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December 2002 U.S. Department of Education Issues Final Regulations for the No Child Left Behind Act On November 26, 2002, U.S. Secretary of Education Rod Paige released final regulations for the No Child Left Behind Act (NCLB). The draft regulations were published in the Federal Register on August 6, 2002, followed by a 30-day public comment period. In addition, prior to the public comment period, the department received extensive comments on the law during the negotiated rule-making process for standards and assessments. The new law authorizes the Title I Program, a $10.4 billion federal education program that aims to close the achievement gap between disadvantaged children and their peers by supporting schools, to provide extra help to more than 14 million disadvantaged children. NCLB provides new resources, including a $15 billion, or 41%, increase in federal funding since fiscal year 2000. The final regulations are the result of a comprehensive effort to hear from every sector of America on the best way to ensure that every child learns. "Title I - Improving the Academic Achievement of the Disadvantaged; Final Rule" is available now online. The regulations are published in the Federal Register. For additional information, visit the NCLB Web site. Links from this Article: * "Title I http://www.ed.gov/offices/OESE/SASA/cepprogresp.html - reg * Federal Register http://www.ed.gov/legislation/FedRegister/ * NCLB Web site *** A New Resource to Help IEP Teams Address Assistive Technology NeedsThe IDEA '97 requires IEP teams to consider whether the child requires assistive technology devices and services. Assistive technology is any tool that helps a student with a disability perform a functional task more easily or more successfully. This new resource is called the "Assistive Technology Consideration Quick Wheel"(AT Quick Wheel). It is a fun, hands-on resource that offers quick and easy access to a generic list of AT tools for a variety of tasks. On one side of the Wheel are federal definitions of AT devices and services. The other side provides information about a variety of resources including book, journals, newsletters, and Internet sites. For a copy of an in-depth article or further information visit http://idea.ed.gov. *** A New Look at ADHD (Video) by Russell A. BarkleyThis video provides an accessible introduction to Dr. Barkley's influential theory of the nature and origins of ADHD. The program brings to life the conceptual framework delineated in Dr. Barkley's book ADHD and the Nature of Self-Control . The companion manual reviews and amplifies key ideas and contains helpful suggestions for further reading. The package also includes a leader's guide, providing tips on the optimal use of the video with a variety of audiences. 39 minutes. Cost is $95.00. To order call 1-888-232-7733 or email service @ cec.sped.org and ask for #S5402
*** Article: Succeeding in Postsecondary Ed Through Self-Advocacy by Robin H. Lock and Carol A. Layton, Teaching Exceptional Children, 34 (2), Nov/Dec 2001, pp. 66-71. This article shows how young adults with disabilities can determine their cognitive strengths and weaknesses and develop their own "Self-Advocacy Plans." The article includes an advanced organizer for guiding discussions with individual teachers or professors. The article has an excellent summary of the increasing need for postsecondary accommodations and a checklist for skills to improve communication with professors, and campus resources for students with disabilities. *** Article: Arranging the Classroom With an Eye (and Ear) to Students With ADHD by Eric Carbone, Teaching Exceptional Children , (34) 2, Nov/Dec 2001, pp. 72-81. This article describes how educators can physically alter a general education classroom in ways to support the strengths of children with ADHD. The article is organized by characteristic or difficulty, such as hyperactivity; general strategies; and then structural supports. It includes diagrams, checklists, and examples. This will be a nice addition to your "tool box" of ideas for interventions for students with attentional needs. October 2002 Web Site: The National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Visit the Web site frequently for ideas as to how multiple stakeholders contribute to supporting youth with disabilities to access high-quality services in integrated settings that maximize their employment and independent living opportunities. *** Technical Assistance Manual: Education Department Offers Desktop Reference to No Child Left Behind (NCLB) Act The U.S. Department of Education has produced a new 180-page desktop reference manual to the No Child Left Behind Act of 2001, the new landmark education reform law. The guide is a clear, straightforward, program-by-program look at the major reforms under the new law. The publication is being provided to educators attending a series of four regional meetings to further assist them in effectively implementing NCLB, and specifically, the Title I Program. NCLB is built upon four key principles: accountability for results; flexibility and local control; enhanced parental choice; and instruction based on scientific