What's New

Past News You Can Use: 2007

• January 2007
• February/March 2007
• April 2007
• May 2007
• June 2007
• July 2007
• August 2007
• October/November 2007
• December 2007

• Past News You Can Use: 2006
• Past News You Can Use: 2005
• Current News You Can Use

December 2007

—Up Front and Center—

Celebrate the 7th Annual National Inclusive Schools Week!
December 3-7, 2007
Download a free Celebration Kit today from http://www.inclusiveschools.org/

New Sudden Infant Death Resource Center
National Sudden Infant Death Resource Center (NSIDRC) will serve as a central source of information on sudden infant death (including sudden infant death syndrome, miscarriage, stillbirth and other sudden infant deaths), on bereavement, and on promoting healthy outcomes for infants from the prenatal period through the first year of life and beyond.
http://www.sidscenter.org

The National Youth Leadership Network (NYLN) is Looking for New Leaders!
Do you know a young person with a disability between 15-28 years old that has good leadership and advocacy skills? Find out how he/she can apply to be on NYLN's Governing Board.
http://www.nyln.org

New Resource to Help Counter Mental Health Stigma
The Resource Center to Address Discrimination and Stigma Associated with Mental Illness recently debuted a new library of more than 600 resources including articles, fact sheets, toolkits, and brochures. The site features information and advice to help individuals and organizations counter discrimination and stigma associated with mental illness.
www.stopstigma.samhsa.gov

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—The Federal Framework—

Guides on Sharing Information Released
The Virginia Tech shooting has sparked many efforts to tighten school security, improve mental health services and create systems to alert students of danger. Schools also have asked for guidance on what information can be shared among government agencies and parents under the 1974 Family Educational Rights and Privacy Act. The U. S. Department of Education has related three brochures on the law: one for k-12 educators, one for colleges, and one for parents. They are available at http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools .

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—TA&D Spotlight—

From the National Consortium on Deaf-Blindness
Children Who are Ddeaf-Bblind
This publication provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deafblindness. Information from the population is drawn from annual child count data reported in The National Deaf-Blind Child Count: 1998–2005 in Review . A PDF version is available at: http://www.nationaldb.org/NCDBProducts.php.

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—The 3Rs: Research, Reports, & Resources—

Research

New Evidence for Education Module from NICHCY
Assessment and Accommodations
What accommodations are appropriate for which students? How do accommodations affect student learning and their performance on tests? This Evidence for Education addresses these and other questions and explores the research base in this area. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for children with disabilities. To view online or download PDF version, go to: http://research.nichcy.org/Evidence_TOC.asp .

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Reports

From Collaborative for Academic, Social and Emotional Learning (CASEL)
The Impact of After-School Programs That Promote Personal and Social Skills
This report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits. It also describes evidence-based approaches that after-school programs can use to promote students' personal and social skills.
http://www.casel.org/

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Resources

Toy Ideas for the Holidays!
The process of selecting a toy for a child with a disability can sometimes seem daunting. Check out the following resources!

• AblePlay - a new toy rating program from The National Lekotek Center. Toy evaluators rate each toy in four disability categories: physical, sensory, communicative, and cognitive. The review provides the consumer with a description of the toy and information on ways the toy can be adapted. These evaluations are useful when parents and guardians are shopping for toys for children with disabilities. www.lekotek.org/

• Toys “R” Us Guide for Differently-Abled Kids
  Endorsed by the National Parent Network on Disabilities and designed to be used in the Toys “R” Us stores in choosing appropriate toys for the child with special needs.
  http://www.toysrus.com/category/index.jsp?categoryId=2257808

New Educator Guide from NEA
Truth in Labeling: Disproportionality in Special Education
The guide provides educators with basic information about disproportionality – what it is, what causes it, and what the implications are for students, schools, and the community.  It offers recommendations on addressing disproportionality at the classroom, school, and community levels, and it includes helpful research references and resources.  PDF version available at: http://www.nea.org/specialed/disproportionality.html.

October/November 2007

—Up Front and Center—

Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.

The following training module has recently been posted online:
-- Module 19, IDEA's Discipline Provisions

• Download available modules.
  www.nichcy.org/training/contents.asp

• Sign up to be notified when new modules become available.
  www.nichcy.org/mod_signup.asp

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—The Federal Framework —

New Web Site Launched to Help Educators
The U.S. Department of Education launched new 'Doing What Works' Web site to provide teachers, administrators and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement.
http://dww.ed.gov/

New Guide to Help with Parental Involvement in Public Schools
Engaging Parents in Education
The guide profiles five Parental Information and Resource Centers (PIRCs) that are representative of how PIRCs and their partnering organizations can successfully increase parental involvement in education. The centers emphasize the power of strong parent-educator partnerships to improve schools and raise students' academic achievement.
http://www.ed.gov/admins/comm/parents/parentinvolve/index.html

Second Quarter 2007 Policy Letters of Clarification on IDEA
Letters from the U.S. Department of Education received by individuals during the second quarter of 2007, which describe interpretations of the IDEA and its implementing regulations are now available online at http://www.ed.gov/policy/speced/guid/idea/index.html .

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—TA&D Spotlight—

N ew from Project Forum

• Collaborative Partnerships Between SEAs and Parent Training and Information Centers
  This Policy Analysis begins with a background on federally funded parent centers. It continues with the findings from two sets of interviews: one for state education agency (SEA) staff and one for PTI staff. Types of collaboration including development of training materials, dissemination of information, parent outreach, data collection and others are described. Handling of communication and fiscal and human resources is discussed as well as barriers and benefits of these partnerships. A PDF version is available at: http://projectforum.org/docs/CollaborativePartnershipsBetweenSEAsandPTIs.pdf .

