that Congress reauthorizes ESEA, the Department will work with states to help them transition to the new law. Duncan has called on Congress to create a bipartisan ESEA law that:

• Gives teachers and principals the resources they need, and invests in districts and states to create innovative new solutions to increase student outcomes;
• Makes real investments in high-poverty schools and districts, and in expanding high-quality preschool;
• Holds high expectations for all students, and requires that where groups of students or schools are not making progress, there will be an action plan for change;
• Identifies schools that are consistently not making progress and dedicates extra resources and support, including in the lowest-performing 5 percent of schools that are struggling year after year;
• Addresses funding inequities for schools that serve high proportions of low-income students.

The renewal letters are available on the ESEA flexibility page.

 

Statement from U.S. Secretary of Education Arne Duncan on U.S. House of Representatives Passing Partisan Bill to Reauthorize the Elementary and Secondary Education Act

“America’s students deserve a strong education bill that builds on the tremendous progress of the last decade and supports opportunity for every child. Instead, House Republicans have chosen to take a bad bill and make it even worse. Instead of supporting the schools and educators that need it most, this bill shifts resources away from them. Instead of ensuring states and districts improve struggling schools and serve all students, it makes that optional. Instead of answering demand from parents, communities and states for high-quality preschool, it ignores them. This bill—which was passed in an entirely partisan fashion—represents a huge step backward for America’s students. They deserve better.”

U.S. Secretary of Education Arne Duncan on new Washington state law expanding access to early childhood education

“High-quality preschool is incredibly important to giving kids a strong start in school and in life. I want to congratulate Gov. Jay Inslee, educators and other leaders in Washington state on the Early Start Act, which will improve early learning opportunities for over 48,000 children, building on the successes the state’s Race to the Top-Early Learning Challenge grant. It’s a huge step toward a vision for a comprehensive early learning system that will make Washington a leader in doing the right thing for our youngest children. I hope more states will answer the President Obama’s call to expand early learning opportunities – and that Congress will support them.”

U.S. Education Secretary Arne Duncan Announces a Set of Rights to Help Parents Seek High-Quality Education for Their Children

U.S. Secretary of Education Arne Duncan today released a set of rights that outlines what families should be able to expect for their children’s education.

“I want to describe educational rights that I firmly believe must belong to every family in America — and I hope you’ll demand that your leaders in elected or appointed offices deliver on them,” Duncan said during a speech to the 2015 National Parent Teacher Association Convention and Expo in Charlotte, North Carolina. “They come together as a set of rights that students must have at three pivotal stages of their life, to prepare them for success in college and careers and as engaged, productive citizens.”

To help prepare every student for success in life, families have the right to:

• Free, quality preschool;
• High, challenging standards and engaging teaching and leadership in a safe, supportive, well-resourced school; and
• An affordable, quality college degree.

The announcement complements work by the Education Department to reach out to parents—from the Dual Capacity-Building Framework for Family-School Partnerships, to tools that can help families and students select the best colleges for their needs, to support of Parent Training and Information Centers and Resource Centers.

Parents are critical assets in education. Beginning in 1990, Dr. Tony Bryk and his team conducted a 15-year study across hundreds of elementary schools in Chicago where he discovered five features of a school that determine whether or not learning can thrive: a clear vision for instruction; a staff with the capacity to see that vision through; a student-centered learning environment; skilled leadership; and active and engaged parents. Schools that contained all five features at once were 10 times more likely to improve than schools that didn’t. Dr. Bryk also identified a “special sauce” that emerged whenever you mixed all five features together thoroughly: a deep wellspring of trust between parents and educators.

When it comes to making the set of rights announced today a reality for every child, few voices will be as powerful as those of parents. Often parents want to be involved in their child’s education, but they aren’t sure of the best ways to support their child, or the right questions to ask to ensure their child is getting the education she deserves. The set of rights is meant to help empower parents to demand a world-class education for their children.

Free quality preschool

All children need access to high-quality preschool to prepare them for kindergarten and to close opportunity and achievement gaps. According to the Department’s recent report, A Matter of Equity: Preschool in America, of the approximately 4 million 4-year olds in the United States, about 60 percent — or nearly 2.5 million — are not enrolled in publicly funded preschool programs, including state preschool programs, Head Start, and programs serving children with disabilities. Even fewer are enrolled in the highest-quality programs. The Obama Administration has made significant investments in early learning through the Early Learning Challenge and the Preschool Development Grants programs. The grants lay the groundwork for states to be prepared for the proposed Preschool for All program. The Administration has asked Congress for an increase of $500 million for Preschool Development Grants as part of the President’s FY16 budget request to expand this program to serve more children.

High standards, engaging teaching and leadership in a safe, supportive, well-resourced school

Every child deserves to attend a school that will prepare them for success in college and careers. That means parents have the right to know whether their child is on track to success, with an accurate measuring stick, and assurance that their child is held to the same, high-expectations regardless of where they live in the state. In elementary and secondary school, our nation’s students also have a right to high standards and engaging teaching and leadership in a safe, supportive, well-resourced school. And, across the country, we’re making important progress. This year, more than 40 states are moving forward with high academic standards and next-generation assessments that can better help teachers and parents understand what students are learning. Graduation rates are at an all-time high. Parents can play a critical role in ensuring that we continue on a path to increase access to an excellent education for every student. Every parent wants to ensure that their child is engaged in learning and supported, and that means teachers and principals need ongoing feedback and support. States have developed unique plans to ensure that their schools improve the quality of instruction, increase equity, and close achievement gaps. Duncan has called on Congress to replace the Elementary and Secondary Education Act, also known as No Child Left Behind, with a strong, bipartisan law that delivers on the promise of equity and real opportunity for every child.

Affordable, quality college degree

As they prepare to graduate from high school, students need access to affordable, quality post-secondary education or training. Creating a clear path to the middle class and ensuring our nation’s economic prosperity means opening the doors of higher education to more Americans. Today, three-quarters of the fastest-growing occupations require education and training beyond a high school diploma. A generation ago, America led the world in college attainment of young adults; now, we rank twelfth. The Obama administration is committed to restoring our world leadership in college completion and ensuring that every student has access to an affordable and high-quality postsecondary education.

To top

By Pia Surgent

“These words seem harder than what I’m used to,” said Ashley as she scanned the paper.

Altruistic, embellish, disdain. Ashley looked closely at the paper, with a look of disgust on her face, as if the words were emitting some type of foul odor. Although most of Ms. Jones students were familiar with the SAT vocabulary drill, to Ashley the words were a foreign language. “Where are the word lists I’m used to, where the teacher has the meaning already written on the paper?”

 

As an educator in a traditional public school, and an individual with an insatiable thirst for knowledge, I have heard many conversations and read many articles regarding the pros and cons of charter schools. A charter school is a public school that has more freedom to be innovative than a traditional public school. Most of the charter schools in existence are designed to advance student achievement. My specific concern, however, is how these schools enroll and instruct special education students.

 

There has been ongoing debate on how charter schools instruct special education students. The argument is that if charter schools accept federal dollars they should be held to the same scrutiny as traditional public schools. As a teacher in a traditional public school I must admit that the above has been one of my main arguments. On the other hand, there are others who feel that SPED students thrive in charter schools. These individuals note that when students don’t have the SPED label attached they exhibit better academic performance.

 

Some charter schools do not identify incoming students as SPED because they have curriculum strategies in place that address certain learning disabilities. Case in point, a lesson on SAT vocabulary is one that is usually reserved for high-performing students. Certain teachers would be skeptical to introduce this lesson to a student that struggles with reading. However, exposing the struggling student to the vocabulary, in addition to incorporating RtI strategies early and often will provide him/her with a head start that they might not ordinarily get in the traditional public school. RtI (Response to Intervention) is a multi-tiered program geared toward identifying and assisting struggling students. Tier one of RtI consists of core instruction. All students are included in this level of instruction. Students who appear to struggle with mastery at this level are prescribed tier two instruction. At this level students are grouped according to what their particular struggle is and teachers are able to provide small group instruction. If after tier two instruction students are still struggling they are provided with one-on-one assistance, which is tier three. The percentage of students needing tier three instruction should be very small, if not, then the teacher may need to go back and analyze the teaching strategy used. Some charter  school proponents argue that RtI, as well as other teaching models are used with all of their  students, thereby reducing the need to specifically target IEPs (Individualized Education Plan).

