December 2015 – Special Educator e-Journal

Update from the U.S. Department of Education
Assisted Therapy Dogs for Children with ASD
Buzz from the Hub
Intersection: Navigating the Road to Work
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

NASET Sponsor – Antioch University

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

Education Department Announces New Guidance to Help Students with Disabilities as Part of 40th Anniversary of IDEA Law

To commemorate the 40th anniversary of the Individuals with Disabilities Education Act (IDEA), the U.S. Education Department is releasing guidance aimed at ensuring that America’s 6 million children and youth with disabilities have the same opportunity for a quality education as their nondisabled peers.

“In the 40 years since this law was enacted, we have moved beyond simply providing children and youth with disabilities access to the school house,” said U.S. Secretary of Education Arne Duncan. “Today, we want to assure that these students have no less than the same equal shot at the American dream as their nondisabled peers.”

The guidance clarifies that students with disabilities should not only have access to a free appropriate public education, but also they should have individualized education programs (IEPs) that are aligned with state academic content standards for the grade in which a child is enrolled. This will help to ensure that all students receive high-quality instruction that prepares them for success in college and careers.

In addition to the guidance, the Department also is sharing resources for parents and educators aimed at helping students with disabilities succeed in school careers and life:

Website Featuring Best Practices from the Field – The Department created a new website to house resources developed by its grantees on effective IEPs, instructional practices, assessments, student engagement, school climate, home and school partnerships, and post-school transition.
Classroom Strategies for Teachers – The Department compiled tips for teachers with evidence-based, positive, proactive and responsive classroom behavior intervention and support strategies. The techniques are aimed at helping capitalize on instructional time and decrease disruptions.
Positive Behavioral Interventions and Support (PBIS) Implementation Blueprint for Educators – The National Technical Assistance Center on Positive Behavioral Interventions and Supports prepared a new two-part blueprint on teaching behavioral expectations throughout schools.
Tip Sheets for Parent – The tip sheets developed by the National Technical Assistance Center on Transition in collaboration with the Center for Parent Information and Resources are meant to help children with disabilities successfully reach adulthood. The tip sheets include information on financial management, healthcare and independent living.

President Gerald Ford signed the Education for All Handicapped Children Act (Public Law 94-142) into law on Nov. 29, 1975. At the time, an estimated one million children with disabilities were excluded from public schools and were thus separate from their nondisabled peers. Four decades later, most students with disabilities are educated alongside nondisabled students in regular classrooms.

Statement from U.S. Secretary of Education Arne Duncan on Congressional process for reauthorization of the Elementary and Secondary Education Act

“It is good news for our nation’s schools that Congress is taking the next step forward toward a serious bipartisan plan to revamp the outdated No Child Left Behind law. America’s students deserve a bill that increases educational opportunity for all and lives up to the civil rights legacy of the original Elementary and Secondary Education Act. We are encouraged that Congressional negotiators appear to be moving toward a framework that accomplishes those goals. We urge members on both sides of the aisle to continue working together to produce and pass a good piece of legislation.”

Statement from U.S. Secretary of Education Arne Duncan on School Discipline and Civil Rights

At a press conference in Memphis, Tennessee, U.S. Secretary of Education Arne Duncan made the following statement about the classroom arrest at Richland County’s Spring Valley High School in South Carolina:

“Before I take your questions, I want to do a quick statement about an important conversation that’s happening across America right now. This city was the site of so many important moments in the struggle for civil rights. But this week, we’ve been forced to again confront how far we still have left to go in the struggle for true equality. There’s an important discussion taking place in America this week about school discipline, and the role of law enforcement in our schools, and the well-being of our nation’s children. Our partners at the Department of Justice have opened an investigation into what happened recently in South Carolina, so I’m not going to be able to comment on the specifics there.

“But I do want to talk about what happens in schools across America every single day, even when it’s not captured on video. Schools must be safe havens. They must be filled with compassion and love. But it’s clear that as a nation, we are severely underestimating the traumatic impact of our children being subject to, or even just seeing or witnessing, unnecessary physical force and arrests in our schools and classrooms. If we want to maintain the trust of parents and communities in our schools, we must start by treating our children with respect and human dignity.

“As I’ve said repeatedly, every year, every single year, our K-12 schools suspend roughly three and a half million students, and refer a quarter of a million children to the police for arrest. If our collective goal is to end the school-to-prison pipeline, that is simply unacceptable. These aren’t just somehow numbers, or statistics, they’re our children. And it should come as no surprise that these children being suspended and arrested are disproportionately students of color and students with disabilities. We can no longer have this conversation, let alone fix the problem, if we’re unwilling to talk about race.

“Schools must be productive places for teaching and learning, but we also have to rethink how we create safe and supportive learning environments for all of our students, and for the adults in school, and the staff. Our schools must be a pathway to opportunity, not a pipeline to prison. And no student should feel unsafe or fearful of being harmed while in school, in class.

“To do better, we also have to take a hard look at ourselves, and our history, and the implicit biases that we all carry. The ugly truth – the harsh reality – is that still today in 2015, some children are far more likely to face harsh discipline than others, simply because of their zip code or the color of their skin. That’s unacceptable and not a reality anybody should be willing to live with.”

U.S. Departments of Education and Health and Human Services Release Early Learning Challenge Annual Performance Reports for 20 States

The U.S. Department of Education released a report today that shows Race to the Top—Early Learning Challenge states are rapidly improving the quality of early learning programs while enrolling more children, especially from low- and moderate income families, in the highest-quality programs.

What’s more, thousands more children are receiving health screenings to help detect medical or developmental issues earlier, the report shows. The report comes from the annual performance reviews for the 20 states that have received more than $1 billion in Early Learning Challenge grants since 2011. These reports capture the successes achieved and obstacles overcome by states in the last year.

“By investing in high-quality early learning through programs like the Early Learning Challenge, states are giving many more children a strong start in life,” U.S. Secretary of Education Arne Duncan said. “Thanks to the leadership of governors, state officials and education advocates, these states are implementing plans to develop high-quality early learning systems that improve the quality of learning and provide our youngest citizens with the strong foundation they need for success in school and beyond.”

The Early Learning Challenge is a historic federal investment that supports states in building strong systems of early learning and development to ensure that underserved children – including low-income and minority students, as well as students with disabilities and English learners – and their families have equitable access to high-quality programs.

Highlights from the reports:

More than 72,000 early learning and development programs are now evaluated under their states’ Tiered Quality Rating and Improvement Systems (TQRIS) – an 87 percent increase since the states applied for their grants.
Nearly 14,000 programs are in the highest quality tiers of their states’ rating system – a 63 percent increase since the states applied for their grants.
Significantly more children with high needs are enrolled in programs in the highest quality tiers of their states’ rating system.
More than 200,000 children with high needs are enrolled in highest rated state-funded preschool programs.
Nearly 230,000 children with high needs are enrolled in child care programs that receive federal child care subsidy funds and are in the highest tiers.
More than 150,000 children with high needs are enrolled in Head Start/Early Head Start programs in the highest tiers.

“The Early Learning Challenge, an education reform initiative announced by President Obama in 2009, has been a catalyst for advancing state-led efforts to improve education. When we invest in early education, the benefits can last a lifetime,” HHS Administration for Children and Families Acting Assistant Secretary Mark Greenberg said. “Children who attend high-quality early learning and preschool programs are more likely to do well in school. We all gain when our country has strong early childhood systems in place to support our children on the path to opportunity.”

Duncan discussed the report at the annual grantee meeting in Virginia for the thirty-two states implementing the Early Learning Challenge, as well as Preschool Development Grants. Launched in 2011 as a historic joint initiative of the U.S. Departments of Education and Health and Human Services, the Early Learning Challenge now has 20 states participating: California, Colorado, Delaware, Georgia, Illinois, Kentucky, Maryland, Massachusetts, Michigan, Minnesota, New Mexico, New Jersey, North Carolina, Ohio, Oregon, Pennsylvania, Rhode Island, Vermont, Washington state and Wisconsin. These grantees are working to align, coordinate and improve the quality of existing early learning programs across multiple funding streams that support children from birth through age 5.