research. For each section of NCLB, the manual details the purpose of the program, what's new in the law, how the program works, key requirements, how to achieve quality, how performance is measured, and key activities and responsibilities for State education departments. The manual covers:
Copies of the publication are available free of charge by calling 1-877-4ED-PUBS or online at http://www.ed.gov/pubs/edpubs.html. The report can also be accessed through the Department of Education's Web site at http://www.ed.gov/offices/OESE/reference.html. *** Culturally and Linguistically Appropriate Services-Early Childhood Research Institute http://www.clas.uiuc.edu/ This Web site presents descriptions and reviews of current early childhood materials, selected for their potential usefulness with culturally and linguistically diverse children and families. The reviews present strengths, limitations, and potential adaptations of the materials, as well as recommendations for the most appropriate audiences. Many of the reviewed materials were developed for use with children at risk for developmental delays. *** Article: A Compass in the Storm Lamar Alexander and Richard W. Riley, Education Week http://www.bridges4kids.org/articles/10-02/EdWeek10-9-02c.html This article presents guiding principles for a new age of business and school partnerships. Wonderful examples of business partnerships and the positive outcomes for students are presented. As communities cope with funding needs and sustainability, looking to business partnerships such as these holds real promise. *** CONFERENCE OPPORTUNITY: The Council for Children With Behavioral Disorders (CCBD) is holding an international forum-"School-Based Programming for Preventing and Treating Noncompliant, Acting-Out, and Aggressive Behavior: Promoting Positive Educational Outcomes"-on February 14-15, 2003, in Las Vegas, NV. One of the major areas of focus will be promoting home-school-community partnerships. System of Care communities may be interested in sending representatives to attend this informational forum. For more information on the forum and registration materials, contact Dr. Lyndal Bullock, Professional Development Committee Chair/CCBD, at bullock@tac.coe.unt.edu. September 2002 Resources for Positive Behavioral Supports and Interventions (see also the September 2002 Frequently Asked Question on school-based intervention!)
August 2002 School Based Programs Hoagwood, Kimberly (2000, Winter). State of evidence on school-based mental health services. Report on Emotional & Behavioral Disorders in Youth, 1(1), 13-15. This article is an excellent summary of the scientific literature on school-based mental health services and treatments. Over 5,000 articles published since 1985 were examined. 47 studies met the criteria and were reviewed. The following factors were revealed through this analysis: Programs are successful and sustainable with consistency of program implementation; inclusion of parents, teachers, or peers; use of multiple modalities; integration of program content into general classroom curricula; and developmentally appropriate program components. *** Hunter, Lisa (2001, Spring). The value of school-based mental health programs. Report on Emotional & Behavioral Disorders in Youth, 1(2), 27-29. This article provides an overview of school based mental health programs. It begins with a brief description of these programs, then reviews recent studies examining their effectiveness, and lastly outlines the essential components of school based mental health programs. *** Walker, Hill M., et. al. (2001, Summer). School-Based screening, identification, and service delivery issues. Report on Emotional & Behavioral Disorders in Youth, 1(3), 51-53. This article examines factors associated with early detection, referral, and service delivery for the students with emotional and behavioral problems in school. It examines the procedures governing identification of students as emotionally disturbed under IDEA and evaluate the validity of the ED categorical certification process. It also addresses school-based barriers to early detection of students as ED and their access to treatment. *** Hunter, Lisa & Chopra, Vandana (2001, Summer). Two proactive primary prevention program models that work in schools. Report on Emotional & Behavioral Disorders in Youth, 1(3), 57-59. This article describes two effective approaches to school based primary prevention that have received attention in recent years, effective behavioral support (EBS) programs and social and emotional learning (SEL) programs. These programs emphasize the enhancement of protective factors verses targeted a specific disorder and intervention. For more information regarding EBS Programs: brt.uregon.edu/ebs or www.pbis.org. For more information regarding SEL Programs: www.casel.org or www.glef.org *** Atkins, Marc S., et.al.