• Parent Participation in State Monitoring
  This Policy Analysis provides readers a background to monitoring processes in general and many useful links to other documents and websites. It describes what states are doing to include parents in their monitoring of local education agencies. Trends from four other Project Forum studies are also included. Sixteen of 37 responding states include parents as members on their monitoring teams. Many respondents felt strongly that there were many benefits to having parents on the teams. Both benefits and challenges are described as well as other ways states are including family members in the monitoring process. A PDF version is available at: http://projectforum.org/docs/ParentParticipationinStateMonitoring.pdf .

• Supplemental Educational Services Under NCLB: State Implementation for Students with Disabilities
  This Policy Analysis provides readers a comprehensive background for SES for students with disabilities. It describes what states are doing in this area concerning requirements, approval processes, assistance to local education agencies, data collection and effectiveness for students with disabilities. Observations and conclusions are given. A PDF version is available at: http://projectforum.org/docs/SESUnderNCLB-StateImplementationforSWD.pdf .

• The National Instructional Materials Accessibility Standard (NIMAS): Current State Implementation
  This Policy Analysis provides a legislative background to NIMAS followed by survey findings from 46 state NIMAS coordinators. Findings are clustered in the areas of dedicated staff, coordination with the National Instructional Materials Accessibility Center (NIMAC), guidelines and requirements, professional development, legal issues, file conversions, challenges and next steps. A PDF version is available at: http://projectforum.org/docs/TheNatlInstructionalMaterialsAccessibilityStandardNIMAS-StateImplementations.pdf .

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—The 3Rs: Research, Reports, & Resources—

Research

From Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
This is the first nationally representative study that assesses early mental and physical development, the quality of early care and education settings and the contributions of parents to the lives of children in the years leading up to school. To download, view and print the publication as a PDF file, visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008025 .

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Reports

From The Nation's Report Card
Two reports are now available which detail the achievement of 4th-8th grade students nationwide who participated in the National Assessment of Education Progress (NAEP) administered by the U.S. Department of Education earlier this year. The reports compare national and state data in 2007 with each prior year the tests were given, beginning in 1990 in mathematics and 1992 in reading.

• The Nation's Report Card Reading 2007
  To read the report go to: http://nationsreportcard.gov/reading_2007 .
  

• The Nation's Report Card Math 2007
  To read the report go to: http://nationsreportcard.gov/math_2007  .
  

From The National Council on Disability (NCD)
Empowerment for Americans with Disabilities
This report reviews the issues integral to the employment of people with disabilities. It has two broad aims: a) to summarize the existing knowledge regarding the employment of people with disabilities in a series of short issue briefs and b) to present new information on the perspectives of employers, people with disabilities, and disability specialists on the key barriers to and facilitators of employment.  This report is available at: www.ncd.gov/newsroom/publications/2007/NCDEmployment_20071001.htm .

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Resources

From the HSC Foundation
Partnering with Your Child's School: A Guide for Parents
The HSC Foundation offers this new resource for parents. The booklet – available online and in hard copy – in English and in Spanish, is designed to help parents of children who have been diagnosed with health or mental health care needs to learn about available resources and to develop a partnership with their children's schools. The booklet's content has been reviewed and validated by groups of parents, youth, and educators and is produced in partnership with the Council for Exceptional Children and the National Association of State Directors of Special Education. To download, go to: www.hscfoundation.org/whatwedo/familysupports.php .

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—Upcoming Conferences—

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August 2007

- Up Front and Center

DEC's Final Comments on Proposed IDEA Part C Regulations

The Council for Exceptional Children's Division for Early Childhood (DEC) has submitted its final comments on the Part C Notice of Proposed Rule Making. The deadline for comments was July 23, 2007. They are available online at:
http://www.dec-sped.org/pdf/Policy/DEC_Final_Part_C_Comments_7_23_07.pdf .

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—The Federal Framework—

U.S. Department of Education Awards Grants to Recruit, Prepare, & Support New Teachers
The Department of Education has awarded $22.1 million for 41 grants through the Transition to Teaching program to increase the pool of qualified teachers in high-need schools in high-need districts by recruiting non-traditional teacher candidates, preparing them through alternative routes to certification, and increasing retention through strong mentoring programs.  The program focuses on core academic subjects at all grade levels, such as mathematics, science, special education, and English as a Second Language.  For a full list of all grantees, go to: http://www.ed.gov/news/pressreleases/2007/06/06292007b.html.

FEMA Disability Coordinator Position is Established
Thanks to the Post Katrina Emergency Management Reform Act of 2006, the new Disability Coordinator will be responsible for providing guidance and coordination on national emergency planning and relief efforts for individuals with disabilities.
The press release announcing the appointment is available at: http://www.fema.gov/news/newsrelease.fema?id=37220.

Release of 2007 New Freedom Initiative Progress Report
The New Freedom Initiative, launched in February 2001, is President Bush's agenda for advancing equality of opportunity and access for this nation's more than 50 million Americans with disabilities. To read the Progress Report in its entirety, visit: http://www.whitehouse.gov/infocus/newfreedom/newfreedom-report-2007.html.

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—TA&D Spotlight—

From the National Early Childhood Technical Assistance Center (NECTAC)
Eligibility Policies and Practices for Young Children Under Part B of IDEA
This is an updated version of this document. It analyzes states' definition of developmental delay and summarizes the state eligibility classifications and criteria under Part B of IDEA.
http://www.nectac.org/~pdfs/pubs/nnotes24.pdf

From the National Consortium on Deaf-Blindness (NCDB)
Important Interactions with Children Who Are Deaf-Blind
Harmonious Interactions, describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind.  The report is based on research and training activities and is currently available on the web at: http://www.dblink.org/pdf/harmonious-interaction.pdf .