Duncan also spoke about the Preschool Development Grants, a program jointly administered by both Departments. In 2014, 35 states and Puerto Rico applied for the Preschool Development Grants, jointly administered by the Departments, to expand high-quality preschool for children from low- to moderate-income families. Due to the limited funding, awards were made only to 18 states in over 200 high-need communities that span the geographic and political spectrum. Despite the evidence showing the importance of early learning and the unmet need for preschool in America, earlier this summer, House and Senate committees authored partisan spending bills that make significant cuts to programs that provide important services such as health care, public health and safety, job training, and education. Both bills eliminate Preschool Development Grants, jeopardizing critical early education opportunities for more than 100,000 children in the last two years of the grants.

This Early Learning Challenge report provides a high level overview of the progress made by Early Learning Challenge states in key areas as they implement their state plans. For more detailed information, see the individual state annual performance reports and highlights available here.

To top

Carolina GONZALEZ

Isabella T. TAFICH

Karla VAZQUEZMELLADO

Natalia GARZA

Universidad de Monterrey, Monterrey, México

As of December 13, 2006, under the Convention on the Rights of Persons with Disabilities (UN, 2013), education for all children with special educational needs in mainstream schools was enacted and obligated. Hence the importance of developing educational strategies to integrate, include and facilitate the optimal development of all students arises.

Having established the above it was given the task of conducting a thorough investigation of special educational needs less studied in Mexico. According to the National Institute of Statistics and Geography (INEGI) it estimates that for every 100 births in 2011 one of them suffers ASD, ie 25.862 children. Thus it came to the initiative of conducting research on the ASD * ¹, but also develop strategies for action to facilitate their optimal overall development in the educational and personal level.

Due to the complexity of ASD, intervention methodologies and traditional education will be of little benefit to students who suffer and therefore there is a need to implement innovative strategies that allow the participation of students with ASD in school activities (Martinez-Rodriguez, 2014). One of the unconventional methods to do so is the animal-assisted therapy * ², because there is evidence presented by Clark (2007), Reynolds (2009), Oropesa, Garcia, Bridge and Matute (2009) of its many benefits level emotional, communicative and motivational for people with ASD.

During our research, we worked within the institution ARENA (2010) with the support of TACA Center (animal-assisted therapy) from Monterrey. The application was carried out with a control group and an experimental group made up of eight students between five and eight years old, who attended twice a week for therapy lasting one hour a day.

The aim of the intervention was to achieve better communication and socialization skills of students through assisted therapy dogs in order to facilitate their interactions within the social environment and their surroundings. The methodology used in the research was the following: the type experimental study was quasi-experimental * ³ and variables were taken into account; the independent variable is assisted intervention program applied to the experimental group dogs; and the dependent variables which are: the results of the students in the control group: those results come from tests pre and post implementation. Evaluations were performed at the beginning of the intervention and after two months of its implementation and results of the students in the experimental group, these results come from tests pre and post implementation..

The assessment instruments used were: MESSY scale; Matson Evaluation of Social Skills With Youngsters (Matson, Rotatori, and Helsel, 1983) is an assessment tool used to measure social skills. The scale consists of a questionnaire used individually to assess children and young people aged 4-18 years old. Evaluation contains self-report versions and external evaluation, ie for parents and teachers. And the PLI instrument which consists of a single language test, which was designed and standardized for Spanish-speaking children in Mexico. The authors of this test are Margarita Ramos and Jorge Ramos, who created this test in 2000. It can be applied to children aged three to seven years and eleven months. Within PLI reagents are incorporated three of the five components of language semantics, syntax and morphology.

Having said the above, the intervention program was carried out through the preparation of a Practical Handbook for animal assisted therapy, which contains various motor, sensory, cognitive and communicative with each student activities.

After application of the above tests the following results were thrown:

Here are the results of pre and post implementation of the MESSY test, which was applied to the control group and the experimental group, to both parents and teachers.

Expected Score:

Social skills, assertiveness and impulsiveness: 4.0

Agression, overconfidence and social anxiety: 1.0

Looking at the presented graphs above and the expected score, the following results can be interpreted. Within the control group, in the tests given to teachers, the variables with the most significant changes were: social skills and social anxiety, they are selected as the most significant because they came closer to the expected results. In the graph presented above with the results of the tests in the control group given to parents, the most significant variables obtained were: aggression and social anxiety, this variables presented significant difference and came closer to the expected score.

While analyzing the graphs that present the results of the experimental group, we can see that the variables generally showed more noticeable chances and moved closer to the expected score. The tests applied to the teachers within the experimental group, showed also expected changes generally in the variables, therefore the variables that presented the most significant changes were: impulsivity, assertiveness and anxiety, these 3 came closer to the expected score. Finally the experimental group graph applied to parents, shows expected changes in all variables, but the variables with the most notorious and significant changes were: social skills, anxiety and impulsiveness, these 3 were the ones that came closer to the expected score.

It can be concluded given the results above, how the group that received the dog assisted therapy was the one that showed the most significant changes in variables, and they showed a marked improvement in the average obtained, being closer to the expected scores.

Now the pre and post results of the Initial Language Test applied to both experimental and control group to teachers and parents will be presented, the raw scores and the ratios of oral language will be analyzed.

Ratios of oral language (control group)
Pre application	Post application
56	57
82	85
79	78
112	115
<55	<55
80	85
62	70

Ratios of oral language (experimental group)
Pre application	Post application
55	62
68	97
<55	67
93	111
<55	63
99	99
74	97

By watching the graphs presented above concerning the raw score, the following may be interpreted. The results of the control group had a minimal difference in the pre and post evaluation, with negligible increase in the score of 4 students, the remaining 3 students obtained the same or lower score.

On the other hand in the graph of results of the experimental group it can be appreciated the noticeable difference in the general increase in raw score, where only one student remained with the same score and all the other students had an increase of 6 to 22 points. Thus indicating the success of the implementation of the dog assisted therapy.

As for the ratio of oral language, it can be observed in the presented tables that compare pre and post control groups scores, 5 students had a minimal increase (1 to 8 points) in the ratio scores, one student obtained the same score and one decreased it’s score. But nevertheless, in the experimental group scores a marked increase in the scores of 6 students (7 to 29 points) is observed, and only one student remained with the same score.

After analyzing the results of the research investigation the initial hypothesis of “Will dog assisted therapy be an appropriate and successful intervention as a complement in the treatment of students with ASD?” was checked and accepted because data between the comparison of the pre and post intervention between the different variables of communication and socialization show greater change to 0.05, this being statistically significant, using a confidence interval of 95% for the mean difference. That’s why within the research, the dog assisted therapy resulted beneficial for the students who attended interventions (experimental group). Over the course of the duration of the therapies it was established that the dog acted as a mediator between the student and the therapists, and made it easy to interact and communicate between both parts, creating an optimal environment for learning. Moreover, students with ASD welcomed the therapy dog; and within sessions the students showed excitement and motivation to participate with their peers in the activities.

The students’ response towards the therapy dog and the activities within the intervention was better than it was expected. It’s considered that part of the success of the application of dog assisted therapy goes beyond the mere novelty of it, because throughout the sessions we used active participatory methodologies with plenty of concrete and didactic materials to capture the student’s attention. We also took into consideration the own characteristics of ASD to make the sessions friendlier and reduce the student’s anxiety as minimal as possible.

For future applications, it’s recommended that animal-assisted therapies are conducted five days a week, which in this case was not possible due to scheduled sessions in Instituto ARENA, it is also considered important for the sessions to last at least 6 months to really get to appreciate the changes in student performance.

