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February 2004 E-News


The latest news and information from around the country.

Legislative Announcements


Charting the Course: States Decide Major Provisions Under No Child Left Behind
As evidenced by the diversity among the approved state accountability plans and state-consolidated applications, states have great flexibility in the design of their systems and implementation of particular No Child Left Behind (NCLB) provisions, according to a new press release from the U.S. Department of Education. Presented as a checklist of items, states considered many issues when designing accountability systems, providing options for parents and defining highly qualified teachers. The list outlines almost 40 separate issues under the control and responsibility of state and local education agencies. Helpful examples of how individual states have complied with NCLB are outlined along with expanded definitions of key provisions of the law.


Commissioner Barnhart Presents Her Approach to Improving the Disability Determination Process
In a briefing, Social Security Administration (SSA) Commissioner Jo Anne Barnhart outlined several planned approaches to improve the SSA Disability Determination. She envisions that the system will reduce the time SSA takes to make a disability determination, address the question of why people with obvious disabilities cannot get a decision immediately, and also address the question of why individuals would want to go back to work after going through such an arduous process to receive benefits. Changes could be made through regulation, which means that this might be accomplished in a two year time period. She proposes to hire additional workers to improve the quality throughout the system (lower caseloads), and include vocational specialists as part of the determination process. The Commissioner also will hold regular briefings with disability organizations to ensure input and advice through these changes.


Paige Announces Appointments to National Assessment Governing Board
U.S. Secretary of Education Rod Paige announced that eight individuals have been appointed to four-year terms on the National Assessment Governing Board (NAGB), the independent board that creates policies for the National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card."

Calls to Participate


Do You Know a Youth with Leadership Experience? Encourage Them to Apply to the 2004 National Youth Leadership Conference
The 2004 National Youth Leadership Conference, “Learning, Living, Leading: Youth with Disabilities Continuing the Legacy,” will be held July 24–27, 2004 in Washington, DC. Approximately 65 young leaders will be chosen to participate. Participants will have exciting opportunities to learn from national disability leaders, public officials, and other young leaders with disabilities from all over the country. If you know a youth with leadership experience who would like to attend, please encourage him or her to apply. Transportation, lodging, and meals will be provided. Application deadline: March 17, 2004.

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The Resource Zone

NCSET Resources


A Review of the National Leadership Summit on Improving Results for Youth  (November 2003)
NCSET Teleconference Transcript
Transcript of the national teleconference call held in November of 2003. Presenters on the call highlighted the outcomes of the National Leadership Summit held on September 18-19, 2003 in Washington, DC. Included is the purpose and format of the Summit; findings from the data, including the 10 priority content areas and three overarching themes that emerged; perspectives from two states on how the Summit has instituted change for them; and Summit follow-up technical strategies. Presented by David Johnson, Director of the National Center on Secondary Education and Transition; Wendy Collison, Education Program Specialist at the Arizona Department of Education (AZ’s State Team Leader at Summit); and David Sienko, Office of Special Needs, Rhode Island Department of Education (RI’s State Team Leader at Summit).


Addressing the Needs of Culturally and Linguistically Diverse Students With Disabilities in Postsecondary Education  (February 2004)
NCSET Information Brief  • Volume  3 ,  Issue  1
Persons with disabilities usually must overcome a variety of challenges not faced by their peers without disabilities in order to gain entry to and succeed in postsecondary education. These challenges are often especially difficult for persons with disabilities of culturally and linguistically diverse heritage. This brief identifies the major challenges of postsecondary education for persons with disabilities of culturally and linguistically diverse heritage and provides recommendations to postsecondary institutions for supporting the educational success of these students.


An Effective Model for College Students With Learning Disabilities and Attention Deficit Hyperactivity Disorders  (February 2004)
NCSET Research to Practice Brief  • Volume  3 ,  Issue  1
College students with learning disabilities and attention deficit hyperactivity disorders who participate in the Virginia Commonwealth University Supported Education Model tend to stay in school and progress in their educational programs, according to a study conducted by the Virginia Commonwealth University Rehabilitation Research and Training Center on Workplace Supports. This brief describes the VCU Supported Education Model and results of the study.