(2001, Fall). PALS: An ecological approach to school-based mental health services in urban schools. Report on Emotional & Behavioral Disorders in Youth, 1(4), 75-77. This article reviews a model for school based mental health services that would guide providers to adapt services to the needs and competencies of teachers, parents, and children. The program is called PALS (Positive Attitudes for Learning in School). The goal of the program was to capitalize on schools' unique opportunities to provide mental health promoting activities for children in their communities. The program is funded through Medicaid. In this program, schools are proposed as hubs for mental health and social service programs, by working directly with teachers to improve children's academic performance and social relations, and by linking families to schools through home based and group administered services. *** Forness, Steve R. & Kavale, Kenneth A. (2001, Fall). Are school professionals missing their best chance to help troubled kids? Report on Emotional & Behavioral Disorders in Youth, 1(4), 80-84. This article examines the typical behavioral model of interventions utilized in schools as well as the medical model, which presumes that neurobiologic factors may be causes to behavior and need to be treated. The article begins with a brief review on efficacy of psychotropic medication and the odds that drug treatment is likely to be effective. It then reviews evidence on the possibility that underlying psychiatric diagnoses may be critical, even in aggressive or disruptive classroom behavior, and the odds that psychiatric diagnoses are likely to be present in such situations. The need to consider best practice as the combination of both behavioral and psychopharmacologic interventions in treatment of these school children. July 2002 Cultural Competence and Family Involvement McKay, Mary M. (2000) What we can do to increase involvement of urban children and families in mental health services and prevention programs. Report on Emotional & Behavioral Disorders in Youth, I(1), 11-13. There are many factors that interfere with children obtaining needed mental health care. The article reviews what is known about how to engage youth and their families in urban mental health prevention and intervention programs; describes specific interventions meant to increase initial and ongoing mental health service involvement; and highlights innovative service delivery strategies that rely on collaboration with consumers, incorporate intensive outreach efforts, integrate group and family support components with service delivery strategies,, and capitalize on natural community settings, such as schools. *** Al-Hassan, Suha, & Gardner, Ralph III (2002, May/June). Involving immigrant parents of students with disabilities in the educational process. Teaching Exceptional Children, 34 (5), 52-59. This article provides an excellent summary and reviews the challenges of meeting the needs of immigrant families and their children. It reviews the barriers to participation and provides strategies to address these needs. Barriers such as language, lack of information, teacher's unfamiliarity with immigrant parents' culture, negative educational experiences, unfamiliarity with U.S. educational practices, and differing views regarding involvement in schools. *** Lamorey, Suzanne (2002, May/June). The effects of culture on special education services. Teaching Exceptional Children, 34 (5), 67-70. This article provides a case study of mono cultural personnel preparation, discusses various cultural beliefs about disability, and examines the effect of parent/professional beliefs about childhood disabilities. In addition, it discusses intervention concerns in developing countries and discusses cross-cultural implications for practitioners seeking partnerships with multicultural families and their children. *** Lynn, Cynthia J. et al. (2001). Developing collaborations with parents and schools to promote urban-child mental health. Report on Emotional & Behavioral Disorders in Youth, I (2), 31-33. This article presents lessons learned from an innovative and collaborative approach to promoting parent involvement within tow inner-city schools, an elementary school and a junior high school, in a large northeastern city. It examines factors affecting parent involvement, both alienating and welcoming factors. It also review the LIFE (Leaders and Information for Everyone) project and lessons learned through their work with families. *** National Association of State Mental Health Program Directors and The Policymaker Partnership for Implementing IDEA at the National Association of State Directors of Special Education (2002). Mental Health, Schools and Families Working Together for All Children and Youth: Toward a Shared Agenda This concept paper encourages and offers recommendations to policymakers for systemic collaboration. The emphasis is on developing a shared agenda for children's mental health in schools. The aim is to create and sustain comprehensive, multifaceted approaches to social and emotional development, problem prevention, and appropriate interventions for mental health concerns. The goal is to support both well being and achievement for children and youth. The document describes key characteristics of state mental health and education agencies and family organizations and highlights the rationale for partnerships for a shared agenda to accomplish outcomes. To obtain a copy of the paper: go to www.nasdse.org/sharedagenda.pdf or www.ideapolicy.org/sharedagenda.pdf or contact the National Association of State Directors of Special Education, Inc. , 1800 Diagonal Road. Suite 320, Alexandria, VA 22314