New from CADRE

• Resolution Meetings: A Guide for Parents
  A joint publication with the ALLIANCE , this document introduces the newest ADR option available under IDEA '04, the Resolution Meeting.   This short guide includes benefits of participating, potential concerns, frequently asked questions, and how to prepare for the process. To review the publication, go to:
  http://www.directionservice.org/pdf/Resolution_guide.pdf .

• At A Glance: OSEP-funded Technical Assistance Resources Related to Procedural Safeguards
  This resource provides information on resources that can assist states to improve their performance on the dispute resolution indicators that are reported on the SPP/APR. To review the document, go to: http://www.directionservice.org/cadre/ataglance.cfm.

• Bureau of Indian Education Mediation Manual
  This document was developed by the Mountain Plains Regional Resource Center on behalf of the Bureau of Indian Education. It covers numerous topics including a description of the mediation process and role of the mediator as well as standards that guide the service. The document also includes a variety of forms useful to parents, school, attorneys and mediators. To review the manual, go to: http://www.directionservice.org/cadre/biemed.cfm .

• Bureau of Indian Education Due Process Hearings Manual
  The purpose of this document is to review procedures by which the Bureau of Indian Education Albuquerque Service Center  will appoint contract hearing officers and operate the administrative hearing mandated by the requirements of Part B of the IDEA or its implementing regulations. To review the manual, go to: http://www.directionservice.org/cadre/biedphring.cfm.

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—The 3Rs: Research, Reports, & Resources—

Research

From the National Dissemination Center for Children with Disabilities (NICHCY)
NICHCY Connections... to Research-Based Resources on Specific Disabilities
This is a resource page which links you to resources from other organizations. It provides general information on disability research such as teaching strategies, how the brain learns, and teaching in inclusive settings. Research on specific disabilities such as Autism, AD/HD, Down Syndrome, and Learning Disabilities can also be found. To read, go to: http://research.nichcy.org/researchspecificdisab.asp.

From the What Works Clearinghouse
New intervention reports related to Early Childhood Education:

• Doors to Discovery-
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=417&tid=13
• Let's Begin with the Letter People -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=430&tid=13
• Pre-K Mathematic -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=425&tid=13
• SRA Real Math Building Blocks PreK -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=423&tid=13
• Literacy Express -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=418&tid=13
• Curiosity Corner -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=397&tid=13
• Direct Instruction -
  http://whatworks.ed.gov/InterventionReportLinks.asp?iid=212&tid=13

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Reports

The National Council on Disability (NCD) releases two reports:

• The Impact of the Americans with Disabilities Act: Assessing the Progress Toward Achieving the Goals of the ADA is a retrospective study and review of the impact the ADA has had on the lives of Americans with disabilities during the first sixteen years since its passage, with particular focus on the four major goals of the ADA—equality of opportunity, full participation, independent living, and economic self-sufficiency. Progress toward the goal of economic self-sufficiency appears to be the goal having the least success. To read the report, go to:
  http://www.ncd.gov/newsroom/publications/2007/ada_impact_07-26-07.htm .

• Implementation of the ADA: Challenges, Best Practices, and New Opportunities for Success
  This report highlights many strategies for ADA implementation that have been successful, as well as obstacles that are preventing implementation. It reflects the experiences and ideas of ADA stakeholders from around the country. Available at: http://www.ncd.gov/newsroom/publications/2007/implementation_07-26-07.htm.

A new report from the Mid Atlantic Regional Educational Lab
The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools
This report shows that the percentages of students with disabilities were similar for all five Mid-Atlantic jurisdictions, at about 14% of students, but the percentages of schools reporting for this subgroup varied from 15% for Pennsylvania to 96% for Maryland. In four states more schools missed their adequate yearly progress targets solely because of the performance of this subgroup than because of the performance of any other subgroup. To view, download, and print the full report as a PDF file, please visit: http://ies.ed.gov/ncee/edlabs/projects/project.asp?id=22 .

From the Center on Education Policy (CEP)
Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era
This report examines the amount of time spent during the school week on core academic subjects and how the allocation of time across subjects has changed since school year 2001-02 when NCLB was enacted. The report can be accessed through the link: www.cep-dc.org/index.cfm?fuseaction=document.showDocumentByID&nodeID=1&DocumentID=212.

From the Federal Interagency Forum on Child and Family Statistics
America's Children: Key National Indicators of Well-Being, 2007
This report includes detailed information on the welfare of children and families. Such topics as family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health are addressed . To read, go to: http://www.childstats.gov/americaschildren/index.asp .

From The National Center for Education Statistics (NCES)
"Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades."
This brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education. Available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007005.

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Resources

From the United States Access Board
An interactive web-based course on how to apply and follow play area guidelines for proper access is now available. It covers the scope and application of the Board's accessibility guidelines, including the number of play components required to be accessible, and technical provisions for accesible play equipment, surfacing in play areas, ramp and transfer system access to elevated structures, and access to soft contained play structures. The course is available on the Board's website at: www.access-board.gov/play/course/1-0.htm .

DisabilityInfo.gov Unveils New State and Local Resource Map
There is a new feature on its site, a State and Local Resources map, to make it easier for visitors to find information in the states and communities where they live. To go to the State and Local Resources map, choose one of the nine subject tabs — benefits, civil rights, community life, education, employment, health, housing, technology or transportation — at the top of any DisabilityInfo.gov page. Click on the State and Local Resources map on the right-hand side bar, and then select one or more states. You'll be directed to a wealth of information on local programs and services. Visit the website at: www.disabilityinfo.gov.