An IEP is exactly what it means, a plan designed for a special education student. The documentation in an IEP lists what strategies are needed for the student to be successful in the mainstream classroom.  Some charter school proponents state that they use a variety of instructional practices with their students, from multiple intelligences instruction to cooperative learning. These are strategies that have been proven to be successful with special education students.

 

Although Ashley struggled with the vocabulary lesson she felt empowered to keep moving forward. In her last school she would not have been exposed to the lesson. “Those types of assignments are for the smart kids,” she said. In this school she was able to work in a group with three other students. After they showed her a strategy for finding definitions she was able to put the words in sentences on her own.

 

Parent choice also factors into special education enrollment in charter schools. I was of the mindset that charter schools did not allow special education students to enroll under any circumstances. This is in fact correct, but not for the reasons I originally thought. While there are some parents that choose to enroll their SPED students in a charter school, there are an   equal number that choose to keep their students in traditional public schools. Although the number of charter schools opening each year is robust, some of these schools do not have the resources to serve special education students.

 

While some SPED students can be serviced with a change in teaching strategy, such as an autistic student struggling with writing, there are others who have more severe disabilities, say a student with muscular dystrophy that is wheelchair bound. There are thriving charter school systems, such as KIPP and Uplift that may have the  resources to accommodate the student in the wheelchair, but there are smaller independent  schools that struggle to make payroll. If these smaller schools struggle to make payroll then they probably don’t have wheelchair access either. Therefore, traditional schools are a better fit for those with severe disabilities

 

As I brainstormed this topic I was of the belief that charter schools discriminated against special education students trying to enroll in their schools. Some of this skepticism is because I know charter schools accept some federal money for their operations. “Why should traditional public schools be held to federal standards but not charter schools,” I asked myself. However, as I continued to research I realized that what initially seemed like discrimination may actually turn out to be helping students. Whether traditional public, charter or private most if not all interested parties have one ultimate goal, to make students both college and career ready.

 

Pia Y. Surgent is an English III teacher with Duncanville Independent School District in Duncanville, Texas. Prior to teaching in Duncanville she taught Language Arts and Reading at the middle school level in Dallas Independent School District. In August Pia will be starting her twelfth year in education. She has certifications in English Language Arts Reading 4-8, English Language Arts Reading 8-12, English as a Second Language, and Special Education. Pia is currently in the process of completing her administrative certification with Lamar University. She was Teacher of the Year for Mary Smithey Pace High School for the 2015-2016 school year. In the fall of 2016 Pia will be embarking on a PHD in Public and Urban Administration.

By Kaitlyn Gagner

 

Abstract: Over the past fifty years, special education has evolved in many ways. It has grown into a field that is respected and sought out to help children and adults with disabilities. The field of special education has grown from the demand of parents; that their children have the right to a free and public education. Parent participation is important for children with disabilities and educators need to provide supports and resources to encourage parents to be more involved.

Children with disabilities have slowly gained rights with the signing of IDEA into law, the Rehabilitation Act, and the Americans with Disabilities Act. Slowly but surely people with disabilities were finally recognized as deserving of more assistance and a free, public education. Children have benefited from IDEA, as well as families and parents. The 1997 and 2004 amendments to IDEA gave parents more rights in their children’s education. The 1997 amendment made parents equal partners with educators. “According to the IDEA, “congress finds that there is an urgent and substantial need to enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities” (20 U.S.C.1431 (a)(3)” (Acar & Akamoglu, 2014). If parents are respected as equal partners, children will have better outcomes in school and in life.

According to the laws, parents are to be included in IEP meetings and consulted before there is a change in their child’s plan. However, researchers have noted that is not always the case, “Earlier studies have indicated that although parents attend their child’s Individualized Education Program (IEP) meeting, they often have no involvement in developing objectives, interventions, or methods of evaluation (Spann, Kohler, & Soenksen, 2003). In many instances parents do not have the technical knowledge about an IEP, but they do have the most knowledge about the child.

Parent participation is a newer part of IDEA, and there are many teachers and parents that today view the teacher as the one who should be teaching the child, not the parent. “The belief that teachers know best, especially when coupled with the inadequate cultural and linguistic awareness of many educators, complicates parent-professional interactions” (Sileo, 1996). However, studies have shown that parent participation is beneficial and important for the developing child. “Consistent evidence indicates that parent involvement has a positive impact on child, family, and practitioner outcomes” (Acar & Akamoglu, 2014). Educators need to recognize the benefits of parent involvement and encourage parents to participate more often.

Studies have shown that parents feel more involved in the early years, but as their child becomes older, teachers are less forthcoming with information and are less communicative about if the child is doing well. “Conversely, one third of parents whose children were 15-18 years old reported low satisfaction with communication, and none were highly satisfied (Spann, Kohler, & Soenksen, 2003).  Overall, parents feel that teachers become less helpful. This could be due to the fact that students have multiple teachers in higher grades and it is harder for parents to communicate with all of them.  According to Drummond & Stipek, 2004, “The study also suggests that more aggressive efforts to involve parents of older children may be more important for math than reading.” Many parents feel more comfortable helping their children with reading, as they understand it more. Educators need to communicate with parents throughout the child’s entire education, to continue to encourage their involvement.

As shown in multiple studies, parent participation in special education classrooms is beneficial for children and for parents. Parents of children with disabilities sometimes struggle with knowing how to handle different situations concerning their child. According to researchers, parent participation has a positive impact on children with physical disabilities and this in turn supports more parent involvement (Acar & Akamoglu, 2014).  Blauw-Hospers, et al., 2011 state, “In particular, parents received coaching to (a) recognize children’s signals, (b) respond appropriately to their needs…”

In classroom environments parents are able to observe and learn new ways of handling these situations. Levy, Kim & Olive, 2006 state, “In another discipline, parents who are involved in their child’s behavior management plan contributed significantly in reduction of problem behaviors.” Parent involvement in their children’s education and in other areas, makes a positive difference in the child’s overall school experience.

Classroom environments are also a great place for an increase in communication, depending on the activity. At the Whatcom Center for Early Learning, one of their programs includes snack time with the children and the parents. This is an activity that requires more communication from the children and it increases the communication between the child and parent. However, “Despite empirical support, theoretical justification, and legislative foundation, research has indicated that family involvement in and satisfaction with school-based services is often minimal” (Spann, Kohler, & Soenksen, 2003). The benefits of parent participation are not being recognized and the children are struggling because of it.

Teachers can provide multiple supports to help parents be more involved. Parents want to learn how to interact with their children and how to help them be as successful as they can be. “The first step in supporting parent involvement during EI/ECSE process is to assess their needs and interests with respect to their volunteer participation” (Acar & Akamoglu, 2014). Parents need to be encouraged to be more involved and they need to be given more opportunities to be involved as well. Practices that educators can use to encourage parents include, “Organizing parent meetings, assigning classroom volunteers, settings goals for children, and including parents to the decision making process…” (Acar & Akamoglu, 2014). Many families have hectic schedules, however, and are unable to commit to volunteering in the classroom, so educators should provide other options. “…following an open-door policy can encourage parents to take active roles and responsibilities. Designing activities that involve parents and children together is another key practice that practitioners can use to increase parent participation” (Acar & Akamoglu, 2014). To encourage participation from diverse families, educators can ask families, “to donate books, developmentally appropriate computer games, musical instruments, toys and materials, clothes and costumes, flower and herb seeds from their countries” (Acar & Akamoglu, 2014). Families from diverse backgrounds have just as much to offer, though their cultural views can impact how they choose to participate.