Critical Issues in Reform and Inclusion of Youth with Disabilities in Secondary Education and Transition  (July 2003)
NCSET Institute Proceeding
Proceedings of the institute held in July 2003 in Washington, D.C. in conjunction with the 2003 Office of Special Education Programs (OSEP) Research Project Directors' Conference. This institute provided researchers with an opportunity to engage in reflective dialogue around issues of reform, inclusion, and the intersection of reform and inclusion at the high school level.


Current Challenges Facing the Future of Secondary Education and Transition Services for Youth with Disabilities in the United States  (January 2004)
Discussion Paper
This paper is intended to promote discussion among professionals, policymakers, employers, parents, and individuals with disabilities concerning current and future challenges facing secondary education and transition services nationally. This paper (a) presents findings from research identifying key issues influencing the implementation of federal legislation relating to transition services at state and local levels; (b) examines the impact of national organizations, government reports, policy groups, and the courts on secondary education and transition services; and (c) presents the major challenges that the Center must begin to address immediately.

Other National Resources


Asperger Syndrome Employment Workbook: An Employment Workbook for Adults with Asperger Syndrome  (2001)
This workbook was written by Roger N. Meyer and Tony Attwood and is designed as a self-paced guide for mature adults with Asperger Syndrome. It can also be used by professionals. The authors provide in-depth guidance and research on fulfilling employment for adults and adolescents with Asperger Syndrome and high-functioning autism. Through a complete review of three periods in the reader's work life, this guide assists the reader to compose his/her autobiographical work history based upon understanding the impact of Asperger Syndrome on their employment experiences.


Equal Access: Designing Your Project to Be Accessible to All Participants  (2004)
Many projects funded by the federal government, corporations, and private foundations are not fully accessible to potential participants who have disabilities. Their Web sites are not designed to be accessible to individuals who are blind and using text-to-speech systems, events are scheduled in inconvenient and even inaccessible locations, publications are not available in alternate formats, and they have not put in place procedures for efficiently responding to requests for accommodations by individuals with disabilities. This publication, available from DO-IT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington, is designed to help projects make their information resources and activities accessible to everyone, including individuals with disabilities.


Meaningful Student Involvement: Guide to Inclusive School Change  (2003) PDF document
Written by Adam Fletcher for The Freechild Project and HumanLinks Foundation, this booklet is designed to acquaint the reader with Meaningful Student Involvement. The strategy, assessment tools, and characteristics are explained, as well as what school activities, organizational structures, and participant roles look like when Meaningful Student Involvement is applied. Best practices from across the nation illustrate the actual application of the strategy in diverse settings, and a comprehensive resource listing provides ample footing for educators and students to advocate for and implement Meaningful Student Involvement in their schools. Available in PDF (28 pages).


Mix and Match: Using Federal Programs to Support Interagency Systems of Care for Children with Mental Health Care Needs  (2003) PDF document
This issue brief looks at what can be done to increase coordination and expand families' access to needed services. States and localities can use existing federal programs in a coordinated manner to finance the widest possible array of services for children of all ages and income groups. Available in PDF (30 pages).


State Resource Directories on ADA Compliance and Technical Assistance  (2004)
Web Page
The National Arts and Disability Center provides State resource directories that contain organizations and agencies that provide technical assistance regarding the ADA and the Arts. State listings include disability agencies and organizations for creating an access and advisory committee or conducting outreach to the disability community.


Stories of Leadership  (August 2002) PDF document
This manual, published by the Minnesota Governor’s Council on Developmental Disabilities, features stories of individuals and families who have taken significant steps toward independence, self determination, productivity, integration, and inclusion, as well as those who have made a difference in bringing about changed attitudes in the community and changed lives for those with disabilities. Available in PDF (88 pages).