June 2002 Transition Services Clark, H. B. & Davis, M. (2000). Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties. Baltimore, MD: Brookes Publishing. This new volume in the Systems of Care for Children's Mental Health Series is an excellent source of information regarding proven methods to help young people move into career-oriented education, work, and independent living. It covers interventions for drug and alcohol use, changing peer and family relations, anger and impulse management, and success in personal and community life. What makes this book unique is that each chapter is co-authored by a youth, which adds a practical perspective. You can order this book online at www.brookespublishing.com. It costs $29.95 *** Wood, S. J. & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in the School, 36 (4). This article provides an excellent summary of the major studies and literature on post- school outcomes for children and adolescents with emotional and behavioral disorders. It reviews 22 studies following up on students with disabilities after leaving school. Eight of these studies were specifically on students with E/BD. A table summarizes participant profiles, the focus, and the findings of each study (i.e. what a teacher can do and their role as part of the team). There is a very good list of resources at the end of the article as well. *** Grier, T. B. (January 2002). Engaging the disengaged. American School Board Journal, 37-39. This article, written by the Superintendent of Schools in Guilford County, N.C., provides a summary of the process for developing an alternative program for high school students who have become disengaged from traditional high schools. Called a middle college high school, this program allows high school students to complete their coursework on a college campus and has proven to be effective in decreasing the dropout rate and saving lives. Carefully selected high school teachers teach the core courses for most students in the program. Class sizes are kept low (15 students per teacher). Students also can take college courses taught by college professors and receive dual high school and college credit. The article reviews the obstacles as well as the successes. *** Lehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002, March). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child and Family Studies, 11(1), 127-141. This article is part of a special issue of the Journal of Child and Family Studies dedicated to the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance, which was finalized in 1994. It documents the shift from a systems-driven to a youth-centered support approach in transition services for youth with disabilities. It also includes an excellent historical discussion of transition polices, as well as promising transition practices, self determination, the wraparound approach, and recommendations for improving practice. *** TRANSITION CURRICULUM: School to Career Transition Program. Narragansett High School, Narragansett, RI. Developed by Mark Gunning, Transition Specialist. June 2002. Announcing the availability of this transition curriculum, which was discussed on the Education Learning Opportunity Call in January 2002. This product is now available via this web site......in PDF format for your convenience. A high school transition specialist developed this 43-page document over a period of three years. It outlines the curriculum requirements and establishes protocols for business partnerships. The impetus for developing the transition curriculum came from the fact that the district had several students who were not successfully completing the requirements for graduation and were not interested in pursuing a program at the regional career and technical school. The program began with just a few business partnerships and student placements that were driven by the Individual Education Plans of those students (high school juniors or seniors). Given the success of these students, many of their peers and other families begin to inquire about the program availability for other students. In its second year, the number of business partnerships and students expanded to over 20. It was made available to students in grades 10, 11, and 12. Also during this year, course credit was approved for the curriculum outlined and included in the course of study for the high school. In the third year, a special program component was initiated for students with emotional and behavioral needs. These students were included in the transition classes and business partnerships and had the additional support of a behavior specialist. The number of business partnerships more than doubled, as did the student enrollment. The transition curriculum and course credits now covers grades 9-12 and gives a student the potential to earn up to 6 credits over the four year period out of a total of 22 required for graduation. Take a look! For more information, or if you are unable to access the web version, please contact mdlott@air.org or call Michael Dlott at (202) 944-5347.