When encouraging parent participation, educators need to take into consideration that families come from different cultural backgrounds and this might impact how parents and families wish to be included. Researchers have stated, “Further, research indicates that students from diverse racial, ethnic, and cultural populations are overrepresented in special education classes…”(Sileo, 2003).  Educators need to be aware that families are from diverse racial, ethnic, and cultural populations. With cultural differences come different customs. According to Sileo, 2003, “Educators must also respect other cultures’ views of authority and parents’ concomitant roles within various family structures.” Different cultures view their roles in a child’s education differently, and educators need to take this into consideration when encouraging parent participation in special education. Some cultures are patriarchal and others are matriarchal, depending on the familial system, one parent might not be allowed to make decisions for their child. “For example, in some Hispanic-American or Asian-American households, even though a student’s mother attends a school conference such as an Individualized Education Program (IEP) meeting, she may need the father’s approval prior to accepting or endorsing a proposed plan” (Sileo, 2003). Educators need to respect these cultural differences and accept them. Asking families about their cultures is a great way to learn more about them.

In the article Parent and Professional Partnerships in Special Education: Multicultural Considerations, Stileo describes multiple programs to increase parent participation,

“1. Parent education programs that help parents who have limited access to formal education settings to learn basic school subjects and life skills” (Sileo, 2003).

“2. Parent education programs that are designed to increase parents’ influence on their children’s education” (Sileo, 2003).

“3. Awareness training programs that provide opportunities for role-play and simulations to help increase parents’ confidence levels when they are working with school personnel” (Sileo, 2003).

“4. Bilingual and special education programs that address linguistic and cultural diversity, frequently employing parents as paraeducators” (Sileo, 2003).

These multiple strategies are stepping-stones for increasing parent participation in educational decisions. To implement these programs, educators and administrators could offer after school seminars and/or meetings for parents. These could help parents learn about their child’s program or how to handle difficult behavior.  Educators could also offer home-visits, for families that are unable to come to the school. Weekly or monthly newsletters should be provided to the parents with information about local classes or resources that are available to them. Creating individualized packages for the parents at the beginning of the year is great way to provide them with resources (Acar & Akamoglu, 2014). These resources might include: “ (c) information regarding parent rights and IFSP process, and (d) a list of activities that parents may implement at hoe or outside such as going to the park to watch birds or counting the number of blue cars while going to the grocery store” (Acar & Akamoglu, 2014). If parents are not aware of how they can be involved then they will be less likely to make an effort.

Children with special needs have many barriers that they have to overcome; many challenges that they have to face and conquer. They are presented with multiple struggles in their lives and educators need to alleviate the educational struggles, as much as possible. Parent involvement is shown to improve the outcomes for children with disabilities. Whether it be behavioral, mental, physical, or social/emotional, parent participation in special education positively impacts children with special needs. To encourage parent involvement, educators need to welcome families into their classroom and respect families’ diverse and cultural backgrounds. Educators can provide resources for parent programs and information about their child’s legal rights. To provide children with the best chance they have, in education and life, parents need to be involved and included.

References

Acar, S., & Akamoglu, Y. (2014). Practices for Parent Participation in Early Intervention/Early Childhood Special Education. International Journal of Early Childhood Special Education,6(1), 80-101. Retrieved October 10, 2014, from http://www.int-jecse.net/issues.asp?u=24

Blauw-Hospers, C., Dirks, T., Hulshof, L., Bos, A., & Hadders-Algra, M. (2011). Pediatric physical therapy in infancy: from nightmare to dream? A two-arm randomized trial. Physical Therapy, 91(9), 1323-1338.

Chinn, P. C., & Hughes, S. (! 987). Representation of minority students in special education classes. Remedial and Special Education, 8(4), 41-46.

Drummond, K., & Stipek, D. (2004). Low-Income Parents’ Beliefs about Their Role in Children’s Academic Learning. The Elementary School Journal,104(3), 197-213. Retrieved October 10, 2014, from www.jstor.org/action/doBasicSearch Parents’ Beliefs about Their Role in Children’s Academic Learning&Search=Search&wc=on&fc=off&globalSearch=&sbbBox=&sbjBox=&sbpBox=

Fleishner, ,J. E., & VanAcker, R. (1990). Changes in the urban school population: Challenges in meeting the need for special education leadership and teacher preparation personnel. In L. M. Bullock & R. L. Simpson (Eds.), Monograph on critical issues in special education: Implications for personnel preparation (PP. 73-91). Denton: University of North Texas.

Gilliam, J. E., & Coleman, M. C. (1981). Who influences IEP committee decisions? Exceptional Children, 47,     642-644. http://web.a.ebscohost.com/ehost/detail/detail?sid=2c7ec3f6-f407-4707-93da-a939fae80cd7%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d – bib13up

Goldstein, S., Strocland, B., Turnball, A. P., & Curry, L. (1980). An observational analysis of the IEP conference. Exceptional Children 46, 278-286.http://web.a.ebscohost.com/ehost/detail/detail?sid=2c7ec3f6-f407-4707-93da-a939fae80cd7%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d – bib14up

Harry, B. (1992). Cultural diversity, families, and the special education system. New York: Teachers College Press.

Levy, S., Kim, A., & Olive, M.L. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21, 55-62.

McAfee, J. K., & Vergason, G. A. (1979). Parent involvement in the process of special education: Establishing the new partnership. Focus on Exceptional Children, 11 (5), 1-15. http://web.a.ebscohost.com/ehost/detail/detail?sid=2c7ec3f6-f407-4707-93da-a939fae80cd7%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d – bib25up

Ramirez, B. A. (1990). Preparing special education and related services personnel to serve culturally and linguistically diverse children with handicaps: Needs and future directions. In L. M. Bullock & R. L. Simpson (Eds.), Monograph on critical issues in special education: Implications for personnel preparation (pp. 92-95). Denton: Universif/ of North Texas.

Sileo, T. (1996). Parent and Professional Partnerships in Special Education: Multicultural Considerations. Intervention in School and Clinic,31(3), 145-153. Retrieved October 15, 2014, from http://web.b.ebscohost.com/ehost/detail/detail?sid=efc8c513-c5e1-4609-a671-2f0a8f621c0e@sessionmgr112&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==#db=eric&AN=EJ516183

Spann, S., Kohler, F., & Soenksen, D. (2003). Examining Parents’ Involvement in and Perceptions of Special Education Services: An Interview with Families in a Parent Support Group. Focus on Autism and Other Developmental Disabilities,18(4), 228-237. Retrieved October 15, 2014, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=457ce145-03e6-446e-9276-b5e3c8ad560e@sessionmgr4001&hid=4104

Voltz, D.L. (1994). Developing collaborative parent-teacher relationships with culturally diverse parents. Intervention in School and Clinic, (29)5, 288-291.

Yoshida, R. K., Fenton, K. S., Kaufman, M. J., & Maxwell, J. P. (1978). Parent involvement in the special education pupil planning process: The school’s perspective. Exceptional Children, 44, 531-534. http://web.a.ebscohost.com/ehost/detail/detail?sid=2c7ec3f6-f407-4707-93da-a939fae80cd7%40sessionmgr4001&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d – bib38up

To access everything below in this section from Buzz from the Hub, visit:

http://www.parentcenterhub.org/repository/buzz-june2015/

New Resources in the Hub

What’s new in the resource library? Here are 2 resources we’ve recently added.

Diplomas Count.
The 2015 edition of Education Week’s Diplomas Count report–Next Steps: Life After Special Education—explores the experiences of students with disabilities as they transition from the K-12 education system to a more independent adult life. The report highlights the challenges and opportunities awaiting these students.

Self-Determination: Research to Practice series.
This series describes key issues in developmental disabilities that can be enhanced to promote self-determination. Seven issues are being produced, each focused on a specific topic: self-advocacy, health, employment, community services, aging, family support, and siblings. Each issue includes definitions, a brief review of the literature, promising practices, and applied examples.
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Spotlight on…PTSD and Helping Children Cope with Trauma

Post-traumatic stress disorder has been in the news a lot in the past year, from veterans returning from duty to helping children understand and cope with traumatic events. June is PSTD Awareness Month. Here are several resources you can use and share on PTSD.

What is PTSD? | In English and in Spanish.
The National Center for PTSD can tell you—and connect individuals, friends, families, and veterans with a network of professionals to help.