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—Upcoming Conferences—

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July 2007

—Up Front and Center—

New Training Materials on IDEA 2004!
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.

The following training module has recently been posted online:

-- Module 2, Overview of Key Changes in IDEA 2004
(This module summarizes what's new or different in IDEA.)

• Download available modules.
  www.nichcy.org/training/contents.asp
  
  
• Sign up to be notified when new modules become available.
  www.nichcy.org/mod_signup.asp

ADA Celebration, 2007!
July 26 marks the 17th anniversary of the signing of the Americans with Disabilities Act (ADA). To celebrate, the National Council on Disability (NCD) and its federal partners will host “A National Dialogue on the State of Disability: ADA Town Hall Meeting.” To learn more about it go to: http://www.ed.gov/about/offices/list/osers/ada-event-2006.html .

IDEA 2004- Part C Proposed Regulations-
The proposed regulations to implement the Early Intervention Program for Infants and Toddlers with Disabilities also known as Part C of the Individuals with Disabilities Education Improvement Act of 2004 were issued by the U.S. Department of Education on May 9, 2007. To read the proposed regulations, select either the HTML or PDF version.

The public may provide written comment on these Part C regulations by accessing www.regulations.gov .
Written comments must be received by July 23, 2007!

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—The Federal Framework—

From the U.S. Department of Education
Determination Letters on State Implementation of the IDEA
This resource provides evaluations of state efforts to teach children with disabilities. Each state was required to submit data on things such as graduation rates for students with disabilities as well as indicators which included post-secondary outcomes for students with disabilities and parent satisfaction. Additionally, states were also required to submit a state performance plan which is a framework for improvement. For more information please visit http://www.ed.gov/policy/speced/guid/idea/monitor/factsheet.pdf .

National Center for Education Statistics
Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4
See this interesting report which examines the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and, science. Results show that combined teacher instructional time in the four subjects has increased between 1987-88 and 2003-04. The report is available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007305

And from the Institute of Education Sciences...
National Evaluation of Early Reading First: Final Report to Congress
A report that assesses the impact of the Early Reading First (ERF) program on both literacy skills as well as the instructional content and practices in preschool classrooms. The report found that ERF had a positive impact on children's print and letter knowledge, but surprisingly not on phonological awareness or oral language. ERF also had positive impacts on aspects of the classroom environment and teacher practices intended to support the development of language and literacy skills. Available at: http://ies.ed.gov/ncee/pubs/20074007.asp

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Project Forum Releases the following new publications:
Involvement of Youth with Disabilities in State-Level Decision Making
http://projectforum.org/docs/InvolvementofYouthwithDisabiltiesinStateLevelDecisionMaking.pdf
This publication is based on interviews with state education agency representatives and youth with disabilities who are involved in state-level decision making in the area of special education. Six states were chosen for interviews based on a survey in which states reported including youth with disabilities on state advisory panels (SAPs) and/or transition councils. How states include youth, what training and support states provide, and benefits and challenges of this work are shared from both the states' and the youths' perspectives. Policy recommendations are also given.

Mentoring Programs for Special Education Teachers: State Approaches
http://projectforum.org/docs/MentoringProgramsforSpecialEducationTeachers-StateApproaches.pdf
This Policy Analysis provides an overview of existing research on teacher mentoring, especially for special educators; discusses best practices in developing and implementing mentoring programs; and describes several state-level special education mentoring programs based on interviews with program staff. Interview findings include implementation history; program features such as, mentoring services, matching mentors and mentees, training and other supports, fiscal and human resources, administration, and evaluation; and outcomes of the various programs.

INTASC Principles: How They are Addressed by Five Specialty Program Association Standards
http://projectforum.org/docs/INTASCPrinciples-HowTheyareAddressedbyFiveSpecialtyProgAssnStandards.pdf
A review of five SPA standards and supporting documentation in regards to the principles from the Interstate New Teachers Assessment and Support Consortium (INTASC) at the Council of Chief State School Officers (CCSSO). These principles were developed as guidance for teacher education programs and address standards that all teachers should meet to teach in classrooms that include diverse students, including those with disabilities.

Part C Technical Assistance: State Approaches
http://projectforum.org/docs/PartCTechnicalAssistance-StateApproaches.pdf
This publication done in collaboration with The Center to Guide Personnel Preparation, Policy and Practice in Early Intervention and Preschool Education, describes how state Part C technical assistance systems are implemented. Delivery models, providers, recipients of services, funding and many other topics are discussed.

New from the National Dropout Prevention Center for Students with Disabilities (NDPC-SD)
Collecting Post-School Outcome Data: Strategies for Increasing Response Rates
http://www.ndpc-sd.org/docs/FINAL_PSO_doc.pdf
This document provides an overview of the IDEA requirements to collect post-school outcome data, challenges faced by states in collecting these data, and recommended strategies from survey literature and state and local practice to secure sufficient response rates, especially from youth who are dropping out of school.

From the IRIS Center
Working With School Personnel: What School Nurses Should Do to Promote the Educational Success of Students With Disabilities
http://iris.peabody.vanderbilt.edu/nur01_personnel/chalcycle.htm
This is the center's second module addressing school nursing services. It provides an overview of school nurses' roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities.