May 2002 National Association of School Psychologists. (2002). School psychologists: providing mental health services to improve the lives and learning of children and youth. Retrieved May 24, 2002, from http://www.nasponline.org/advocacy/mhbrochure.html. This new brochure is an excellent source of information regarding the role of the school psychologist. It covers mental health issues, types of support, and why the school environment is a good service delivery environment. It also details the training of school psychologists and their ability to link mental health issues to learning. It lists prevention, intervention and treatment strategies as well as diagnostics, assessments, consultation, case management, advocacy and research. You may access this brochure online via http://www.nasponline.org/advocacy/mhbrochure.html or you may order up to 50 copies free from NASP at www.naspcenter.org. Click on "Free Publications". *** Carroll, S. (1998). Medical management of behavior and emotional problems in children and adolescents: A primer for educators. Retrieved May 17, 2002, from http://www.naspcenter.org/adol_meds.html. This article provides a short but informative summary of the major categories of psychotropic medications that are being used with children and adolescents. It reviews stimulants, antidepressants, Neurolyptics, and Anticonvulsants. It provides an excellent list of what a teacher can do and their role as part of the team. There is also a very good list of resources at the end of the article. *** National Information Center for Children and Youth with Disabilities. (2001). Related services for school-aged children with disabilities. NICHCY News Digest, No. 16 (2nd Edition). Retrieved May 17, 2002, from http://www.nichcy.org/pubs/newsdig/nd16.htm. This is an updated edition on related services for children and youth with special needs. It is very nice summary of all IDEA regulations regarding related services. It has been reviewed by the Office of Special Education Programs and has their approval. Of specific interests to parents and educators involved in programming for students with emotional and behavioral needs are pages 7-10. These outline the specific regulations on counseling, parent counseling and training, psychological services, and social work services in schools. You can access either a text only copy or a pdf file via the web site at http://www.nichcy.org/pubs/newsdig/nd16.htm. *** Osher, D. M., Quinn, M. M., & Hanley, T. V. (March 2002). Children and youth with serious emotional disturbance: A national agenda for success. Journal of Child and Family Studies, 11(1), 1-11. This editorial sets the frame for a special issue of this journal dedicated to the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance, which was finalized in 1994. It reviews the development of the agenda, the organization of the national agenda, results (how the agenda translates into improved practice) for students, family members, educators and policy makers and next steps. There are 10 separate papers related to this topic. I will be highlighting several of these articles each month through this web page. *** Development Opportunities November 8-9, 2002 South Carolina Council for Behavioral Disorders Annual Conference "Beyond Behavior (and Back Again): Teacher Behavior and Student Success" Hyatt, Greenville, SC Contact: Judy Bell, judy.bell@furman.edu
April 2002 Article: Strategies to Work with Students with Oppositional Defiant Disorder by Wendy Woolsey-Terrazas and Janice A. Chavez, CEC Today, Volume 8, No. 7 Many teachers are "pulling their hair out" wondering if they will survive another day with a student with oppositional defiant disorder (ODD). Unfortunately, teachers will face an increasing number of students with ODD and conduct disorders in our schools. This article includes many strategies for dealing with these students. The authors review some teacher behaviors that may add to power struggles in the classroom as well as techniques that will diminish power struggles. They also outline a Power Struggle Reduction Plan to prevent confrontations with students with ODD. New Product: Addressing Over Representation of African American Students in Special Education Are you looking for strategies to address the disproportionate numbers of African American students referred to special education in your district? The OSEP ILIAD project at the Council for Exceptional Children (CEC), in collaboration with the National Alliance of Black School Educators (NABSE) have recently published a report that addresses this topic. You can obtain copies through ILIAD at CEC at 888-232-7733 (V) or service@cec.sped.org or through NABSE at 800-221-2654 or www.nabse.org. Article: Creating Communities of Support: The Missing Link in