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What's Happening

NCSET Events


Community YouthMapping: Are You on the Map?
Teleconference Call
February 11, 2004
1:00 PM - 2:00 PM   (Central)
NCSET teleconference call held February 11, 2004 to discuss Community YouthMapping (CYM), a developmental approach to collecting information on resources and issues that requires meaningful participation by youth and adults in a community. Young people and adults canvass their neighborhoods/communities and document baseline information on resources for other young people, children and families. Communities also have the opportunity to customize their questions to get at community specific concerns or areas of interest. Youth and adults are the key stakeholders in the planning, collection, data entry, analysis and dissemination of this information. Presented by Raul Ratcliffe and Eric Kilbride, Program Officers, AED Center for Youth Development and Policy Research, and Kelli Crane, Senior Policy Analyst of TransCen, Inc. The transcript of this call is now available.

Supporting Individuals with Intellectual Disabilities to Transition to and Participate in Postsecondary Education
Teleconference Call
March 16, 2004
2:00 PM - 3:00 PM   (Central)
NCSET teleconference call held March 16, 2004 to discuss: (1) The benefits of postsecondary education for individuals with intellectual disabilities; (2) Barriers to transition and postsecondary education for individuals with intellectual disabilities; and (3) Programs, approaches, and supports that will enhance transition and postsecondary access for individuals with intellectual disabilities. Presented by Robert Stodden, Ph.D., University of Hawaii at Manoa; Meg Grigal, Ph.D., University of Maryland; and Debra Hart, Ph.D., University of Massachusetts, Boston. The transcript of this call is now available.

Other National Events


Building Employment Opportunities for People with Disabilities Training Forum
March 3, 2004 - March 4, 2004
Chicago, IL
The Training Forum, sponsored by the Employment & Labor Training Administration at the U.S. Department of Labor, will provide the facts about many new programs, grants, and initiatives available to the Workforce System to improve employment outcomes for people with disabilities. The sessions will teach attendees how to tap into and integrate these resources at the state and local levels. In addition, National and Regional speakers will provide strategies for developing policies and initiatives, plus techniques for those attendees providing direct services to One-Stop customers with disabilities.

2004 ASCD Conference: Faces of Education: Courageous Actions, Powerful Stories
March 19, 2004 - March 22, 2004
New Orleans, LA
The Association for Supervision and Curriculum Development (ASCD) will host its 59th Annual Conference and Exhibit Show which will feature sessions presented by nationally known consultants and academicians on a wide variety of topics, including the No Child Left Behind Act, the achievement gap, quality teaching, curriculum reform, diversity, international issues, assessment and evaluation, and early childhood education. ^ Top of Page ^

Get Wired!

Web Sites


2003 National Leadership Summit on Improving Results for Youth
NCSET, with the support of numerous partnering agencies and organizations, hosted the National Leadership Summit on Improving Results for Youth in Washington, D.C. in September 2003, and has launched a Web site describing and summarizing the events that took place. The Summit was attended by 42 State leadership teams and resulted in the development of State priorities and action plans. These priorities are available on the Web, along with PowerPoint presentations from distinguished speakers, photos of attending teams, and more.


Developmental Disabilities Database (DDD)
The purpose of this site is to provide a public resource of documents, Web site links, and videos originally developed by the Mailman Center for online training of health care professionals. Eight main categories are offered; assistive technology, early care and education/child care, early intervention, education-school age, employment, services and supports, health care, and adults with developmental disabilities.


IBM Human Ability and Accessibility Center
The IBM Accessibility Center was created in 2000 to apply research technologies to solve problems experienced by people with disabilities. In 2002, the Accessibility Center team expanded its focus to include access to information by virtually anyone under virtually any circumstances. IBM Accessibility Centers are located in the U.S., Europe, and Japan.
This site is a virtual library of resources for workforce development practitioners, providing access to over 2100 of the best tools and materials available from hundreds of organizations. It is organized into 11 major workforce development functions and topics and subtopics within each function. Each function area houses different kinds of resources for a broad spectrum of uses (data, analysis, examples, tools, Web sites, etc.) This project has been funded by the Ford Foundation, Rockefeller Foundation, and the U.S. Department of Labor.