New from the National Center on Educational Outcomes (NCEO)
Nearing the Target in Disaggregated Subgroup Reporting to the Public on 2004-2005 Assessment Results http://education.umn.edu/nceo/OnlinePubs/Tech46/default.html
This publication shows that States continue to improve their public reporting practices, especially for alternate assessments. Results of the study are discussed as well as recommendations for how states can continue to improve their public reporting practices

Hints and Tips for Addressing Accommodations Issues for Peer Review
http://education.umn.edu/nceo/OnlinePubs/PeerReviewAccomm.pdf
This reference provides a summary of findings from peer review notes of acceptable evidence of accommodations monitoring as well as recommendations for best practices for accommodations.

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Research

A Research Summary from the Frank Porter Graham (FPG) Child Development Institute
Using Music to Improve Learning for Children with Autism
http://www.fpg.unc.edu/%7Esnapshots/snap45.pdf
Research shows that songs can assist children with memorization and sequencing of events. In a study published in Music Therapy Perspectives, FPG researchers hypothesized that using songs to prompt a series of steps might help a child with autism more independently complete multi-step self-care routines.

New from The What Works Clearinghouse
Character Education Topic Report
http://www.whatworks.ed.gov/TopicReportLinks.asp?tid=12
This report summarizes the available evidence of the effects of 13 Character Education interventions in three outcome domains: behavior; knowledge, attitudes, and values; and academic achievement.

Curiosity Corner
http://www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
This intervention report focuses on a comprehensive early childhood curriculum designed to help children at risk of school failure because of poverty.

Direct Instruction, DISTAR, and Language for Learning
http://www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
This intervention report focuses on a family of interventions that includes all Direct Instruction products (DISTAR and Language for Learning). Direct Instruction includes teaching techniques that are fast-paced, teacher-directed, and explicit with opportunities for student response and teacher reinforcement or correction.

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The National Center for Learning Disabilities has released two new reports
Rewards and Roadblocks: How Special Education Students Are Faring Under No Child Left Behind
http://www.ncld.org/images/stories/downloads/advocacy/ncldrewardsandroadblocks.pdf
A comprehensive report on No Child Left Behind (NCLB) that provides a compelling look at how several NCLB requirements have impacted students who receive special education.

State Testing Accommodations: A Look at Their Value and Validity
http://www.ncld.org/images/stories/downloads/advocacy/ncldstatetestingaccommodationsstudy.pdf
A companion study to Rewards and Roadblocks is also available. This report provides an overview of the variance and validity of these policies.

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New resources from The National Center for Learning Disabilities (NCLD)
Preschool Services Under IDEA http://www.ncld.org/images/stories/downloads/parent_center/preschool_brief.pdf

Transition to Kindergarten: Policy Implications for Struggling Learners and Those Who May Be at Risk for Learning Disabilities - http://www.ncld.org/images/stories/downloads/school_transition_policy_paper.pdf

From the National School Safety Center
Bullying in Schools: Fighting the Bully Battle- Fact Sheet Series
http://www.schoolsafety.us/pubfiles/bullying_fact_sheets.pdf
This publication is a collection of informational handouts that can be used to educate the school community about the problem and consequences of school bullying. The Fact Sheets can be used as single-page leaflets or as resources for teaching and training about bullying. The text can be adapted for use in parent letters, bulletins, or school newspapers.

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—Upcoming Conferences—

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June 2007

—Up Front and Center—

IDEA 2004- Part C Proposed Regulations-

The proposed regulations to implement the Early Intervention Program for Infants and Toddlers with Disabilities also known as Part C of the Individuals with Disabilities Education Improvement Act of 2004 were issued by the U.S. Department of Education on May 9, 2007. To read the proposed regulations, select either the HTML or PDF version.

Public meetings will be held around the country to give individuals an opportunity to make comments and provide input on the proposed regulations.

Public meetings are scheduled for:

Portland, Oregon on June 4, 2007
4:00 p.m. to 7:30 p.m.
Embassy Suites Hotel Portland Airport
7900 Northeast 82nd Avenue
Portland, OR 97220

Oklahoma City, Oklahoma on June 6, 2007
4:00 p.m. to 7:30 p.m.
Metro Technology Centers
1900 Springlake Drive
Oklahoma City, OK 73111

Indianapolis, Indiana on June 11, 2007
4:00 p.m. to 7:30 p.m.
Indiana Government Center South Conference Center
402 W. Washington Street
Indianapolis, IN 46204

Washington, DC on June 14, 2007
3:00 p.m. to 7:30 p.m.
Academy for Educational Development
1825 Connecticut Ave., N.W.
Washington, DC 20009-5721

The public may provide written comment and/or sign up to give public testimony on these
Part C regulations by accessing www.regulations.gov .
Written comments must be received by July 23, 2007!

New Side-by-side Comparison of Current Part C Regs & Proposed Regs
CEC together with its Division on Early Childhood (DEC) and the Infant and Toddler Coordinators Association (ITCA) have developed a new resource to help readers understand the IDEA Part C proposed regulations. Access this resource at: www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/IDEAResources/ideapartc.htm

Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.