Dealing with Student Behavior Problems and Reducing Violence in Schools by Vern Jones from Lewis and Clark College, Beyond Behavior, Vol. 11, Issue 2, pp. 15-19. This article suggests that developing a caring and supportive community within the school and classroom should be the most basic underlying feature of any program aimed at turning the tide of increased student violence, student misbehavior, and apathy. Article: Family Centered Practices in Positive Behavior Support by Lise Fox and Glen Dunlap from University of South Florida, Beyond Behavior, Vol. 11, Issue 2, pp. 24-26. This article discusses how the process of positive behavior support can be conducted in partnership with families. It describes the importance of family-centered positive behavior support and presents strategies for implementing the process as a family-professional partnership. Grant Opportunities: Handspring Foundation funds initiatives serving at-risk youth Contact: Handspring Inc. Attn: Handspring Foundation Manager, 189 Bernardo Ave., Mountain View, CA 94043. E-mail: foundation@handspring.com
March 2002 School Safety Web Site: This web site will give you comprehensive information on the eighteen State School Safety Centers in the United States including how to contact each center. It also references frequently asked questions, publications, databases, readings, funding sources, links, and a calendar of events. http://www.safetyzone.org/state_centers.html. Article: "Bullying survey prompts schools to make changes" by Karen Rouse, Denver Post Staff Writer, February 25, 2002 This article reports on a school safety survey that was conducted by several Colorado schools in Cherry Creek School District. This article outlines the results of that survey and steps that schools have taken in response. The survey found that children felt most safe around teachers and most vulnerable walking to and from school. The Colorado School Climate survey, developed by a team of Cherry Creek School District psychologists in 2000, polled teachers, parents and students that same year in grades three through twelve about bullying and their responses to it. The district is currently conducting the same survey for a second time. It was distributed this month to 11,000 elementary school students and their parents, 9,000 secondary students and their parents, and 5,000 staff members. Results are expected by fall. In the 2000 survey, the district found several patterns. Among them, they saw that as students got older, they were less likely to feel that the school tried to make them feel included. It also found that as students got older, they were more likely to report doing "nothing" when they observed someone being bullied. Although it's not required, several district administrators and staff said that they used the survey to help develop safer schools, which has been a goal of the district for about five years. Some significant findings of the 2000 study of Cherry Creek District Schools include: · Forty percent of elementary students, forty-nine percent of middle school students and forty-two percent of high school students reported being bullied at least once a week over a monthlong period. · Parents and staff generally feel more positive about school than students do. · Parents and teachers believe that their children or students are most likely to tell them about personal experiences with bullying and harassment, while students reported they are more likely to tell a friend. · Thirty-seven percent of elementary students, thirty percent of middle school students and twenty percent of high school students reported feeling at least "kind of unsafe" in at least one school location over the past month. Article: "A SUNY-Albany Program Uses Distance Education to Teach Parents and Professionals about Autism" by Brock Read, The Chronicle of Higher Education, February 28, 2002 The difficulties of understanding and educating children with autism can make parents and teachers desperate. Through a three-course certificate program, the State University of New York - Albany uses a variety of distance-learning media to provide instruction in what can be an exhausting field. The university's project, the Autism Distance Education Network, offers two of its three courses this spring: "Autism I: Foundation Course" and "Autism II: Introduction to Intervention." In the first course, students discuss the causes of autism, historical views of the disorder, treatments drawing on psychology and biology, and recent research. In the course on intervention, they learn to plan programs that monitor autistic students' communication, behavioral, and social skills. Students receive CD-ROM's on which lectures, recorded from the fall sessions, appear as video files. At the beginning of the course -- and