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Funding Forecast

Federal Grant Opportunities


Developing Hispanic-Serving Institutions (HSI) Program – CFDA# 84.031S
The Developing HSI Program assists HSIs in expanding their capacity to serve Hispanic and low-income students by enabling them to improve their academic quality, institutional management, and fiscal stability and to increase their self- sufficiency. Applications available: January 20, 2004. Application deadline: March 3, 2004.


Elementary and Secondary School Counseling Programs – CFDA# 84.215E
The purpose of the Elementary and Secondary School Counseling program is to award grants to local educational agencies for the purpose of establishing or expanding elementary and secondary school counseling programs. Applications available: February 3, 2004. Application deadline: March 19, 2004.


Magnet Schools Assistance Program – CFDA# 84.165A
The Magnet Schools Assistance Program (MSAP) provides grants to eligible LEAs and consortia of LEAs to support magnet schools that are part of an approved desegregation plan. Applications available: February 2, 2004. Application deadline: March 15, 2004.


National Professional Development Program – CFDA# 84.195N
The purpose of the National Professional Development Program is to provide for professional development activities that will improve classroom instruction for limited English proficient (LEP) children and assist educational personnel working with such children to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction education programs or serve LEP children. Applications available: February 4, 2004. Application deadline: March 5, 2004.


National Research and Development Centers – CFDA# 84.305A
The centers will focus on the following topic areas: rural education, postsecondary education, improving low achieving schools, and innovation in education reform. Applications available: February 3, 2004. Application deadline: May 27, 2004.

Additional Funding and Award Opportunities


ING Unsung Heroes: Funds for Inspirational K-12 Teachers
ING Financial Services provides funds for K-12 teachers through its Unsung Heroes Awards. The awards are given to K-12 educators pioneering in new methods and techniques that improve student learning. Each year, 100 finalists are selected to receive $2,000 awards. Application deadline: April 30, 2004.


NEC Foundation Grants for Assistive Technology
The NEC Foundation of America awards grants ranging from $1,500 to $75,000 to support "the development, application and use of technology by and for people with disabilities." Projects must have "national reach and impact." One-page preliminary proposals are welcomed. Deadlines for full proposals: March 1 and September 1, annually.


Quality of Life Grants Program
The Quality of Life Grants Program offers two types of grants to non-profit organizations. The first type of grant supports non-profit organizations that address the needs of persons living with spinal cord injuries, their families, and caregivers. Within this grant, funding is awarded in twelve categories: children, arts, sports and recreation, education, advocacy, accessibility, practical service, independent living, assistive technology, therapeutic riding, employment, and counseling. The Quality of Life Grants Program also offers health promotion awards to non-profit organizations that address paralysis caused by spinal cord injuries and other injuries, diseases and birth defects, including (but not limited to) stroke, spina bifida, multiple sclerosis, cerebral palsy, and amyotrophic lateral sclerosis. Deadlines for submission of applications are April 1 and October 1.


RFP for Youth-Led Research PDF document
The Center on Information and Research on Civic Learning and Engagement (CIRCLE) is pleased to announce a new grant competition for research on civic engagement that is conducted by youth. Research teams that include youth and adults working together, or research teams of youth and adult mentors are welcome to apply. Mandatory letters of inquiry are due no later than February 18, 2004.

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End of Issue

Excerpting E-News
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The National Center on Secondary Education and Transition disseminates E-News to enhance public access to information about secondary education and transition activities. Our intention is to provide resources that are current and accurate. Although every attempt is made to ensure the accuracy of this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention.

E-News was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). However, the opinions expressed herein do not necessarily reflect the policy or position of the U. S. Department of Education, Office of Special Education Programs, or any of the six partners of the National Center on Secondary Education and Transition, and no official endorsement should be inferred.

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