References

ARENA. (2010). Asociación Regiomontana de Niños Autistas, A.B.P. Recuperado el día 19, 2015, del sitio: http://www.autismoarena.org.mx/

Clark Brak, J. (2007). Understanding Sensory Processing for Children with

Autism Spectrum Dissorder. Recuperado el 8 de Febrero 2015, de content.ccrn.com/cce/pdf/conferences/rehabsummit/attendee_info/2009_rs_mats/406UnderstandingSensory.pdf

Gold, L. (2014). Terapia Asistida con Animales. Recuperado el día 4 de Febrero del 2015, del sitio:

goldleslie.wix.com/taca

Hutman, T., Smit, M., Segal, J., (2015). Autism Sympyoms and Early Signs. Recuerpado el día 31 de Enero del 2015. Del sitio: www.helpquide.org/articles/autism-symptoms-and-early-sign.htm

INEGI. (2011). Clasificación de tipo de discapacidad. Recuperado el 31 de Enero, 2015, de http://www3.inegi.org.mx/sistemas/mexicocifras/

Martínez-Rodríguez, J. (2014). La metodología docente en el trastorno del espectro autista.

Matson, J., Rotatori, A., y Helsel, W. (1983). MESSY Scale; Matson Evaluation of Social Skills with Youngsters. Recuperado del sitio:

https://www.nttac.org/index.cfm?event=gsg.WebtoolSearchResultsInstrumentDetails&id=96

ONU. (2013). Los derechos y la dignidad de las personas con discapacidad. (2013). Recuperado el 31 de Enero del, 2015, de www.un.org/spanish/disabilities/default.asp

Oropesa, P., García, I., Puente, V., Matute, Y. (2009),Terapia asistida con animales como fuente de recurso en el tratamiento rehabilitador [artículo en línea]. MEDISAN. Obtenido el día 4 de Febrero, del 2015, del sitio: http://bvs.sld.cu/revistas/san/vol13_6_09/san15609.htm

Pro-ed. (2008). Prueba de Lenguaje Inicial PLI. Recuperado el día 5 de Abril del 2015, del sitio: proedlatinoamerica.com/index.php

Reynolds, A. (2009). The Benefits of Companion Animals for Children with Autism. The SCAS Journal, 14-17.

Segura, A. (2003). Diseños Cuasi-Experimentales, Recuperado el 2 de abril del 2015 de:http://www.sld.cu/galerias/pdf/sitios/renacip/disenos_cuasiexperimentales.pdf

Tucker, M. (2004). Te Pet Partners Team Training Course Manual. Bellevue, WA: Delta Society

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

http://www.parentcenterhub.org/repository/buzz-oct2015/

New Resources in the Hub

Children’s mental health report.
The Child Mind Institute has synthesized the most reliable data available on the prevalence of mental illness in children and adolescents, the gap between the need and care, and the efficacy of treatment. Connect with the report, Speak Up For Kids, in the Hub.

Video | Promoting successful transitions for youth with serious mental health conditions.
This 1-hour webinar from SRI International is now available on YouTube. Learn about new findings from the National Longitudinal Transition Study-2 (NLTS2) on factors that improve educational and employment outcomes of youth with emotional disturbance.

Spotlight on…Mental Health Resources

“Mental health” is a broad term, just as “mental illness” is. Here are several resources that let you to zero in on information and resources about specific mental disorders.

Mental health resources at the Hub.
There are many, many organizations and groups that deal with mental health. This resource page will help you find the one or ones that offer the type of assistance, intervention, or information you’re seeking. You can also connect with information about mental health services in schools and where to find mental health services in the community.

Mentalhealth.gov in English and Spanish.
This federal website is an excellent source of information and connection on mental health issues and concerns. The webpages and resources are available in English and Spanish, and are organized into sections such as eating disorders, mental health experts and resources, help for young people, and an ongoing conversation about mental health that you can join.

Resources You Can Share with Families

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

What parents need to know about mental health and education | Video webinar from the Michigan PTI.
This 59-minute webinar of the Michigan Alliance for Families features Terri Henrizi from the Association for Children’s Mental Health. The video is available on YouTube; there’s also a PDF of the PowerPoint presentation and an audio (WMV) file of the webinar available.

Modules on behavior | Videos from Utah’s PTI.
(Available in English and Spanish) | The Utah Parent Center offers this terrific 5-module video training series about positive behavioral supports and interventions that’s also available in Spanish.

Talking to children about violence: Tips for parents and teachers.
(Available in multiple languages) As part of its suite of School Safety and Crisis Resources, the National Association of School Psychologists makes this 2-pager of practical suggestions available in English and Spanish, as well as in Amharic, Arabic, Chinese, French, Korean, Kurdish, Portuguese,Somali, and Vietnamese. Wow.

11 simple signs that a child may have a psychiatric disorder.
This article from the Child Mind Institute is just one in its extensive online guide to information about kids and mental health in general, including myths, controversies, fighting stigma, mental illness in popular culture, and advances in neuroscience and brain research. There’s also a Spanish sister site, full of information about different mental disorders written expressly for families.

Teaching young children self-control skills: Information for parents and educators.
This 3-page article from the National Association of School Psychologists describes concrete ways and steps that parents (and educators) can use to teach young children the skills of self-control.

Addressing Mental Health Concerns in Your SSIP Work

Is your state addressing student behavior, school climate, or student mental health as part of its SSIP? You no doubt want to be part of that discussion—or perhaps START that discussion. Hopefully, the resources below will put facts at your fingertips!!

Changing the way we think about mental health.
“Get informed. Get screened. Get help.” That’s the bottom-line message in this easy-to-read, fact-filled article from Mental Health America that examines our national need to refocus how we approach mental health concerns—from a “clean up the wreckage afterwards” model to an approach that emphasizes knowing the signs of mental illness and taking action so that mental illnesses can be caught early and treated.

Transforming the school climate.
In October 2014, the Office of Safe and Healthy Students at the U.S. Department of Education funded 12 states and 71 districts to implement a Multi-tiered Behavior Support Framework. The stated purpose of this page at the PBIS Center is to organize materials of particular value to awardees of these School Climate Transformation grants. Not surprisingly the materials are also relevant and valuable to many, many others!

Need stats? Indicators of School Crime and Safety: 2014.
This annual report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.

What is “school-based mental health” and what do we know?
Have a look at this 22-slide presentation in PDF, and you’ll find answers in a nutshell about much more than school-based mental health.

The National Wraparound Initiative.
Wraparound is an intensive, holistic method of engaging with individuals with complex needs (most typically children, youth, and their families) so that they can live in their homes and communities and realize their hopes and dreams. You can find out all the latest research and implementation efforts in wraparound at the Initiative’s website, which includes the Resource Guide to Wraparound and the detailed poster depicting the nuts-and-bolts of Parent Engagement and Family Peer Support Services in Wraparound (you’ll need to use your Zoom to read this, but it’s worth it).

NASET Sponsor – Antioch University

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

Intersection: Navigating the Road to Work

Welcome to Intersection: Navigating the Road to Work, the electronic newsletter of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth). The newsletter and the NCWD/Youth website offer information to improve programs and services for all youth and especially youth with disabilities. Below are some of the recent articles in the electronic newsletter of the National Collaborative on Workforce and Disability for Youth. They can all be accessed by clicking on the following link:

http://www.ncwd-youth.info/intersection/current-issue.html

NCWD/Youth Releases New Guide for College Students

NCWD/Youth has released a new guide, Making My Way through College, aimed at helping students, with a focus on students with disabilities, navigate postsecondary education. The guide provides information and resources on preparing for and succeeding in college and transitioning from college into the world of work. This guide is relevant to any student pursuing a degree or other type of credential (e.g., certification, license) at a two-year or four-year community college, college, or university. The content includes information on getting oriented to college life and one’s school, exploring career interests and making an individualized plan aligned to personal goals, and taking advantage of various opportunities and support to ensure college and career success. Families and professionals who work with students entering or in postsecondary education are encouraged to share the guide with students and youth.