Coming soon!
-- Module 13: Content of the IEP

The following modules are currently available at www.nichcy.org/training/contents.asp .
-- Module 5, Disproportionality and Overrepresentation
-- Module 6, Early Intervening Services and Response to Intervention
-- Module 9, Introduction to Evaluation
-- Module 10, Initial Evaluation and Reevaluation
-- Module 11, Identification of Children with Specific Learning Disabilities
-- Module 12, The IEP Team: Who is a Member?
-- Module 14, Meetings of the IEP Team

Sign up to be notified when new modules become available.
www.nichcy.org/mod_signup.asp

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—The Federal Framework—

Learning Opportunities For Your Child Through Alternate Assessments
A new booklet from the U.S. Department of Education that introduces parents to the "big ideas" contained in school improvement efforts under NCLB and IDEA, and provides them with the information they need to help ensure that their children can benefit from these efforts. The booklet is available at http://www.ed.gov/parents/needs/speced/learning/index.html

Opening Doors: Technology and Communication Options for Children With Hearing Loss
This publication provides background on early intervention, the use of technology and other support available to children with hearing loss and their families. The Spanish version is entitled: Que se abran las puertas: Opciones de tecnología y comunicación para los niños con pérdida auditiva. PDF and Word versions of both publications are available at:
http://www.ed.gov/about/offices/list/osers/products/opening_doors/index.html

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—TA&D Spotlight—

Project Forum Releases New RtI Article on Early Intervening Services
http://projectforum.org/docs/RtIasitRelatestoEIS.pdf
This Policy Forum Proceedings documents the process participants followed to describe barriers to implementation of Response to Intervention (RtI) as an Early Intervening Service (EIS), policy recommendations to address these barriers and implementation considerations. An introduction to the national perspective on RtI as it relates to EIS begins the document and closing remarks are included.

Highly Qualified Teachers and Special Education: Several State Approaches
http://projectforum.org/docs/HighlyQualifiedTeachersandSpecialEducation-SeveralStateApproaches.pdf
This Project Forum In-Brief Policy Analysis introduces the research on the importance that teacher quality has in student achievement and the legislative background for highly qualified special educators.

Learning Disabilities Resource Kit : Specific Learning Disabilities Determination Procedures and Responsiveness to Intervention
http://www.nrcld.org/resource_kit/
This Resource Kit features general information for educators, “how-to” manuals to guide discussions of SLD determination and RTI, and briefs to help parents understand RTI and SLD determination changes.

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—The 3Rs: Research, Reports, & Resources—

Research

The What Works Clearinghouse Releases Additional Beginning Reading and English Language Learners Reports

Beginning Reading:

The Early Intervention in Reading (EIR)® program is designed to provide extra instruction to groups of students at risk of failing to read. The WWC review found the program to have potentially positive effects on alphabetics and comprehension. More information regarding the review is available at http://whatworks.ed.gov/InterventionReportLinks.asp?iid=241&tid=01 .

The Read, Write, and Type!™ software program with supporting materials is designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The WWC review found the program to have potentially positive effects on alphabetics and no discernible effects on comprehension. More information regarding the review is available at http://whatworks.ed.gov/InterventionReportLinks.asp?iid=370&tid=01 .

The Beginning Reading review focuses on reading interventions for students in grades K–3 (ages 5-8) that are intended to increase skills in alphabetics (phonemic awareness, phonological awareness, letter recognition, print awareness and phonics), reading fluency, comprehension (vocabulary and reading comprehension), or general reading achievement. More information regarding the Beginning Reading review is available at http://whatworks.ed.gov/Topic.asp?tid=01 .

English Language Learners:

The Peer-Assisted Learning Strategies © instructional program is used in elementary school classrooms to improve student proficiency in reading and math. The WWC review found the program to have potentially positive effects on reading achievement. More information regarding the review is available at http://whatworks.ed.gov/InterventionReportLinks.asp?iid=7&tid=10 .

The English Language Learners review focuses on interventions designed to improve the English language literacy or academic achievement of elementary school students who are English language learners. More information regarding the English Language Learners review is available at http://whatworks.ed.gov/Topic.asp?tid=10 .

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Reports

The Condition of Education
This is a congressionally mandated annual report that contains 48 indicators on conditions and trends in elementary, secondary, postsecondary, and adult education.  This report measures the performance of U.S. students on national and international assessments; trends in public and private school enrollments; student-teacher ratios in public schools; trends in public school expenditures; federal grants and loans to undergraduate students; and the educational attainment of young adults, among other indicators.
The full text of the report is available online at: http://nces.ed.gov

Understanding High School Graduation Rates
State-by-state reports from the Alliance for Excellent Education examine the discrepancies in high school graduation rates reported by government and independent sources and explain why these differences are important. To view or download a copy, go to: http://www.all4ed.org/publications/wcwc/index.html

Academic Interventions to Help Students Meet Rigorous Standards: State Policy Options
This report from the National High School Alliance highlights five categories of academic interventions for at-risk students: (1) Accelerated instruction; (2) Extended learning time; (3) Personalized learning environments; (4) Dropout prevention and recovery programs; and (5) Incorporating literacy instruction into the curriculum. The report examines the existing evaluation research for each category of intervention and discusses the range of available policy options for designing state-level intervention programs. To view or download the PDF version, go to:  www.hsalliance.org/_downloads/NNCO/AcademicInterventionsFinal.pdf

A Voice from the Middle
This publication reports on a national survey of middle school students and reveals some stark contrasts between students' educational aspirations and their understanding of how to achieve them. The report can be viewed or downloaded from:  ww.pdkintl.org/ms_poll/07ms_poll.pdf

Helping Families Transition to the Future
This report provides policy-makers, administrators, and families with a clear picture of who is being served by U.S. Department of Education's Rehabilitation Services Administration (RSA) Parent Information and Training Programs, and the ways in which program activities influence meaningful outcomes for individuals with disabilities and their families.

Data was collected from seven RSA-funded Parent Information and Training Programs serving 10 states: California, Florida, Illinois, Indiana, Michigan, Minnesota, Oklahoma, Tennessee, Wisconsin, and Washington and represents program outcomes for activities conducted during the 2005-2006 grant-year. The document can be downloaded from: http://www.pacer.org/tatra/RSA/RSA.pdf

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Resources

Resolution Meetings: A Guide for Parents
This guide will help readers to have a better understanding of resolution meetings, one of the ways in which special education disputes can be resolved. This publication was produced jointly by CADRE and the Technical Assistance Alliance for Parent Centers. A pdf version is available at: www.directionservice.org/cadre/resmtgdoc.cfm .