PSTD in children.
From Medscape, this article looks at the “practice essentials” for diagnosing and addressing PTSD in children. It’s a good read for professionals and parents alike; it’s easy to read, yet framed from a clinician’s point of view.

Tips for talking with and helping children and youth cope after a disaster or traumatic event.
This guide can help parents, caregivers, and teachers learn more about the common reactions children and youth have to trauma, how to respond in a helpful way, and when (and where) to seek support.

Helping young children cope after exposure to a traumatic event.
Tragedies are especially distressing to families with young children. This resource from Zero to Three is designed to help parents navigate this very challenging time. It includes symptoms a child might display, suggestions for what parents can do, and several resources they can turn to for more information.

Home management strategies for PTSD.
What parents can do to help their child cope with trauma and the anxiety that may result. Very practical, very basic.

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Resources You Can Share with Families

This section of the newsletter identifies useful resources you might share with families or mention in your own news bulletins.

“Babies on the Homefront” | Mobile App.
(Available in English and Spanish) Zero to Three’s “Babies on the Homefront” is a free, downloadable app designed specifically for military and veteran parents of young children. The app offers an array of written and video information to share with families, including behavior tips, parent-child activities, and parental self-care strategies.

Help paying for prescription drugs.
There are several programs that help people with disabilities, seniors, and people with low incomes pay for prescription drugs. Find out more in this resource from disability.gov.

5 ways to support siblings in special needs families.
When one child has challenges that disrupt family life, the other children are affected. This article from Child Mind gives tips for helping siblings get what they need to thrive, too.

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For SSIPs Targeting Improved Reading Proficiency

As you may know, the vast majority of states (n=43) have chosen “improving the reading/literacy proficiency of students with disabilities” as their State-Identified Measurable Result (SIMR) to be addressed in the new State Systemic Improvement Plan (SSIP).

So, what evidence-based practices exist for improving student reading proficiency and English language arts proficiency? What might Parent Centers contribute to the discussions that will now begin taking place, as states define what improvement strategies and evidence-based practices they’re going to use to achieve their SIMR? Hopefully, the resources below will inform!

How most children learn to read.
First, the basics. What do we know about how most children learn to read, and how do reading skills and tasks progress as they go through school? These basics underlie and overlap with most all discussions and decisions about reading effectiveness and instruction.

And when there are difficulties in learning to read?
It’s mystifying to parents and professionals alike when some children have difficulty learning to read. When and why does the reading process break down? Here, from PBS, is a brief, to-the-point discussion of the most common factors involved.

Best Evidence Encyclopedia: Reading.
The Best Evidence Encyclopedia informs educators and researchers about the strength of the evidence supporting reading programs available for students in grades K-12. Check it out, including what the research finds effective for beginning reading, upper elementary, middle/high school, English language learners, and struggling readers. Consult the evidence on the effectiveness of technology in reading, too. You’ll see all these choices down the left menu, under “Reading.”

States Moving Forward On ABLE Accounts
http://www.disabilityscoop.com/2015/03/13/states-moving-forward-able/20131/
The recent federal Achieving a Better Life Experience (ABLE) Act provides a way for people with disabilities to save without risking their government benefits, and now most states are working to make the new accounts available. The ABLE Act, signed late in 2014 by President Barack Obama, lets people with disabilities open special accounts where they can save up to $100,000 without jeopardizing eligibility for Social Security and other government programs. Before the accounts can become available, however, states must put regulations in place. To date, lawmakers in more than half of states have taken steps to create the new savings vehicles, advocates say.

Autism Speaks Putting New Focus on Adults
http://www.disabilityscoop.com/2015/02/03/autism-speaks-focus-adults/20019/
After prioritizing the needs of children for years, Autism Speaks, the nation’s largest autism advocacy organization is turning its attention to expanding housing options and supports for adults. Starting as a pilot project in three states, Florida, New Jersey and Illinois, Autism Speaks is working with locally-based disability advocacy groups and policymakers to identify legislative goals and mobilize its own network to push for expanded home and community-based services.

Obama Calls for Boost to Disability Programs
http://www.disabilityscoop.com/2015/02/03/obama-budget-disability/20023/
President Barack Obama wants Congress to halt planned cuts under sequestration and increase funding for special education and other programs for people with disabilities. The proposals come in Obama’s $4 trillion budget plan which was released 02/16/15. The budget highlights the president’s priorities for the government’s 2016 fiscal year starting Oct. 1. Included in the plan is an added $175 million in funding for special education services for school-age children with disabilities and $115 million for programs for young kids served under the Individuals with Disabilities Education Act.

Feedback to OSEP on Proposed Approach for Including Results Data in the Individuals with Disabilities Education Act (IDEA) Part C Determinations Process
http://tinyurl.com/m9e8hwx
The Office of Special Education Programs (OSEP), in the Office of Special Education and Rehabilitative Services (OSERS) sought feedback on a proposed approach for including results data in the Individuals with Disabilities Education Act (IDEA) Part C determinations process. At the request of OSEP, the Early Childhood Technical Assistance Center (ECTA) developed a proposal for using results-driven data for an accountability framework to review states’ performance results for children who receive early intervention services. The feedback received has been posted on OSERS’ blog.

U.S. Education Department Reaches Agreement with Youngstown State University to Ensure Equal Access to its Websites for Individuals with Disabilities
http://tinyurl.com/meg6omu
The U.S. Department of Education announced in December that its Office for Civil Rights has entered into an agreement with Youngstown State University in Ohio to ensure that the school’s websites comply with federal civil rights laws prohibiting discrimination on the basis of disability, Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act. Youngstown State’s websites were not readily accessible to persons with disabilities, and the university was not fully in compliance with the regulatory requirements regarding the publication of a notice of nondiscrimination in relevant documents. The agreement ends an OCR investigation and commits the 13,000-student public institution in northeast Ohio to providing equal access to educational opportunities for students with disabilities and to ensuring that the school’s websites are accessible to persons with disabilities, including students, prospective students, employees and visitors.

U.S. Department of Education Announces 2014 National Blue Ribbon Schools 337 Schools Honored–287 public and 50 private
http://tinyurl.com/mcawtsl
U.S. Secretary of Education Arne Duncan has announced the recognition of 337 schools – 287 public and 50 private– as National Blue Ribbon Schools for 2014 for their overall academic excellence or their progress in closing achievement gaps among student subgroups. These schools demonstrate that all students can achieve to high levels. The award affirms the hard work of students, educators, families and communities in creating safe and welcoming schools where students master challenging content. The Department invites National Blue Ribbon School nominations from the top education official in every state, the District of Columbia, Puerto Rico, the Virgin Islands, the Department of Defense Education Activity and the Bureau of Indian Education. The Council for American Private Education (CAPE) nominates private schools.

Disability Visibility Project
http://www.disabilityscoop.com/2014/06/16/storycorps-disability/19443/
“DisabilityScoop” reported June 16, 2014, in an article, “StoryCorps Looks To Record Disability Experience,” that a new project, the Disability Visibility Project, has been launched as a community partnership with StoryCorps, a national nonprofit that allows everyday people to record casual, one-on-one conversations in an effort to preserve history. As the 25th anniversary of the Americans with Disabilities Act approaches next year, this project will encourage people within the disability community to share their stories. StoryCorps’ recording booth in San Francisco is making sessions available between July 10 and Dec. 13 specifically for members of the disability community to record their stories. Additional times are expected to be added leading up to the ADA’s 25th anniversary in July 2015.

Workforce Innovation and Opportunity Act
http://www.disabilityscoop.com/2014/07/10/congress-sheltered-eligibility/19500/
“DisabilityScoop” reported July 10, 2014, in an article, “Congress Passes Bill Limiting Sheltered Workshop Eligibility,” that a bill that would significantly limit young people with disabilities from entering sheltered workshop programs is headed to President Barack Obama’s desk. The U.S. House of Representatives voted to approve the “Workforce Innovation and Opportunity Act.” Included in the bill are changes to the path from school to work for those with disabilities. The measure would prohibit individuals age 24 and younger from working jobs that pay less than the federal minimum of $7.25 per hour unless they first try vocational rehabilitation services, among other requirements. It would also require state vocational rehabilitation agencies to work with schools to provide “pre-employment transition services” to all students with disabilities and require such agencies to allocate a minimum of 15% of their federal funding to help individuals with disabilities in transition under the measure.