NCWD/Youth Kicks Off Third YouthACT Cohort

NCWD/Youth is proud to introduce its third cohort of participants in the Youth Action Council on Transition (YouthACT). YouthACT consists of teams of youth and their adult partners who work to increase their advocacy and leadership skills to improve transition systems for all youth, including youth with disabilities, in their individual communities. This year’s cohort includes Team Seize Control (supported by the Epilepsy Foundation of Eastern Pennsylvania); Team SoCal P.O.S.S.E. (supported by the Colton-Redlands-Yucaipa Regional Occupational Program); Team Minnesota (supported by the Minnesota Association for Children’s Mental Health); and Team Master Minds (supported by Ability Connection Colorado). NCWD/Youth looks forward to more great work from these teams. To see some of the latest work from cohorts one and two, check out the YouthACT co-written publication Hitting The Open Road After High School: How to Choose Your Own Adventure to Success!

Join IEL & NCWD/Youth in Celebrating the 40th Anniversary of theIndividuals with Disabilities Education Act (IDEA)

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act, what later became the Individuals with Disabilities Education Act (IDEA). With the passage of this landmark law, the United States opened public school doors to millions of children and youth with disabilities. The Institute for Educational Leadership believes that access to quality inclusive education is a right for all young people. Additionally, NCWD/Youth and IEL have a long and proud history of supporting youth as they transition into adulthood. For youth with disabilities, understanding disability history and culture presents a core competency for youth development. IEL encourages youth with disabilities to learn about events that shaped disability history, culture, and public policy issues in order to understand their rights and responsibilities.
In recognition of opportunities made possible by IDEA, IEL is collecting stories from students, out-of-school youth, teachers, school administrators, and other individuals personally impacted by IDEA. IEL will publish these stories on the IEL website and share them through social media. IEL encourages creativity in format, media, and content. Stories submitted can be in written, graphic, or video forms. Submissions are due by November 6, 2015.

NCWD/Youth to Present at NAWDP Youth Symposium

From November 9-11, 2015, NCWD/Youth will facilitate two sessions at the National Association of Workforce Development Professionals Youth Development Symposium onYouth with Disabilities & WIOA: What You Need to Know and Partner to Pipeline: Engaging Employers in Youth Workforce Development. The presentations will utilize NCWD/Youth resources including the Guidepost for Employers Success and Disability Inquiries in the Workforce Development System.

IEL Awarded $7.5M to Support Vocational Rehabilitation on Youth Issues

The Institute for Educational Leadership (IEL), NCWD/Youth’s host organization, has been awarded a new five year, $7.5 million grant from the U.S. Department of Education’s Rehabilitation Services Administration (RSA) to provide technical assistance to our nation’s Vocational Rehabilitation system to improve transition programs and services for youth. Known as the Vocational Rehabilitation Technical Assistance Center for Youth (VR TAC-Youth), this new technical assistance center is one of five awarded by RSA to assist the vocational rehabilitation system to implement the new Workforce Innovation and Opportunity Act (WIOA). The vocational rehabilitation system provides job training services, among other things, to youth and adults with disabilities so they can enter, stay in, and advance in employment. Some of the more important changes to the vocational rehabilitation program contained in WIOA include greater emphasis on serving transition age students and youth, including that states spend at least 15% of their funding on this population. In order to provide high quality technical assistance services to the vocational rehabilitation system, IEL will use several of NCWD/Youth’s publications including its seminal framework the Guideposts for Success.

IEL & DCAYA Launch Youth Workforce Leaders Academy Year Two

On October 22, 2015, the Institute for Educational Leadership (IEL), in collaboration with the Greater Washington Workforce Development Collaboration and the DC Alliance of Youth Advocates launched the second year of the DC Youth Workforce Leaders Academy (YWLA). Building on the 2014-2015 inaugural program year, YWLA offers a 10-month long professional development opportunity to support services professionals that provide workforce development services to youth ages 16-24. Through monthly live learning sessions, expert led webinars, web-based topical discussions, individual professional development activities, and facilitated peer-to-peer learning; the Academy aims to expand and grow participants’ expertise in providing high quality youth workforce development services to all youth, including youth with disabilities and other disconnected youth.

Professionals in this year’s cadre represent organizations and agencies such as Urban Alliance, the Latin American Youth Center, DC Child and Family Services Agency, and Smithsonian Museums. This month’s topic focuses on an orientation to the national and local landscape of youth workforce development. Future topics will include communicating with youth, program design and delivery, and engaging family members. Program topics are supplemented by NCWD/Youth’s professional development materials.

Program graduates have an opportunity to continue their professional development and deepen their knowledge by serving as peer mentors for the current class.

WIOA Advisory Committee Holds Public Meeting to Discuss Interim Report

The Advisory Committee on Increasing Competitive Integrated Employment for Individuals with Disabilities met from October 14-15 in Washington, D.C. At this meeting, the Advisory Committee discussed the interim report it submitted to Congress in September 2015 and discussed plans for issuing a final report in September 2016. This meeting also featured a panel of young adults with disabilities discussing policy barriers facing youth and young adults with disabilities.

Connecting Partners and Resources to Prepare Youth for Careers: A Federal Partners in Transition Webinar

The Federal Partners in Transition (FPT) will be hosting a webinar, Connecting Partners and Resources to Prepare Youth for Careers, November 10, 1:00-2:30 PM EST. The FPT workgroup highlights the coordinated strategies of four major federal agencies, including the Department of Education, the Department of Health and Human Services, the Department of Labor, and the Social Security Administration. The webinar will focus on educational practices, career development and employment strategies, and benefits counseling. It is designed to inform the transition community including students and youth with disabilities, their family members, practitioners, vocational rehabilitation counselors, educators, public and private sector agencies, and other partners about a wide variety of federally funded resources.

America’s Promise Alliance/GradNation Releases New Report on Out-of-School Youth

Don’t Quit on Me: What Young People Who Left School Say About the Power of Relationshipsexamines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving, and returning to high school. Building on previous studies, including last year’s Don’t Call Them Dropouts, this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who do not.

Leaders Inducted into Susan M. Daniels Disability Mentoring Hall of Fame

The National Disability Mentoring Coalition recently named 25 leaders as the first inductees into the Susan M. Daniels Disability Mentoring Hall of Fame. Selection criteria included the individual’s demonstrated commitment to mentoring and the impact of his/her contributions on improving the lives of people with disabilities. The Ready to Achieve Mentoring Program (RAMP), which is based on several of NCWD/Youth’s foundational materials and housed at the Institute for Educational Leadership, is proud to be a member of the National Disability Mentoring Coalition.

NCWD/Youth Blog Posts

NCWD/Youth’s blog features current and relevant information related to the Guideposts for Success, Youth Development and Leadership, Innovative Strategies, Professional Development,and more!

RAMPing Up from Mentor to Program Coordinator (Part Two)!– 10/26/2015
The Path for Passion – 10/27/2015
RAMP Albany Recognizes National Disability Employment Awareness Month 2015– 10/29/2015

Also check out these blogs from our partners at the U.S. Department of Labor!

NDEAM 2015: My Disability is One Part of Who I Am

My Job Search: A Story of Solidarity in the Disability Community

San Francisco, Pacifica, Oakland, San Jose, San Pablo, Hayward

Job Category: Special Education Teacher

Description:

ChanceLight is currently hiring Special Education Teachers in the Northern California region, including: Pacifica, Oakland, Pittsburg, San Jose, San Pablo, Hayward, Fairfield and Concord.

ChanceLight™ Behavioral Health & Education is the nation’s leading provider of behavioral health and education solutions for children and young adults. Formerly known as Educational Services of America (ESA), ChanceLight serves more than 13,500 clients and students each day. Spectrum Center, a division of ChanceLight, operates 25 schools and programs in California, Florida and Tennessee and partners with more than 115 school districts to operate schools and programs for students with special needs. The Special Education Teacher plans and prepares curriculum, classroom schedule, lessons/plans, and other instructional materials to meet individual needs of students, considering state and school requirements and physical, emotional, and educational levels of development. The Special Education Teacher will report to the Program Director and will have an Exempt FLSA Status.