New from the National High School Center!
" Dropout Prevention for Students with Disabilities: A Critical Issue for State Education Agencies "
www.betterhighschools.org/docs/NHSC_DropoutPrevention_052507.pdf
This brief outlines the requirements of IDEA and highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures.

"State and District-Level Support for Successful Transitions into High School"
www.betterhighschools.org/docs/NHSC_PolicyBrief_TransitionsIntoHighSchool_000.pdf
This policy brief examines what some states and districts are doing to address this important issue.

"Toward Ensuring a Smooth Transition Into High School" www.betterhighschools.org/docs/NHSC_TowardEnsuring_051607_000.pdf
This brief is based on MDRC's evaluations of two reform models, Talent Development and Project Transition.

"Managing the Transition to Ninth Grade in a Comprehensive Urban High School" www.betterhighschools.org/docs/NHSC_Snapshot_EdisonAcademy_000.pdf
This publication offers a snapshot of how one school is managing to make a positive difference for ninth-graders through a Ninth Grade Success Academy model.

Quick Stats Fact sheet on the ninth-grade bulge www.betterhighschools.org/docs/NHSC_FirstYearofHighSchool_032807_000.pdf
This fact sheet provides recent statistics documenting the high number of students who are held back in the ninth grade.

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—Upcoming Conferences—

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May 2007

—Up Front and Center—

Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.

The following three training modules have recently been posted online:

-- Module 6, Early Intervening Services and Response to Intervention
-- Module 11, Identification of Children with Specific Learning Disabilities
-- Module 12, The IEP Team: Who is a Member?

• Download available modules.
  www.nichcy.org/training/contents.asp
  
  
• Sign up to be notified when new modules become available.
  www.nichcy.org/mod_signup.asp

Updated NICHCY Publication!
Autism and Pervasive Developmental Disorder (PDD) (fs1)
A revised and expanded fact sheet, with new resources, April 2007.

What about summer camps for children with disabilities?
The following two publications provide information about how to select camps as well as resources to help you find camps.

• Summer Camps for Children with Disabilities available on NICHCY's website at: http://www.nichcy.org/pubs/genresc/camps.htm

• Summer Camp 2007: Anything you can do, they can do too available on FCTD's website at: http://www.fctd.info/resources/newsletters/index.php

May is National Mental Health Month!
The following resources provide awareness about mental health.

• From Child Trends...
  Assessing the Mental Health of Adolescents
  http://www.childtrends.org/files/mentalhealth.pdf
  Assessing Substance Use and Abuse among Adolescents
  http://www.childtrends.org/files/substance%20use.pdf

• From the Research and Training Center on Family Support and Children's Mental Health...
  Defining the Wraparound Process
  http://www.rtc.pdx.edu/pgDataTrends2007.shtml
  The Effectiveness of Strength-Based Treatment for Youth with Emotional or Behavioral Disorders
  http://www.rtc.pdx.edu/pgDataTrends2007.shtml
  The Role of Data Collection and Evaluation in Supporting Systems Change
  http://www.rtc.pdx.edu/pgDataTrends2007.shtml
  

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—The Federal Framework—

OSEP's Discretionary Projects, Described
Every year, OSEP funds nearly 1,000 projects as part of its discretionary grants program designed to improve outcomes for children with disabilities. And every year these projects are described in a set of directories that NICHCY produces for OSEP. This year's annual directories are now available online. Have a look at the projects OSEP funded with FY 2006 monies.
www.nichcy.org/directories/intro2006.asp

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—TA&D Spotlight—

New from Project Forum!
Check out their newest resource entitled " Highly Mobile Children and Youth with Disabilities: Policies and Practices in Five States ." A PDF version of this publication is available at:
http://projectforum.org/docs/HighlyMobileChildrenandYouthwithDisabilities-PoliciesandPracticesinFiveStates.pdf .

"Hints and Tips for Addressing Accommodations Issues for Peer Review "
Is a new publication from the National Center on Educational Outcomes (NCEO) which provides examples that should be useful for States in responding to accomodation criteria in the Standards and Assessment Peer Review process. It is available at: http://education.umn.edu/nceo/ .

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—The 3Rs: Research, Reports, & Resources—

Research

The Harvard Family Research Project is pleased to announce the second research brief in their series “Family Involvement Makes a Difference.” This series provides evidence of family involvement's importance for children of all ages, as well as direct recommendations for policymakers, practitioners, and researchers.

• Family Involvement in Elementary School
  This latest brief reviews research on why and how family involvement matters for elementary school children's learning and socio-emotional development. It highlights how you can use this research to promote effective policies and practices. Find this brief at:
  http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/elementary.html
  

• Family Involvement in Early Childhood Education
  This is the first brief in the series, which reviews family involvement research and its implications in early childhood education. Find it at: http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/earlychildhood.html
  
  

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Reports

Key State Education Policies on PK-12 Education: 2006
A new report from the Council of Chief State School Officers (CCSSO)is now available. This report informs policymakers and educators about the current status of key education policies across the 50 states that define and shape elementary and secondary education in public schools.

To download, view, and print the publication as a PDF file, please visit:
http://www.ccsso.org/publications/details.cfm?PublicationID=348

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Resources

IDEA Dispute Resolution Process Comparison Chart
This comparison chart was presented at the IDEA Regional Implementation Meetings in January and February 2007. It answers the following questions regarding mediation, due process complaint, resolution process, and state complaint: Who can initiate the process? What is the time limit for filing? What issues can be resolved? What is the timeline for resolving the issues? Who resolves the issues? Available in PDF at: http://www.directionservice.org/pdf/IDEA%20DR%20Process%20Comparison%20Chart.pdf .