U.S. Department of Education’s Guidance Letter on Charter Schools’ Legal Obligations to Individuals With Disabilities
http://www.disabilityscoop.com/2014/05/15/feds-warn-charters-special/19368/
The U.S. Department of Education issued a guidance letter in May 2014 outlining charter schools’ legal obligations to individuals with disabilities, regardless of whether the schools receive federal funding. Included in the letter are reminders that students with disabilities cannot be discriminated against in admissions and disciplinary actions; and that parents with disabilities must be accommodated, e.g., with sign-language interpreters or Braille materials, when communicating with the school.

Disability.gov PSAs Challenge Assumptions about People with Disabilities
https://www.disability.gov/newsroom/psa-download-center/
Disability.gov recently released public service announcements (PSAs) in support of the message that people are not defined by their disabilities. Each of the eight PSAs features one of Disability.gov’s “No Boundaries” participants. Each PSAs participant chose several words to describe him or herself to paint a broader picture of who they are. The PSAs are downloadable from the Disability.gov site.

Director of Student Services

West Nyack, NY

Job Category: Special Education Administrator

 

Description:

The Rockland Jewish Academy is a community day school three years young, built by and for the community; independent, inclusive and welcoming to families in all streams of Judaism. Located in Rockland County, New York, 45 minutes northwest of New York City, RJA has approximately 85 students in PreK3-Grade 5. The school is committed to providing its students with academic excellence, a richly fortified Jewish education, a deep commitment to the land and people of Israel and social awareness. Our goals are to instill knowledge of Judaism and the world in a nurturing and inspiring environment where students can meet their fullest potential as ethical members of the Jewish Community and American Society.

By using the latest proven methods and technologies, the school strives to provide a model of education that is child-centered and innovative, providing students with great opportunities to learn and further explore their curiosities within a nurturing and supportive learning environment of Jewish values. Our professional staff is highly competent and creative, continuously seeking new ways to stimulate student critical thinking and learning. Every family represented in our community day school has a voice and is encouraged to work collaboratively through volunteerism to ensure the financial, educational and spiritual health of our school.

The Director of Student Services will create and implement a plan to support the academic success of all students (remediation and enrichment). The director will oversee mandated IEP services and will serve as the schools liaison to the school district in relation to IEP’s/special services.

Job Responsibilities:

• Hold team meetings for each student that should include the parents when possible.
• Maintain close contact with students and families regarding their academic needs.
• Provide teachers with appropriate curricular goals/outlines based on the instructional needs of students.
• Design education plans for students in collaboration with both the general and Judaic studies teachers (intervention and enrichment as needed).
• Qualified and able to assist Judaic and Hebrew teachers.
• Design, implement and oversee behavior modification programs as needed.
• Provide guidance to teachers in modifying their lessons to meet various student needs (for students with or without IEP’s)
• Provide in house teacher/staff professional development opportunities (individual, small group or school wide) as needed on appropriate topics.
• Communicate, coordinate, and meet with both classroom teachers and related services providers (Resource, OT, Speech) on a regular basis about goals and schedules and to work on carrying the out-of-classroom supports/strategies into the classroom environment.
• Facilitate social skills and counsel groups for social emotional needs.
• Develop opportunities for enrichment in the classroom setting and create services to meet the needs of gifted learners

Requirements:

• Masters in Special Education
• Minimum of 5 years of administrative experience
• Demonstrates strengths in special education strategies, curriculum and instructions
• Collaborative, flexible and goal-oriented
• Experience with alternative teaching strategies
• Experience working with Department of Education Services
• Demonstrates leadership qualities
• Demonstrates excellent communication skills both in person and in writing

 

Benefits:

Salary and benefits commensurate with experience

Contact:

Interested candidates should send resume and cover letter to orlee.krass@gmail.com

www.rocklandjewishacademy.org

 

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Special Education Teacher

Aspen, Colorado

Job Category: Special Education Teacher

 

Description:

Aspen School District in Aspen, Colorado seeks a Special Education Generalist to begin duties August 19, 2015.

Position Summary: The Special Education Generalist creates a learning environment to encourage independence, self-motivation, self-direction, personal empowerment, and self-advocacy of children with disabilities.

 

Qualifications:

• A Bachelors or Masters Degree
• A current Colorado Teaching License with an endorsement as a Special Education Generalist or ability to obtain this license within the first 3 months of hire.
• Current First Aid/CPR Certification (instruction provided by the District).
• Current Crisis Prevention Institute (CPI) Certification (instruction provided by the District).

 

Benefits:

• Health and Wellness Benefits
• Subsidized housing.

 

Contact:

Complete job description and application available at the Aspen School District recruiting website.
https://aspen.tedk12.com/hire/index.aspx

 

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Special Ed Teacher Needed!

Santa Clara, CA

Job Category: Special Education Teacher

 

Description:

Come join our growing team! School-based and full time!

MTC is a leading provider of school-age and early intervention services in speech-language pathology, occupational therapy, physical therapy, school psychologist and special education teachers. We partner with school districts to serve students with disabilities each year. The company was founded by Michael McBurnie, the former owner and President of Progressus Therapy and Medical Resources. We have been employing hundreds of therapists in fantastic roles and great locations for over 20 years. In the last several years we have grown from a small team in Southern CA to having highly skilled professionals throughout CA, CO, GA, FL, NV, NM & AZ!

Qualifications:

Special Education (Education Specialist Instruction) Credentials authorize the holder to teach in the disability areas of specialization such as Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, and Early Childhood Special Education. One or more of the authorizations may be listed on the document for service in the following settings:

• Special day classes
• Special schools
• Home/hospital settings
• Correctional facilities
• Nonpublic schools and agencies
• Resource rooms

 

Benefits:

As a MTC school-setting clinician, your benefits will include:

• Mentors for new grads thru our Foundations for Success program
• Strong Clinical Support team & local support!
• Competitive compensation
• Benefit packages which include med/dental/vision/401k and more!
• Professional development, licensure and professional association dues reimbursement
• CEU courses FREE to you throughout the year
• Approved CEU Provider
• High employee satisfaction, awesome pay!
• Strong leadership team
• A socially & environmentally friendly company
• Over 20 years experience in school-based therapy and early intervention
• $1,500 Referral bonus! Unlimited Referral Bonuses! *Ask us for details

FIND OUT WHY SO MANY THERAPISTS ARE MAKING THE SWITCH TO MTC!

Contact:

careers@mytherapycompany.com

 

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Special Ed Teacher Needed!

Sonoma County, CA

Job Category: Special Education Teacher

Description:

Come join our growing team! In need of Special Ed Teachers in Santa Rosa, CA. School-based and full time!

As a MTC school-setting clinician, your benefits will include:

• Mentors for new grads thru our Foundations for Success program
• Strong Clinical Support team & local support!
• Competitive compensation
• Benefit packages which include med/dental/vision/401k and more!
• Professional development, licensure and professional association dues reimbursement
• CEU courses FREE to you throughout the year
• Approved CEU Provider
• High employee satisfaction, awesome pay!
• Strong leadership team
• A socially & environmentally friendly company
• Over 20 years experience in school-based therapy and early intervention
• $1,500 Referral bonus! Unlimited Referral Bonuses!

MTC is a leading provider of school-age and early intervention services in speech-language pathology, occupational therapy, physical therapy, school psychologist and special education teachers.

We partner with school districts to serve students with disabilities each year. The company was founded by Michael McBurnie, the former owner and President of Progressus Therapy and Medical Resources. We have been employing hundreds of therapists in fantastic roles and great locations for over 20 years.

Qualifications:

Special Education (Education Specialist Instruction) Credentials authorize the holder to teach in the disability areas of specialization such as Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, and Early Childhood Special Education. One or more of the authorizations may be listed on the document for service in the following settings:

• Special day classes
• Special schools
• Home/hospital settings
• Correctional facilities
• Nonpublic schools and agencies
• Resource rooms

Contact:

careers@mytherapycompany.com

 

 

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Classroom Teacher

Charlottesville, VA

Job Category: Teacher

Description:

The Virginia Institute of Autism, a Charlottesville nonprofit helping people overcome the challenges of autism, is currently seeking Classroom Teacher for its James C. Hormel School program.