We Offer a Competitive Salary, Excellent Benefits, and Relocation Assistance!

Requirements:

Bachelor’s degree (B.A./B.S.) from four-year college or university
related special education teaching experience and/or training
valid state teacher’s special education license and/or appropriate credential.

Benefits:

ChanceLight offers a professional working environment with an excellent compensation and benefits package, including: Choice of two medical plans, Dental, Vision, Life and long term disability insurance, Employee assistance program, Flexible spending accounts, Health savings account option, 401k retirement savings plan, Education assistance, Research and publishing opportunities, Supervision for ABA certification, Competitive compensation, and Relocation assistance.

Contact:

Please Apply by Copying and Pasting this Link to your Browser:http://bullhorn.personified.com/client/jobInfoApplicationRespMgmt.action?EntityID=17342&source=NASET.org

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

Elementary Special Education Teacher

Brooklyn, NY

Job Category: Elementary Special Education Teacher

DESCRIPTION:

The New American Academy (TNAA) transforms the fundamental structures of schooling through an innovative K-5 public school model. Developed in collaboration with the NYC Department of Education (NYCDOE), the United Federation of Teachers (UFT), and the Harvard Graduate School of Education (HGSE), TNAA employs collaborative teacher-teams, a mastery-based career ladder, and looping cycles to empower learners and inspire leaders.

OUR SCHOOL

The New American Academy Charter School (TNAACS) empowers learners and inspires leaders to make this a better world. Through our collaborative teacher teams, mastery-based career ladder, and looping cycles, we offer personalized rigorous instruction that enables our students to succeed in high school, college and their future lives. TNAACS is located 5800 Tilden Avenue East Flatbush, Brooklyn.

RESPONSIBILITIES:

Develop and teach clear and engaging lessons that follow the rigorous, Common Core aligned curriculum
Provide individual or small group instruction for students who require additional academic support
Differentiate small group instruction for students with special needs
Assist regular education teachers with specially designed instruction when necessary
Provides support for Special Education student achievement in the general class through training teachers and assisting with lessons plan development
Assist with planning for classroom and testing accommodations for students with disabilities
Prepare student individualized education plans in consultation with staff and families to ensure success for all students
Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
Create and maintain strong relationships with students and families

BENEFITS:

TNAACS offers competitive teacher salaries commensurate with experience, and a comprehensive benefits package. We are a Equal Opportunity Employer and, as a school serving a diverse group of students, we work to reflect this diversity in our staff as well. No phone calls, please.

HOW TO APPLY

Interested applicants may apply by submitting a cover letter, resume and responses to the following essay questions to: lwatkins@thenewamericanacademy.org. In the subject line please indicate position applying. For example Special Education Teacher TNAACS.

Please see our website for more information about our school. We thank you for your interest in our school and welcome your application to be part of our team.

Essay Questions: Please respond briefly to the following questions (maximum one page for each question).

1. How do you develop your learning environment to meet the varied social, emotional, and academic needs of your students?

2. Please describe your approach to supporting children with special needs. How do you maintain high expectation while meeting the individual needs of children?

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

Intervention Specialist- Canton, OH

Canton, OH

Job Category: Full Time School Base

Description:

Join a fun, flexible, team-build environment as a Virtual Intervention Specialist with Light Street Special Education Solutions, a division of Learn It Systems.

Position might be part-time or full-time. Teachers must have a Special Education K-12 Cross Categorical teaching certificate. Programs will provide reading, mathematics, and writing to students with special needs.

The subject areas and times of instruction will vary depending on the requirements of the school system and the needs of the school population. Intervention Specialists work with children who have cognitive, emotional, learning, and/or physical disabilities.

Requirements:

Administer pre-and-post assessments to students, write and track progress reports, and complete all other Learn It Systems required reporting
Create and maintain student files and other administrative duties as needed
Provides an educational program for students as defined in the students Individualized Education Program (I.E.P.).
Completes necessary reports and record keeping as required by state and federal guidelines
Participates in professional growth activities through staff development, in-service, workshops, and higher education
Ability to work, collaborate and guide paraprofessionals as requested
Other duties as assigned by the Program Supervisor or his/her designee

Position Requirements

Active and valid Special Education K-12 Cross Categorical teaching certificate issued by the appropriate State Department of Education
Bachelor’s degree minimum
Teaching experience with elementary, middle, and/or high school students
Experience working with students with special needs
Competitive Compensation
- Direct Deposit
- Continuing Education Allowance
- CF & New Graduate Mentorship Program
- Leadership Training Program
- Paid Association Dues
- Unlimited Referral Bonuses
- Professional Development & Training
- Comprehensive Benefits, including Medical,
- Dental, Vision, Life and Disability Insurance
- 401K Retirement Plans
- Professional Liability Insurance
- Licensure Reimbursement
- Relocation Assistance and Travel Reimbursement (for many on-site positions)

Contact

Please apply directly at: https://app.jobvite.com/j?cj=opi31fwv&s=NASET

Discover your career at:http://light.rabbitholeconsulting.com/jobs-and-benefits/

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

Special Education Teacher- Chicago, IL

Chicago, IL

Job Category: Full Time School Base

Description:

Join a fun, flexible, team-build environment as a Virtual Intervention Specialist with Light Street Special Education Solutions, a division of Learn It Systems.

Responsibilities:

Administer pre-and-post assessments to students, write and track progress reports, and complete all other Learn It Systems required reporting
Create and maintain student files and other administrative duties as needed
Continually communicate with school personnel and parents to deliver a high quality program
Provides an educational program for students as defined in the students Individualized Education Program (I.E.P.).
Communicates regularly with parents and professional staff regarding the educational, social, and personal needs of students
Other duties as assigned by the Program Supervisor or his/her designee

Position Requirements:

Active and valid Special Education K-12 Cross Categorical teaching certificate issued by the appropriate State Department of Education
Bachelor’s degree minimum
Teaching experience with elementary, middle, and/or high school students
Experience working with students with special needs

Competitive Compensation

Direct Deposit
Continuing Education Allowance
CF & New Graduate Mentorship Program
Leadership Training Program
Paid Association Dues
Unlimited Referral Bonuses
Professional Development & Training
Comprehensive Benefits, including Medical,
Dental, Vision, Life and Disability Insurance
401K Retirement Plans
Professional Liability Insurance
Licensure Reimbursement
Relocation Assistance and Travel Reimbursement (for many on-site positions)

Contact:

Please apply directly at:https://app.jobvite.com/j?cj=o5q31fwj&s=NASET
Discover your career at:http://light.rabbitholeconsulting.com/jobs-and-benefits/

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

Special Education Teacher

Culver City, CA

Job Category: Full-time teaching position for non-public school

Description:

Exceptional Children’s Foundation (ECF) provides the highest quality services for children and adults who are challenged with developmental, learning and emotional disabilities – empowering them to reach their greatest potential. Each year, ECF serves more than 3,700 clients and their families at 15 sites throughout Los Angeles County. Established in 1946, ECF is the only organization of its kind in California to provide a lifespan of services for children and adults with developmental disabilities.

The Special Education Teacher will provide an educational program for students who are developmentally disabled or have special needs. Ensure progress on all IEP goals and district and state requirements. Continually assess student needs, and design and deliver lessons based on those needs and state standards. Work closely with parents/care providers, classroom team, school staff and administrators to ensure students’ needs and goals are met.

Requirements:

Bachelor’s degree from an accredited college or university and a valid Special Education Internship, or Preliminary Level 1, Clear Level II, or equivalent California State Special Education Credential. Master’s Degree preferred. Two years teaching experience in special education classroom; expertise in high school math and science. Knowledge of Welligent and MS Office helpful. Bilingual (English/Spanish) helpful but not required.