after each of its four exams -- the university sends three disks, each with one lecture and a set of notes, to every student. Both the lectures and notes are also available on the course's web site, but the university decided to adopt CD-ROMs, because they allow students to review material more easily at their own pace. Students in "Autism II" still meet through videoconferences, which are now held at 12 locations in New York. The author developed the online autism program after participating in an assessment of autism education in New York State. The report, which was sponsored by the state's department of education, recommended a series of steps that educators could take to improve programs for autistic children. More information about the program is available at the web site of The Autism Distance Education Network of the State University of New York at Albany (http://www.albany.edu/psy/autism/aden_courses.html). Courses are taught by V. Mark Durand, Professor of Psychology, and are offered during both the spring and fall sessions. Each course costs $639 for graduate students in New York and $411 for undergraduates. Typically 150 to 200 students enroll for each course. Awards: Community Development for Youth in Action Journal: Behavioral Disorders, Journal of the Council for Children with Behavioral Disorders February 2002, Vol. 27, and Number 2. There are several articles in this volume that are of special note to communities building school-based programs within their system of care, such as "Special Education and School Discipline: A Precarious Balance", "State Office of Education Practices Implementing the IDEA Disciplinary Provisions", "Gender and Sociodemographic Factors and The Disproportionate Identification of Culturally and Linguistically Diverse Students with Emotional Disturbance", and "Head Start Children at Risk for Emotional or Behavioral Disorders: Behavior Profiles and Clinical Implications of a Primary Prevention Program". This volume is definitely worth exploring!
February 2002 COMMISSION ON EXCELLENCE IN SPECIAL EDUCATION: President Bush has established the President's Commission on Excellence in Special Education. They are hosting several meetings across the country over the next few months. For more information about the meetings, which will cover the Effectiveness of Special Education, go to the Commission's web site at: http://www.ed.gov/inits/commissionsboards/whspecialeducation/meetings.html. You will also find a transcript from the Commission's first meeting, which was held on January 15th in Washington, D.C. The Commission is ordered to report its findings and recommendations by no later than July 1, 2002. This is a great opportunity to provide feedback to the Commission on the positive impact of special education and systems of care. US DEPARTMENT OF EDUCATION ISSUES A DRAFT STRATEGIC PLAN FOR 2002-2007 The U.S. Department of Education has posted its draft strategic plan on its web site and is seeking comments. The plan is built upon six strategic goals: 1. Create a culture of achievement. 2. Improve student achievement. 3. Develop safe schools and strong character. 4. Transform education into an evidence-based field. 5. Enhance the quality of and access to post-secondary and adult education. 6. Establish management excellence. The plan embraces the principles of No Child Left Behind, as well as the President's Management Agenda. The draft strategic plan can be found in either PDF or Word at the following web sites: <http://www.ed.gov/pubs/stratplan2002-07/stratplan2002-07.pdf> PDF <http://www.ed.gov/pubs/stratplan2002-07/stratplan2002-07.doc> Word ARTICLE ON SAFE SCHOOLS (POLICY DEVELOPMENT) Permission to reprint or copy this article/photo must be obtained from The Seattle Times. Call 206-464-3113 or e-mail resale@seattletimes.com with your request. Safe schools are better schools By Ed Murray and Ida Ballasiotes Special to The Times This article addresses the issue of children suffering because of harassment in our public schools. Verbal harassment frequently escalates into physical abuse. Children who are small, shy, disabled, of a different race, religions, or who are otherwise different, do not deserve to be taunted or harassed. They have the right to expect a safe learning environment - not humiliation or abuse. Accepting that responsibility in Olympia, the House passed bipartisan legislation to get to the heart of the matter: providing a safe learning environment for all of our children, the Safe Schools Act (HB 1444). By Aug. 1, 2003, school districts must each adopt policies or amend existing policies prohibiting harassment, intimidation or bullying. School districts would have local control over these policies and would be required to share information about the rules with