The Classroom Teacher works collaboratively with the Behavior Analyst in achieving the best possible outcomes for the students served and in creating a culture of excellence at the JCH School. He/she contributes to student programming by working in partnership with the BCBA for IEP development and implementation, program monitoring, parent and classroom communication, and summarizing student progress for reporting purposes.

Requirements:

• Bachelor’s degree and a valid Virginia special education teaching license (adapted curriculum K-12 or with an endorsement in a specific disability area)
• One year of experience in the instruction of individuals with autism using the principles of applied behavior analysis (ABA)
• Valid Driver’s License

 

Benefits:

VIA provides the following benefits to exempt, salaried employees:

• 100% Employer paid Health Insurance (Employee only coverage)
• 100% Employer paid Life and Long Term-Disability Insurance
• Simple IRA retirement account with up to a 3% company match
• Group Dental
• Supplemental Insurance for Short-term Disability, Accident, and Cancer Insurance
• Health and Dependent Care Flexible Spending Account(s)
• Health Savings Account (HSA)
• Paid general and holiday leave
• Tuition/Conference Reimbursement

 

Contact:

For more information about this position and to apply, please visitwww.viaschool.org/employment

 

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Instructor

Charlottesville, VA

Job Category: Teaching Assistant

 

Description:

The Virginia Institute of Autism, a Charlottesville nonprofit helping people overcome the challenges of autism, is currently seeking Instructors for its James C. Hormel School program. Instructors must have a love for children, dedication to teaching, patience, and have the desire to change lives.

Specific responsibilities include: Instructors provide 1:1 behavior intervention and academic support to students between the ages of 2-22 and will report directly to a licensed behavior analyst. Instructors are responsible for implementing the specific ABA programs as written by the Behavior Analyst and clinical team. Instructors work with other instructors to collect data on student performance and may graph data and prepare student materials and curriculum as requested by the lead teacher and/or Behavior Analyst. He/she may be assigned to work with students in off-campus locations (e.g., inclusion settings, work sites, community-based instruction).

Requirements:

• Must be at least 18 years of age
• Valid driving license required
• High School Diploma or GED required, Bachelor’s Degree preferred
• At least 2 years of experience working with children or coursework in related field required
• Experience in the application of applied behavior analysis (ABA) in the education of students with autism is preferred
• Registered Behavior Technician (RBT) credential required within 90 days from start date in position

 

Benefits:

VIA PROVIDES THE FOLLOWING BENEFITS TO EXEMPT, SALARIED EMPLOYEES:

• 100% Employer paid Health Insurance (Employee only coverage)
• 100% Employer paid Life and Long Term-Disability Insurance
• Simple IRA retirement account with up to a 3% company match
• Group Dental
• Supplemental Insurance for Short-term Disability, Accident, and Cancer Insurance
• Health and Dependent Care Flexible Spending Account(s)
• Health Savings Account (HSA)
• Paid general and holiday leave
• Tuition/Conference Reimbursement

 

Contact:

For more information about this position and to apply, please visit our websitewww.viaschool.org/employment

Interested candidates may also mail a letter of interest, resume of relevant experience and names and contact information for three references to:

VIA Human Resources Generalist
P.O. Box 6127
Charlottesville, VA 22906

 

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Teachers of Special Education

Manassas, VA

Job Category: Teacher

 

BASIC FUNCTION/NATURE OF WORK:

The special education teacher’s function is to develop and implement effective instructional practices based on the needs identified in students’ Individualized Education Programs (IEPs). The teacher will develop, implement and monitor the students’ Individualized Education Programs in collaboration with parents and other IEP Team members. The teacher will promote a collaborative relationship with school staff and parents that will foster inclusionary practices.

DUTIES & RESPONSIBILITIES/ILLUSTRATIVE EX OF WORK:

1. The duties and responsibilities of a special education teacher shall include the responsibilities of teachers as listed in Prince William County Public Schools Regulation 561.01-1, Certificated Personnel Responsibilities and Duties.

2. The teacher shall have knowledge of and adhere to federal, state and local laws and regulations governing the education of students with disabilities.

3. Develop Individualized Education Programs (IEPs), plan curriculum, develop individualized lesson plans and prepare instructional materials that reflect understanding of the learning styles and needs of assigned students, considering the Virginia Standards of Learning, local requirements and physical, emotional, and academic levels of development.

4. Instruct students in all areas specified by the IEP.

5. Develop and implement a variety of effective teaching strategies and techniques; i.e., hands-on, student interaction, lecture, group work, etc., to present instructional content to the students.

6. Plan, integrate and utilize technology for classroom instruction.

7. Utilize assistive technology and specialized equipment.

8. Work with students to increase motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities.

9. Develop and implement a plan for managing classroom behaviors in accordance with IEP using a variety of positive behavioral supports.

10. Participate in the development and implementation of Behavioral Intervention Plans using the Functional Behavior Assessment process.

11. Administer, interpret, and report standardized test results for purposes of evaluating educational progress and determining eligibility for special education.

12. Participate in staff, department and special education committee meetings as required.

13. Maintain a system of record keeping and data collection following required procedures as outlined in the Special Education Manual.

14. Compile and maintain special education component of Student Education Record as outlined in the Special Education Manual.

15. Complete Prince William County Public Schools’ 30-hour staff development requirement.

16. Participate in specialized staff development activities to improve job related skills and apply “best practices” in working with students with disabilities.

17. In a co-teaching situation, collaborate with general education classroom teacher to assess program effectiveness, recommend instructional strategies, ensure implementation of student’s required accommodations and/or modifications, provide curriculum coordination between general and special education, and evaluate the student’s educational progress.

18. Consult with general education teacher regarding instructional and behavioral strategies for assigned students in general education classes.

19. Inform general education teachers of accommodations and modifications required by the students’ IEPs.

20. Plan and supervise assignments for teacher assistant(s) and/or other volunteer(s).

21. Perform other duties within the limits of special education regulation as assigned by the Principal.

Vacancies may include teachers of students with Autism, Hearing Impairment,Learning Disabilities, Emotional Disturbance, and Intellectual Disabilities; sign language interpreter III. View current vacancies at https://jobs.pwcs.edu/Jobs/ .

 

BASIC QUALIFICATIONS:

Master’s degree preferred. Bachelor’s degree required. PWCS is interested in candidates with ESL and bilingual credentials and foreign language fluency.

STATE REQUIREMENTS/QUALIFICATIONS:

Hold a Virginia teaching certificate with endorsements in the area of disability served. In lieu of complete endorsement, a conditional license may be granted if the teacher is working toward complete endorsement at a rate of a minimum of six (6) semester hours per year.

Prince William County Public Schools (PWCS) does not discriminate in employment or in its educational programs and activities against qualified individuals on the basis of race, color, religion, national origin, sex, pregnancy, childbirth or related medical conditions, age, marital status, veteran status, or disability. PWCS provides equal access to the Boy Scouts and other designated youth groups.

BENEFITS:

• Extensive professional learning
• Tuition reimbursement
• Retirement contribution matching
• Many career pathways
• Leadership opportunities

CONTACT:

Prince William County Public Schools
703.791.8050
Email:recruit@pwcs.edu
Job Listing:https://jobs.pwcs.edu/Jobs/
Website:http://www.pwcs.edu

 

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Education Therapist

Irving, Texas

Job Category: Teacher for Brain Injured patients

 

Education Therapist for Brain Injury Rehab

Are you a self-motivated, high energy educator looking for a great team? Do you want to make a very real difference in the lives of people recovering from brain injury? Centre for Neuro Skills (CNS) may be looking for you! CNS has a full-time Education Therapist position available in Irving, TX.
Work Monday – Friday, 7:30am-4:30pm, as you:

• Test and evaluate patients using formal and informal methods.
• Develop and implement individual educational goals and treatment plans for assigned patients.
• Employ academic courses of study and methods to enhance academic levels.
• Review and revise programs as necessary.
• Attend and report verbally or in writing in conferences
• Prepare conference summaries/reports for each assigned patient.