Benefits:

Nine paid holidays plus 10 days paid time off during winter break and five days paid time off during spring break. Vacation and sick time accrual. Medical, dental, vision, and retirement plans.

Contact:

Qualified applicants may submit an employment application or cover letter and resume by mail, email, or fax to: Exceptional Children’s Foundation, 5350 Machado Road, Culver City, CA 90203, hr@ecf.net, (310) 391-1059(310) 391-1059.

To learn more, visit www.ECF.net and connect on Facebook atwww.facebook.com/ConnectwithECF.

Exceptional Children’s Foundation is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, sex, national origin, ancestry, age, physical or intellectual disability, medical condition (including pregnancy and medical conditions related to childbirth), military or veteran status, marital status, gender identity, sexual orientation, genetic information, or any other basis protected by state or federal laws.

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

Special Education Teacher

Chicago, IL

Job Category: Special Education Teacher – Secondary

Overview:

Thresholds is growing and seeking new talent to fill over 100 positions! Named as one of Chicago’s 101 Best and Brightest Companies to Work For and a Chicago Tribune Top Workplace, we provide mental health services to more than 7,300 adults and youth. We primarily provide direct service to our members through community outreach including case management, counseling, advocacy, referral, and crisis intervention. To educate the members of the Thresholds Young Adult Program School. To develop a sound academic curriculum that is stimulating and effective.

Responsibilities:

• The Teacher has the direct responsibility for the supervision of all members in the classroom or as assigned.
• The Teacher plans and develops a course of study according to curriculum guidelines of school district and state requirements.
• Develops and presents specific lesson plans, using a variety of means, including lectures, projects, group discussions, exhibits, field trips, audiovisual and library sources, computers and the Internet.
• Prepares assignments and tests for in-school preparation and homework. Monitors, assists, correct, and grades student performances.
• Conducts standardized tests in accordance with district policies and state law.
• Counsels students when academic difficulties or behavioral problems arise.
• Serves as classroom and/or skills teacher to members of the Thresholds Young Adult Program. These duties shall include but not be limited to: completion and maintenance of daily and emergency lesson plans, completion and implementation of IEP’s (Individual Education Plans), assessment of the student member abilities, needs and progress, effective instructional organization and planning, instruction in instruction in required academic areas as assigned.
• Develops service and education plans in cooperation with the member, their families collaborating agencies and others as necessary. Service and education plan development includes but is not limited to a comprehensive assessment of the members’ functioning levels and community supports thus requiring home visiting and contact with collateral treatment providers.
• Develops and implements a Thresholds Service Plan and IEP which addresses the member’s needs according to the goals of Thresholds.
• Performs and participates in crisis intervention when necessary.
• Completes all assigned paperwork in a timely fashion.
• Assures that all Thresholds records are organized in a systematic and organized fashion.
• Completes all paperwork necessary for the Illinois State Board of Education.
• Performs and participates in crisis intervention in accordance to TCI and Thresholds standards. Models best practices for crisis intervention as trained in TCI (Therapeutic Crisis Intervention) to other staff. Performs and supervises physical management when necessary, depending on program. Attends all TCI trainings in the required time frames. Must pass TCI exam.

Qualifications:

• Master’s degree in Education required.
• Must have Special Education Secondary Education Degree
• Experience working with individuals who experience emotional disturbance and behavioral disorders
• Computer proficiency, including the ability to use email, navigate and enter notes into electronic medical records and working knowledge of pertinent software.
• Must obtain satisfactory results from an Illinois State Police Conviction Background Check. Certifications/Licenses:
• Certified in Basic First Aid including the Heimlich Maneuver and CPR. (Or the ability to obtain certification within the first three months of hire)
• Current LBS1 license.

Benefits:

http://www.thresholds.org/wp-content/uploads/2014/06/Thresholds-Benefits-Guide-2014.pdf

Contact:

Name: Michael Reynolds
Phone: 773-537-3803
http://www.thresholds.org/

Apply Using Link: http://www.jobs.net/jobs/hrsource2/en-us/job/United-States/Special-Education-Teacher/J3G4XD78HQ4V3WJ4TYJ/

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

Special Education Teacher, Secondary Education – Full Time

Chicago, IL

Overview:

Responsibilities:

• Serves as classroom and/or skills teacher to members of the Thresholds Young Adult Program. These duties shall include but not be limited to: completion and maintenance of daily and emergency lesson plans, completion and implementation of IEP’s (Individual Education Plans), assessment of the student member abilities, needs and progress, effective instructional organization and planning, instruction in instruction in required academic areas as assigned.
• Develops service and education plans in cooperation with the member, their families collaborating agencies and others as necessary. Service and education plan development includes but is not limited to a comprehensive assessment of the members’ functioning levels and community supports thus requiring home visiting and contact with collateral treatment providers.
• Develops and implements a Thresholds Service Plan and IEP which addresses the member’s needs according to the goals of Thresholds.
• Performs and participates in crisis intervention when necessary.
• Completes all assigned paperwork in a timely fashion.
• Assures that all Thresholds records are organized in a systematic and organized fashion.
• Completes all paperwork necessary for the Illinois State Board of Education.
• Performs and participates in crisis intervention in accordance to TCI and Thresholds standards. Models best practices for crisis intervention as trained in TCI (Therapeutic Crisis Intervention) to other staff. Performs and supervises physical management when necessary, depending on program. Attends all TCI trainings in the required time frames. Must pass TCI exam.

Qualifications:
• Master’s degree in Education required.
• Must have Special Education Secondary Education Degree
• Experience working with individuals who experience emotional disturbance and behavioral disorders
• Computer proficiency, including the ability to use email, navigate and enter notes into electronic medical records and working knowledge of pertinent software.
• Must obtain satisfactory results from an Illinois State Police Conviction Background Check. Certifications/Licenses:
• Certified in Basic First Aid including the Heimlich Maneuver and CPR. (Or the ability to obtain certification within the first three months of hire)
• Current LBS1 license.

Benefits:
http://www.thresholds.org/wp-content/uploads/2014/06/Thresholds-Benefits-Guide-2014.pdf

Contact:
Name: Michael Reynolds
Phone: 773-537-3803773-537-3803
http://www.thresholds.org/

Apply Using Link: http://www.jobs.net/jobs/hrsource2/en-us/job/United-States/Special-Education-Teacher/J3G4XD78HQ4V3WJ4TYJ/

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

Special Education Teacher

New York, NY

Job Category: Special Education Teacher

The purpose of this position is to:

Provide instructional supports and accommodations for students with disabilities
Write and monitor Individualized Education Plans (IEPs) in compliance with the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act of 1978, and Title II of the Americans with Disabilities Act (ADA) with support from the Special Education Coordinator.
Communicate regularly with Committee on Special Education (CSE) in your district and families of students with disabilities.