parents or guardians, students, volunteers and any school employees. The bill provides school districts with the flexibility to develop innovative ideas that help provide a safe and secure place for children to learn. It also directs the Office of the Superintendent of Public Instruction to create and provide school districts with a model policy and training materials to assist and support schools as they are fashioning these protection policies. Copyright © 2002 The Seattle Times Company DEPARTMENT OF EDUCATION UNVEILS NEW GUIDE FOR FAMILIES, SCHOOLS AND COMMUNITIES New resource helps Americans better understand standards and assessments and ways to improve student achievement U.S. Secretary of Education Rod Paige unveiled a new guide to help families, schools and communities better understand the new accountability provisions in the No Child Left Behind Act of 2001, including using assessments to measure students' and schools' progress in meeting state academic standards. This new guide will help our families, schools and communities understand the importance of testing as an instructional tool. Parents of children from disadvantaged backgrounds will have options under the new law to participate in public school choice programs or obtain supplemental services such as tutoring. And, teachers around the country will be encouraged to use teaching methods that scientific research has shown to work. Individuals can obtain copies of the guide by writing to ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, Md., 20794-1398; faxing a request to 301-470-1244; e-mailing a request to edpubs@inet.ed.gov; or calling 1-877-433-7827. The guide also is available online at http://www.ed.gov/nclb/testingforresults. For more information about the No Child Left Behind Act of 2001, visit www.ed.gov/nclb. BOOK: SECTION 504 IN THE CLASSROOM: HOW TO DESIGN AND IMPLEMENT ACCOMODATION PLANS By Lynda Miller and Chris Newbill. Published by Pro-Ed, Austin, TX. Order Number 8645 This book provides a user-friendly format for understanding Section 504, the difference between 504 and IDEA, and the process for evaluation, identification, and the development of the plan. It provides examples of plans for different types of accommodations, as well as procedures for compliance and components of a training program. Sample forms and handouts are included.
January 2002 NICHCY News Digest, January 2000 Publication of the National Information Center for Children and Youth with Disabilities This particular edition thoroughly covers all parts of the IDEA (Individuals with Disabilities Education Act). It has a very easy to read question and answer format. The document was made available through the U.S. Office of Special Education Programs and the Academy for Educational Development. Rethinking Special Education for a New Century, a report released by the Fordham Foundation in May 2001. This is a collection of 14 papers by various authors that examines current special education practices. This report challenges the reader to "rethink" special education. This document may play an important role in the reauthorization discussions that will occur over the next few months. Report of the Surgeon General's Conference on Children's Mental Health: A Nation Action Agenda September 2000, published by the Department of Health and Human Services. This report contains valuable information and direction for communities who are building their strategic plans. There is specific language related to the role of schools in the Action Steps in Goal 2 and 3. www.surgeongeneral.gov/cmh/default.htm or 301-443-4513 New Book -Teaching and Working with Children Who Have Emotional and Behavioral Challenges by Quinn, Osher, Warger, Hanley, Bader, and Hoffman. Published by Sopris West, 2000. This is an 83-page guidebook directed to teachers. It has practical information on fostering a positive learning environment, instituting a sound classroom management system, school-based supports, and support and resources available to teachers. It contains over 20 tables of useful information prepared in a concise format, such as IDEA Continuum of Alternative Placements or Techniques for communicating respect. Council for Children with Behavior Disorders--Web Site www.ccbd.net This is a web site full of resources. This organization is a division of the Council for Exceptional Children. It specifically addresses the needs of children with emotional and behavioral disorders. It has a variety of publications, many of which are available on line. There are many helpful links to other web sites with additional or related information. There are message boards to exchange information with peers, as well as advocacy information. Take a look! www.ccbd.net
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