 

Benefit/Compensation Package includes:

• Competitive Salary
• PTO for vacation and sick time
• Paid Holidays
• Medical, Dental, and Life insurance plans
• Short and Long Term Disability packages
• 401k
• Training and education opportunities

Email resume WITH SALARY REQUIREMENTS to hrtx@neuroskills.com.

Requirements:

Prefer Bachelors degree in related subject, certification in Special Education and experience working with special needs.

Benefits:

• Health, Life and Dental insurance
• 401k Program
• Paid Time Off Accrual
• Continuing education
• Monday – Friday work days
• 9 paid holidays
• Great team!

 

Contact:

Centre for Neuro Skills
Send resume to hrtx@neuroskills.com or fax to 972-255-3162.

Website:nueroskills.com

 

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Autism Case Manager and Staff Supervisor

Riyadh, Saudi Arabia

Job Category: Autism

Description:

A position is available for an autism specialist with training as a special educator, speech-language pathologist or psychologist. Expertise is required in providing direct intervention to adults with mild to moderate autism spectrum disorder. The staff member will provide oversight of a private trans disciplinary intervention program for a young male adult with mild to moderate autism in Riyadh, Saudi Arabia. Contract duration is annual renewable.

This staff member will liaise between senior intervention consultants in USA and the local team comprised of special educator, SLP, OT and ABA. Services are provided both in the home and in the community. Supervisory experience is required.

Job Duties:

• Implement intervention designed by USA consultants.
• Observe, oversee and participate in work conducted by local intervention team.
• Assist the local team in modifying intervention as client masters goals and objectives.
• Assist with and oversee writing and implementation of daily, weekly and long-term lesson / unit plans.
• Assist personal care staff in implementing more advanced learning goals as client increases independence in all activities of daily living.
• Oversee data collection across all disciplines, in conjunction with ABA.
• Maintain record keeping and reporting file which clearly documents progress made by client.
• Oversee daily and weekly planning meetings conducted with local team and assure consistency across all disciplines as team implements plans.
• Report, in a timely fashion, progress monitoring data to the consultant team.
• Meet at least bi-weekly with consultant team via teleconference.
• Meet with and report to the client’s family as required.
• Serve as substitute for an intervention team member in the direct delivery of instruction if one of the team members should be on leave or absent.

 

Requirements:

• Master’s degree in appropriate area
• At least 2 years’ experience teaching young adults with autism
• Familiarity and experience with principles of applied behavior analysis
• Flexibility
• Extremely organized
• Excellent communication skills
• Team player
• Willingness to travel with the family.

 

Benefits:

Tax exempt salary in Saudi Arabia, 30 days paid annual leave with air tickets, relocation to Riyadh, free furnished housing, transportation and medical care, end of service award.

Contact:

Dr. Mohammed Mughrabi,
m.adnanalmughrabi@yahoo.com

 

 

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Special Education Teachers

Phoenix, AZ

Job Category: Education

Description:

Legacy Traditional Schools has openings for Special Education Teachers for the 2015-2016 school year! The Special Education Teacher provides individualized instruction to all Special Education students based on services needs identified on an individualized education plan while maintaining compliance on all Special Education paperwork.

Requirements:

Minimum qualifications for Special Education Teachers: Bachelor degree, must be highly-qualified, Arizona IVP fingerprint clearance card, current Special Education teaching certificate.

Benefits:

Employment includes a comprehensive benefits package; tuition reimbursement; 6% employer 401K match, and school subsidized insurance contribution.

Contact:

Apply online at www.LegacyTraditional.org

 

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Special Education Teachers

Tucson, AZ

Job Category: Special Education Teacher

 

Description:

Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

EDUCATION & EXPERIENCE:

Qualification:

• Familiar with Special Education Laws
• Ability to work in team environment
• Familiar with needs of Elementary School Aged Students
• Able to develop and implement IEP’S
• Good communication and organizational skills

 

LICENSES / CERTIFICATION:

• Valid Arizona Teaching Certificate in subject area (Special Education Certificate)
• Valid Arizona Fingerprint Clearance Card
• Structured English Immersion Endorsement (SEI)

 

Benefits:

9 month contracted position; 6 IEP days; Salary: $32,096 – $40,271; Additional $2,000 stipend for hard to fill;

Contact:

Please apply on-line at WWW.Maranausd.org.
For more information contact Human Resources at 520-682-3243

 

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Special Education Teachers- All Areas

Stafford, Virginia

Job Category: Special Education Teacher

Description:

Stafford County Public Schools is actively recruiting and hiring special education teachers in the areas of autism, learning disabilities, intellectual disabilities and multiple disabilities.

Requirements:

Must hold or be eligible for a valid special education teaching license which meets the Commonwealth of Virginia requirements with specific endorsement in the area to which assigned.

Benefits:

Please visit our website at www.staffordschools.net to learn more about out school division and benefits we have to offer which does include the Virginia Retirement System, health benefits, Sick and
Personal leave

Contact:

Please submit our on line Licensed and Professional Application at www.staffordschools.net
Stafford County Public Schools
31 Stafford Ave
Stafford, Va 22554
540-658-6560

 

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Special Education Teacher

Phoenix/Tucson

Job Category: Certified special education teacher(s)

 

Description:

We are a private special education company providing an array of services to charter schools in Arizona. We currently have two full time positions open in north Phoenix in a resource setting with assistance support.

Come join our team.

Requirements:

• Certified in any state with application to the Arizona Department of Education within the first year.
• Highly qualified status in special education.
• Must be proficient in developing IEP’s, and MET’s. Must be able to coordinate all meetings and be team player.

 

Benefits:

Our starting pay is $40,000 with 50% insurance coverage for benefits including medical, vision and dental.

Contact:

Jayne Shaw
jshaw@integrateded.net
Visit our webpage: www.integrateded.com
602-721-7390

 

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Special Education Coordinator, Full time

Los Angeles, California

Job Category: Full Time

 

DESCRIPTION:

Catapult Learning is a leading provider of contracted educational services to schools and districts nationwide. For more than 37 years, Catapult Learning and our predecessor companies have partnered with education institutions, government agencies and community groups to provide outcomes-based learning programs that are tailored to individual student needs and that produce positive academic results. Catapult programs employ over 5,000 full? and part-time staff members and have now served more than 1 million students cumulatively.

The Catapult Academy represents the company’s latest effort to partner with school districts across the country to serve students who either left high school without a diploma or are at-risk of leaving.

The Catapult Academy “recovers” students and engages them in a “tailor-made” course of study which accelerates the completion of the diploma. Currently, there are thirty-five academies throughout Florida and Georgia helping over two thousand students to “launch their futures.”

Summary:

Coordinates Exceptional Student Education program planning, evaluation, and services for students with disabilities in a blended instructional model for students 16-21 years old in an alternative educational setting. Support teachers and administrative personnel in the provision of programs and services for students with disabilities. Must be able work with students that may have academic, social, and personal challenges.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Oversee entire Special Education programs in assigned area
• Ensure that all student IEPs are current for all students with special needs
• Ensure that notices for IEP meetings are distributed in a timely fashion to permit responses from parents/guardians, students, staff and involved school district personnel
• Work collegially with the District’s ESE/Special Education personnel to ensure optimum services for all identified students
• Keep staff updated on all laws, policies and procedures of working with students with special needs through regularly scheduled in-services
• Develop social/emotional goals of assigned students on an as needed basis
• Provide teaching staff instructional modifications needed for students with special needs
• Provide instructional strategies and behavioral consultation to teaching staff
• Conduct individual/group pull-outs for students needing additional assistance
• Assist with and/or supervise ALL District-wide testing programs
• Demonstrate knowledge of the IEP (specifically, transition statements, plans and implementation
• Perform other duties as assigned

 

EDUCATION/EXPERIENCE:

Bachelor’s degree in education field. Minimum of two years experience in a professional development support role along with related supervisory experience. Must be able to teach all basic skills or other related areas and interact with students and administrators.