ESSENTIAL JOB FUNCTIONS:

Compliance

Work with the school’s Special Education Coordinator:

schedule all IEP annual review meetings, triennial evaluations, reevaluations, and initials

Manage all paperwork related to preparation for IEP meetings this includes but is not limited to:

securing general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
ensure all paperwork is sent to the CSE and families at least one week prior to the meeting

Track IEP annual goal progress this includes but is not limited to:

working with general education teachers to develop progress monitoring systems in co-taught classes
providing families and students progress reports towards IEP annual goals at least once per trimester

Develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
this includes but is not limited to:

conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP
contribute to Manifestation Review Determinations (MDR), as needed

Instruction

Work with general education teachers to:

co-plan daily lesson plans that align the classroom instruction to the student’s IEP by utilizing principles of universal design, differentiation, and individualization strategies
ensure students receive mandated accommodations on all in-class and state assessments

Advocacy

Communicate with families to:

ensure guardians understand their rights and their students’ rights in accordance with IDEA
ensure student needs (i.e. emotional, mental, or physical) are communicated to the teachers and help teachers understand when and how a student’s struggles may be related to their disability
provide informational workshops on school supports and transition needs; this includes transition from grades 8 – 9, summer youth employment opportunities program (SYEP) through the Transition Coordination Center (TCC), and transition from grade 9 to post-secondary
collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Interacts with:

Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Required Education, Certifications and Experience:

NYS Teaching Certification in Special Education (or in process of reciprocity)
Bachelor’s Degree, Master’s Preferred

Contact:
Zenita Ifill
HR Associate
New Visions for Public Schools
https://www.newvisions.org

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

Special Education Teacher (Elementary/Middle)

Washington, DC

Job Category: Special Education Teacher (K-8)

ABOUT THE SCHOOL

Excel Academy Public Charter School is Washington, DC’s first public school for girls. We serve over 800 Preschool through 7th grade girls. Our mission is to provide our students with a solid academic foundation and enrichment opportunities to prepare them to succeed in high school and college and to develop the skills and confidence they need to make healthy, positive lifestyle choices.

For additional information about Excel Academy, visit www.excelpubliccharterschool.org.

POSITION DESCRIPTION

We are seeking Special Education Teacher to work with our Middle School Girls. A teacher at Excel is directly accountable to the Principal for student academic success, maintenance of rigorous school culture, and mission advancement. Teachers are responsible for the following:

Essential Duties and Responsibilities

Teaching and Learning

Creating curriculum including unit and lesson plans aligned to Common Core standards
Structuring compelling, standards-based lessons that challenge students’ critical thinking and align with lesson, unit, and grade-level objectives
Participating in all professional development opportunities;
Providing rigorous instruction in core subjects daily and use a variety of strategies to engage students in the classroom;
Teaching students with disabilities in an inclusion setting and implement IEPs as necessary;

Assessment

Assessing students academic and developmental growth through observation and a variety of assessment methods
Use assessment data to refine curriculum and instructional practice;

School Culture

Create a positive learning environment that promotes high expectations and provides opportunities for all students to experience success
Maintaining positive, professional relationships with students, families, and colleagues
Communicating with students, parents, school staff to ensure that students are on-track in their learning and making progress towards goals
Oversee student lunch periods, arrivals and dismissals, recess and playground duties;
Keep comprehensive attendance and tardy records on all students

Excel is seeking educators with the following skills and characteristics:

Education and Experience

Bachelor’s degree required. Concentration or advanced degree in education preferred.
Meet the Highly Qualified Teacher (HQT) requirements of the No Child Left Behind Act
Two or more years of teaching experience as an elementary or middle school teacher in an urban environment preferred

Skills and Personal Characteristics

Passionate, creative, and ambitious individual completely aligned with Excel Academy’s mission and a strong belief that all students can learn;
Desire to improve the educational outcomes for young children and to beheld accountable for student academic growth and academic results;
Strong verbal, writing, editing and mathematical abilities;
Ability to work collaboratively with a diverse team of professionals, families, and community leaders;
Individual with a professional demeanor, strong work-ethic, and high energy;
Detail driven work style with excellent organizational skills;
Ability to multi-task, prioritize, and work with efficiency;

Excel Academy offers a competitive salary and benefits package.

Email a cover letter and resume to:teacherjobs@thetensquaregroup.com. Please use Middle School Special Education Teacher as the subject line of the email. NO PHONE CALLS PLEASE.

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

Special Education Teacher

Concord, CA

Job Category: Special Education Teacher

Are you a Special Education Teacher or a Resource Specialist? Or even a Speech-Language Pathologist? Progressus Therapy has a position for you in the Concord area of CA. Join a team of professionals working towards positive outcomes for students. Special Education Teachers and Resource Specialists play in integral part in the lives of children. We need your help immediately. Call Progressus today at 800-239-7979800-239-7979 FREE to speak to a Career Services Manager.

Requirements

Valid California Credential for Resource Specialist, CLAD/ELA (or equivalent)
Teaching experience, including both regular and special education
Keen understanding of general special education testing concepts and methods
Able to provide behavioral analysis and positive intervention skills
Able to diagnose and provide remediation of various types of learning disabilities
Able to provide consultation, resource information and materials regarding students with exceptional needs to parents
Collaborative minded professional with strong oral and written communication skills
Ability to work and build strong relationships with parents, teachers and school administrators
Mild/moderate endorsement

Benefits

Competitive compensation with flexible pay options
Medical/Dental/Vision Coverage
Flexible Spending Plan for medical and dependent coverage
Professional Liability Coverage
Licensure reimbursement
401(k) Retirement Saving Plan with a discretionary company match
Relocation assistance
Many More!

Contact:

Whitney Lohr
Careers Service Manager
813 549 5813813 549 5813
Whitney.Lohr@ProgressusTherapy.com

www.ProgressusTherapy.com

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

Special Education Teacher

Philly, PA

Job Category: Special Education Teacher

Description:

Are you a Special Education Teacher or a Resource Specialist? Progressus Therapy has a position for you in the Philly area of PA. Join a team of professionals working towards positive outcomes for students. Special Education Teachers and Resource Specialists play in integral part in the lives of children. We need your help immediately. Call Progressus today at 800-239-7979800-239-7979 FREE to speak to a Career Services Manager.

Ask for Whitney Lohr, direct line – 813 549 5813813 549 5813

Requirements:

Valid California Credential for Resource Specialist, CLAD/ELA (or equivalent)
Teaching experience, including both regular and special education
Keen understanding of general special education testing concepts and methods
Able to provide behavioral analysis and positive intervention skills
Able to diagnose and provide remediation of various types of learning disabilities
Able to provide consultation, resource information and materials regarding students with exceptional needs to parents
Collaborative minded professional with strong oral and written communication skills
Ability to work and build strong relationships with parents, teachers and school administrators
Mild/moderate endorsement

Benefits:

Competitive compensation with flexible pay options
Medical/Dental/Vision Coverage
Flexible Spending Plan for medical and dependent coverage
Professional Liability Coverage
Licensure reimbursement
401(k) Retirement Saving Plan with a discretionary company match
Relocation assistance
Many More!

Contact:

Whitney Lohr
Careers Service Manager
813 549 5813813 549 5813
Whitney.Lohr@ProgressusTherapy.com

www.ProgressusTherapy.com

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

CHIEF OF PUPIL SERVICES

Norwalk, CT

Job Category: Administration

Norwalk Public Schools

On behalf of Norwalk Public Schools, the State Education Resource Center (SERC) is conducting a national level search for a full-time (12-month) position as the Chief of Pupil Services at Norwalk Public Schools. The ideal candidate will possess a plethora of experience working in a public school district, an administrative position and in special education or a related position. The highly qualified candidate can demonstrate:

Excellent leadership skills;
Successful engagement with boards of education, administrators, staff, families, and the community;
Effective strategic planning for improving and maintaining high academic performance and creating academic equity for students with disabilities; and
Development and implementation of systemic policies, practices, and structures to provide high quality supports and services for special education and related services.

All qualified applicants, including candidates of color, culturally, and linguistically diverse backgrounds and candidates with disabilities, are encouraged to apply. Application review will begin on or about November 6, 2015; however, this position will remain open until filled.

General Summary

The Chief of Pupil Services will provide leadership and oversight for special education and pupil personnel services throughout the district. Additionally, he or she will support policy development designed to provide consistency and compliance with all programs, services, resource distribution, processing and the assignment of special education and related services staff.