Recording for the Blind & Dyslexic Launches a New Website for Educators
The new web site provides easy-to-use, research-based information developed by educators, targeted to the K-12 inclusive classroom. Lesson plans and other downloadable materials are grouped by subject and grade level based on feedback from educators. Check it out at: http://ltl.rfbd.org/ .

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—Upcoming Conferences—

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April 2007

—Up Front and Center—

Training Materials on IDEA 2004
Building the Legacy: A Training Curriculum on IDEA
Need training materials on IDEA 2004 and its final Part B regulations? NICHCY is pleased to be producing a new training package, complete with PowerPoint slide shows, detailed trainer notes, and handouts for participants. Modules are being made available as they are reviewed and finalized by OSEP.

• Download available modules.
  www.nichcy.org/training/contents.asp
  
  
• Sign up to be notified when new modules become available.
  www.nichcy.org/mod_signup.asp

April is Autism Awareness Month!
The following are some of the leading organizations that provide information on autism spectrum disorder. To learn about what is being done to raise awareness, visit their websites at:

Autism Society of America (ASA)
www.autism-society.org

Autism Speaks
www.autismspeaks.org

Cure Autism Now (CAN)
www.cureautismnow.org

Autism Information Center/CDC
www.cdc.gov/ncbddd/autism/

More on Autism...
The April issue of Discover magazine features in a new in-depth article entitled "Autism: It's Not Just in the Head." The article provides an analysis of a few of the latest developments and concepts in autism research. To read the article, go to: http://discovermagazine.com/2007/apr/autism-it2019s-not-just-in-the-head

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—The Federal Framework—

New 2% Regulations Posted!
The final regulations under the No Child Left Behind Act ( NCLB ) and the Individuals with Disabilities Education Act ( IDEA ) provide additional flexibility to states to more appropriately measure the achievement of certain students with disabilities. These regulations otherwise known as the 2% regulation have been released. The new regulations are part of an ongoing effort to ensure that all students, including those with disabilities, fully participate in a state's accountability system and are assessed in an appropriate and accurate manner. You can find these regulations on the U.S. Department of Education's website at: www.ed.gov.

OSEP's Discretionary Projects, Described
Every year, OSEP funds nearly 1,000 projects as part of its discretionary grants program designed to improve outcomes for children with disabilities. And every year these projects are described in a set of directories that NICHCY produces for OSEP. This year's annual directories are now available online. Have a look at the projects OSEP funded with FY 2006 monies.
www.nichcy.org/directories/intro2006.asp

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—TA&D Spotlight—

Positive Behavioral Interventions and Supports (PBIS)
Check out their newest resource entitled "How to Get PBS in Your School" available on their newsletter at:
http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx

Resources from the Professional Development in Autism Center (PDA)
Tip sheets designed for teachers, therapists and parents who want to use research-based instructional strategies. Each tip sheet includes a description of the instructional strategy and what the research says about the skills the strategy has been used to teach. http://depts.washington.edu/pdacent/tipsheets.html

Project DATA for Toddlers: An Inclusive Approach to Very Young Children with Autism Spectrum Disorder. PDF version available at: http://depts.washington.edu/pdacent/archive/checkitout9.pdf

New Assistive Technology Fact sheets...
Family Center on Technology and Disability has developed fact sheets in the following topics: AT and the IEP, AT and the Law, AT glossary, and AT 101. They are available at: www.fctd.info/resources/index.php

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—The 3Rs: Research, Reports, & Resources—

Research

The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education's Institute of Education Sciences, has recently released six new intervention reports to assist education consumers in locating and understanding scientifically based research. These are:

• Words and Concepts (Early Childhood Education):
  www.whatworks.ed.gov/Topic.asp?tid=13&ReturnPage=default.asp
  
  
• Transition Mathematics (Middle School Math)
  www.whatworks.ed.gov/Topic.asp?tid=03&ReturnPage=default.asp
  
  
• Middle College High School (Dropout Prevention):
  www.whatworks.ed.gov/Topic.asp?tid=06&ReturnPage=default.asp
  
  
• Twelve Together (Dropout Prevention):
  www.whatworks.ed.gov/Topic.asp?tid=06&ReturnPage=default.asp

• Reading Recovery (Beginning Reading ):
  www.whatworks.ed.gov/Topic.asp?tid=01&ReturnPage=default.asp
  
  
• Bilingual Cooperative Integrated Reading and Composition (BCIRC) (English Language Learning):
  www.whatworks.ed.gov/Topic.asp?tid=10&ReturnPage=default.asp
  
  

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Reports

Timing and Duration of Student Participation in Special Education in the Primary Grades
The National Center for Educational Statistics (NCES) has a new Issue Brief which reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. In addition to students' gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data used in the brief came from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K).

To download, view, and print the publication as a PDF file, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007043

The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
This report, published by the American Academy of Pediatrics, highlights the importance of play in children's development and offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities to promote play in children's lives. To read the report go to: www.aap.org/pressroom/playFINAL.pdf

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Resources

The National Assessment of Educational Progress has recent information on the " Nation's Report Card." Two new resources are available:

Grade 12 Mathematics and Reading Assessments
http://nationsreportcard.gov/reading_math_grade12_2005/

The Results of 2005 High School Transcript Study
http://nationsreportcard.gov/hsts_2005/

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—Upcoming Conferences—