 

OTHER JOB REQUIREMENTS:

• Possess the ability to handle multiple priorities.
• Demonstrate exceptional oral and written communications skills
• Must demonstrate positive and enthusiastic attitude towards internal and external customers
• Must be flexible; ability to work a varied schedule during the school day.
• Possess working knowledge of Microsoft Office software

 

PHYSICAL ENVIRONMENT/WORKING CONDITIONS:

Light lifting, walking, climbing stairs. Most programs are in school settings

Apply Here: http://www.Click2Apply.net/78wd6sz

 

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High School Social Science Teacher

Coconut Creek, FL

Job Category: Teacher

Description:

• Ability to articulate the Mission, Vision, and Values of the school and Meritas, both verbally and in writing
• Comprehensive knowledge of curriculum and instruction within the appropriate content area and/or grade level
• Ability to function as a student achievement advocate and advisor
• In depth understanding of all elements, goals, instructional best practice strategies, embodied in the Meritas Academic Plan (MAP), as well as the ability to clearly articulate the plan to parents and students.
• Outstanding listening skills
• Highly developed written and verbal communication skills
• Highly developed presentation skills
• Effective organizational skills including but not limited to lesson planning, implementing units of study, differentiating instruction, designing and implementing assessments
• Ability to monitor student progress and report information in a timely manner
• Ability to manage, delegate and monitor tasks
• Ability to mentor and coach students
• Highly developed collaborative leadership skills and the ability to work well with and through others
• Ability to prioritize and to expend allotted resources in alignment with stated academic priorities
• Ability to foster and maintain a positive school climate
• Sense of humor

 

Requirements:

• Implement the established curriculum as described in the NBPS curriculum maps
• Maintain and update curriculum maps on Atlas Rubicon
• Select and plan appropriate learning and teaching activities that are in alignment with NBPS standards and the Meritas Academic Plan
• Know and use a wide range of assessment strategies consistent with course content and objectives.
• Provide reports on student progress and maintain open communication with ensuring that these reports are accurate and constructive
• Differentiate instruction and assessment to meet the diverse needs of students
• Develop lessons that engage students in higher order thinking (refer to Bloom’s Taxonomy).
• Use learning resources and technology to enhance lessons where appropriate
• Maintain accurate records

Contact:

Brandon Boston – bostonb@nbps.org

Visit our website : www.nbps.org

 

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Self Contained Classroom Special Education Teacher

Phoenix, AZ (multiple locations)

Job Category: Special Education Teacher

Description:

$46,000/year with 16 weeks off. Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained setting serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID). STARS is the largest school contract agency in AZ. STARS is therapist owned and operated. You will be an employee and receive full benefits (see below). With a proven track record, STARS is able to offer you an unbeatable support system and resources. STARS is hiring for the 2015-2016 school year. STARS places Special Education Teachers throughout the Phoenix, Tucson and the surrounding area public schools.

Requirements:

Certification through the AZDOE, in Special Education
Arizona Fingerprint Card through AZDPS
We will help you get the credentials needed and reimburse you for the cost.

Benefits:

16 weeks off, 100% Company paid Health, Dental, and Life Insurance, $1,000/year Continuing Ed Money, Paid DOE Certification Fees, Paid NASET Dues, Spanish Immersion trip, Hawaii Trip for two, 401K, 125 Plan, Direct Deposit, Evaluation tools and treatment supplies, Two company sponsored parties with professional entertainment, Company newsletter, STARS sponsored dinner meetings with national/local speakers, Yearly raises, Referral bonuses, Moving $, Birthday gifts and other appreciation throughout the year, Genuine Appreciation

YOU WILL FEEL LIKE A STAR!!!

Contact:

Brian Paulsen, COO,  Telephone: 480.221.2573 
Please email your resume to:  Jobs@StudentTherapy.com
Apply Online at StudentTherapy.com, we would love to hear from you!

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Funding Forecast and Award Opportunities

Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2015
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 2015 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 2015 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.

Mitsubishi Electric America Foundation: Grants for Youth with Disabilities
http://www.meaf.org/how_to_apply/
The Mitsubishi Electric America Foundation Grants program is dedicated to helping young Americans with disabilities maximize their potential and fully participate in society. The foundation supports organizations and projects within its mission that have broad scope and impact and demonstrate potential for replication at other sites. A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational, and recreational opportunities, and to participate alongside their non-disabled peers. Maximum award: $90,000. Eligibility: 501(c)3 organizations. Deadline for Concept Papers: June 1, 2015.

Arthur Vining Davis Foundations Seeks Proposals to Strengthen Secondary Education
http://www.avdf.org/FoundationsPrograms/SecondaryEducation.aspx
The Arthur Vining Davis Foundations offers $100,000-$200,000 grants to support a wide range of innovative professional development programs that strengthen teachers in grades 9-12 and their teaching. For example, projects might be designed to improve professional development for in-service and pre-service teachers, strengthen teaching skills, support practical research in teacher and high school education, or encourage innovative use of technology and new techniques for presentation of classroom materials in high schools. Projects should aim to develop solutions with potential for wide application or replication by others. Requests to support well-established programs should be for initiatives with the potential to improve the program significantly. Special consideration will be given to projects in their early stages that address the concerns and problems of secondary education on a national level. In considering proposals to support high school teaching, sustained partnerships between the faculties of colleges (e.g., arts and sciences and education) and school districts, or collaborative efforts involving reform organizations, colleges/universities, and high schools are encouraged. Eligible institutions include but are not limited to public and private colleges and universities, graduate schools of education, and freestanding educational institutes. Ongoing deadlines.

Discover: Pathway to Financial Success Grant
http://www.pathwaytofinancialsuccess.org/get-a-grant
Discover is investing up to $10 million in financial education, and any high school can apply for a grant toward a financial education curriculum. Applying schools must have implemented or be looking to implement a financial education curriculum; have a measurement tool planned or in place to assess participation in and comprehension of the financial education curriculum; and agree to share overall results of the measurement tool’s pre- and post-curriculum testing with Discover upon the program’s completion to assess what worked and what didn’t. Maximum award: varies. Eligibility: high schools in the United States. Deadline: none.

Dollar General: Beyond Words Library Disaster Relief
http://www.ala.org/awardsgrants/awards/166/apply
Dollar General, in collaboration with the American Library Association (ALA), the American Association of School Librarians (AASL) and the National Education Association (NEA), is sponsoring a school library disaster relief fund for public school libraries in the states served by Dollar General.

The fund will provide grants to public schools whose school library program has been affected by a disaster. Grants are to replace or supplement books, media and/or library equipment in the school library setting. Maximum award: up to $15,000 to replace or supplement books, media and/or library equipment. Eligibility: public school libraries Pre K-12 located within 20 miles of a Dollar General store, distribution center or corporate office that have lost their building or incurred substantial damage or hardship due to a natural disaster (tornado, earthquake, hurricane, flood, avalanche, mudslide), fire or an act recognized by the federal government as terrorism; or have absorbed a significant number (more than 10% enrollment) of displaced/evacuee students. Deadline: none.

Fender Music Foundation: Grants
http://www.fendermusicfoundation.org/grants/?sec=info
Fender Music Foundation grants of instruments and equipment are awarded to music academies, schools, local music programs and national music programs across America, particularly in-school music classes, in which the students make music; after-school music programs that are not run by the school; and music therapy programs, in which the participants make the music. Maximum award: up to 8 instruments. Eligibility: established, ongoing and sustainable music programs in the United States, which provide music instruction for people of any age who would not otherwise have the opportunity to make music. Deadline: rolling.

AASA: National Superintendent of the Year
http://www.aasa.org/content.aspx?id=3404
The American Association of School Administrators (AASA) National Superintendent of the Year Program pays tribute to the talent and vision of the men and women who lead the nation’s public schools. Maximum award: recognition; a $10,000 scholarship to a student in the high school from which the National Superintendent of the Year graduated. Eligibility: Any superintendent, chancellor, or top leader of a school system in the United States, Canada, or international school who plans to continue in the profession. Deadline: varies by state.

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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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