Reports To

Superintendent of Norwalk Public Schools

Directly Supervises and Evaluates

District level special education staff: Special Education Supervisors and Coordinators
School Health Services, through Director of Nursing
Inclusive Pre School Center, through Head Teacher
Gifted Education

Collaboratively Supervises and Evaluates

Other administrators in the supervision of personnel related to special education and related services

Applicants must have the ability to:

Effectively lead the public school district, families, and the community in improving educational outcomes for students with disabilities;
Oversee the systemic implementation of policies and procedures for special education and pupil personnel supports and services, including the implementation of regulatory compliance measures;
Manage the overall resources and budget analysis/oversight responsibilities for implementation of supports and services for students with disabilities; and
Effectively communicate and collaborate with racially and culturally diverse community members, agencies, organizations, institutions, families, and educators to provide a cohesive and comprehensive system of support for students with disabilities.

The Chief of Pupil Services is able to:

Develop, manage, evaluate, and improve the systemic implementation of policies and procedures regarding special education and related services;
Ensure regulatory compliance related to disability and special education laws and regulations;
Support administrators and staff in the implementation of supports and services for students, including special education, related services, and the gifted and talented;
Review, analyze and evaluate existing programs, including student performance data, to lead strategic planning and implementation designed to achieve greater student success;
Oversee the maintenance of student records in accordance with federal, state, and local requirements to include the continuum of settings and an array of tiered instructional services;
Provide direction for child find, intervention supports, the Individualized Education Program (IEP) and the 504 process;
Develop and lead the strategic planning for improved academic and life outcomes for students with disabilities;
Develop, support, and manage, in collaboration with the Superintendent, other administrators, and the Norwalk Board of Education the annual budgeting and planning process for special education and related services;
Manage the development and implementation of standard operating procedures and guidelines for practice;
Manage data collection, analysis, and utilization of special education and student services;
Cultivate effective partnerships with racially, culturally, and linguistically diverse families and educators; and
Develop and provide professional development for special education teachers, Central Office staff and, in some case, parents.

Education and Experience

Advanced graduate degree in special education or related services and educational leadership is required, a doctorate is preferred;
Certification as an Administrator or Supervisor, Provisional or Professional Certification is preferred;
Certification in special education or related services;
At least five (5) years of building level and/or central office administrative experience, to include direct staff supervision and program evaluation experience; and
At least ten (10) years of classroom experience in special education or related services.

Knowledge, Skills and Abilities

Knowledge of:

State and federal laws, statutes, and regulations pertaining to education overall education broad, special education, and pupil personnel services;
Staff evaluation and union contracts;
Strategic planning, policy development, and systems change;
Americans with Disabilities Act (ADA), IEPs, 504 processes, and compliance measures;
Effective collaboration with a Board of Education;
Effective school, family, community partnerships; and
Equitable mindset and practices, including race, English learners, and differences in abilities.

Skill in:

Administrating, organizing and managing systems for delivery of supports and services for students with disabilities;
Effective oral and written communication;
Developing and implementing strategic planning, policies, and practices for improved student outcomes; and
Partnering with diverse families, community members, and educators.

Ability to:

Work with and engage educators, community members, and families from culturally and racially diverse backgrounds;
Collaboratively lead and engage educators and families toward building consensus while being decisive and inclusive;
Foster a positive professional climate of mutual trust and respect among families, educators, and the community;
Place the interests of students and their families first and foremost;
Build passion about improvement for student learning performance; and
Recognize the value in providing professional learning opportunities to advance educators’ instructional preparedness for working with all students.

Term of Employment

Twelve-month year.

Evaluation

Performance to be evaluated by the Superintendent based on established actionable goals and outlined criteria.

Salary Range

$162,066 to $175,000
*Salary set annually pending Board approval

A thorough, updated resume and at least three current professional references must be submitted with the application package in order to be considered. Apply online at:www.ctserc.org (click on the “Employment” tab).

Norwalk is an Affirmative Action/Equal Opportunity Employer and strongly encourages the application of individuals from racially, culturally, and linguistically diverse backgrounds and from persons with disabilities.

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

1-to-1 Assistant Educator for Autistic Student

Rome, Italy

Job Category: Special Education Aide

Description:

Special needs teacher to work as one-to-one assistant with a student in an international school setting in Rome, Italy.

ROLES AND EXPECTATIONS INCLUDE THE FOLLOWING:

Support individual student in the classroom setting and in a one-to-one setting, in collaboration with the classroom teacher
Create lessons and activities to promote academic, social skills and life skills development
Supervise student’s independent work, facilitating and monitoring small groups in the classroom if needed or providing one to one support when needed.
Work collaboratively as a team member within the Learning Support Department
Record the progress of the individual student and refer this information to the case manager and the Learning Support Team
Respect the confidentiality of information regarding students and their families
Create and follow a sensory diet as needed
Assist student in transitioning from activity to activity throughout the school day

Requirements:

Bachelor’s degree is required. Master degree is preferred.
State certification is preferred but not required.
At least two years of teaching or one-on-one aide experience required.
ABA-certified and Autism specialist preferred.

Benefits:

Unique and rewarding employment opportunity overseas.
Competitive compensation package for the location.
Opportunity to help a special girl reach her potential while living overseas.

Contact:

For more information or to state your interest, email jcshackworth@gmail.com.

Visit www.marymountrome.org for more information about the school setting.

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

Call

Send SMS

Add to Skype

You’ll need Skype CreditFree via Skype

To top

Upcoming Conferences, Workshops and Events

2015

December

TASH Conference

December 2-4

Portland, OR.
Registration is open for the 2015 TASH conference. This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Read about the conference and register, at: http://2015tashconference.sched.org/info#.Vc5iX_lVhBd

To top

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.

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.

To top

Acknowledgements

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

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

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

To top

NASET Application for iPad and iPhone

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

Download a PDF or XPS Version of This e-Journal

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

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

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

Table of Contents

NASET Sponsor – Antioch University

References

New Resources in the Hub

Spotlight on…Mental Health Resources

Resources You Can Share with Families

Addressing Mental Health Concerns in Your SSIP Work

NASET Sponsor – Antioch University

Intersection: Navigating the Road to Work

NCWD/Youth Releases New Guide for College Students

NCWD/Youth Kicks Off Third YouthACT Cohort

Join IEL & NCWD/Youth in Celebrating the 40th Anniversary of theIndividuals with Disabilities Education Act (IDEA)

NCWD/Youth to Present at NAWDP Youth Symposium

IEL Awarded $7.5M to Support Vocational Rehabilitation on Youth Issues

IEL & DCAYA Launch Youth Workforce Leaders Academy Year Two

WIOA Advisory Committee Holds Public Meeting to Discuss Interim Report

Connecting Partners and Resources to Prepare Youth for Careers: A Federal Partners in Transition Webinar

America’s Promise Alliance/GradNation Releases New Report on Out-of-School Youth

Leaders Inducted into Susan M. Daniels Disability Mentoring Hall of Fame

NCWD/Youth Blog Posts

Description:

Requirements:

Benefits:

Contact:

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

DESCRIPTION:

OUR SCHOOL

RESPONSIBILITIES:

BENEFITS:

HOW TO APPLY

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

Description:

Requirements:

Position Requirements

Contact

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

Description:

Responsibilities:

Position Requirements:

Contact:

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

Description:

Requirements:

Benefits:

Contact:

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

Overview:

Responsibilities:

Qualifications:

Benefits:

Contact:

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

Overview:

Responsibilities:

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

The purpose of this position is to:

ESSENTIAL JOB FUNCTIONS:

Compliance

Track IEP annual goal progress this includes but is not limited to:

Develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as neededthis includes but is not limited to:

Instruction

Advocacy

Interacts with:

Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED Required Education, Certifications and Experience:

Contact: Zenita Ifill HR Associate New Visions for Public Schoolshttps://www.newvisions.org

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

ABOUT THE SCHOOL

POSITION DESCRIPTION

Essential Duties and Responsibilities

Excel is seeking educators with the following skills and characteristics:

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

Requirements

Benefits

Contact:

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

Description:

Requirements:

Benefits:

Contact:

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

Develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
this includes but is not limited to:

Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Required Education, Certifications and Experience:

Contact:
Zenita Ifill
HR Associate
New Visions for Public Schools
https://www.newvisions.org