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March 2014 E-News


The latest news and information from around the country.

Calls to Participate


ArtsWork Summer Employment in Theater
ArtsWork, St. Paul, MN, is accepting applications for 16 openings for summer employment in theater, half of which are reserved for youth with disabilities. Youth between the ages of 14-21 are invited to apply. No experience is necessary, but participants must apply and be accepted. Youth will learn about all aspects of theater including writing, directing, lights, sound, acting and costumes. The six-week program will run June 16,2014-July 26, 2014. Deadline for application: March 31, 2014.


George Washington University’s Transition Special Education Distance Education Certificate Program
George Washington University seeks applicants for the summer 2014 semester of its 12-credit on-line Transition Special Education Certificate Program. Students who have enrolled in this program will be given priority when being considered for admission to the Master’s program and all credits earned will be easily transferred. The program responds to the ongoing needs expressed by educators and rehabilitation personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities. Deadline for applications: April 15, 2014. For further information about the certificate and the application process, contact Dr. Michael Ward, Program Coordinator, at Available in pdf (200 KB, 1 p).

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The Resource Zone

Other National Resources


IES Releases Synthesis of Research on Improving Reading Outcomes  (February 2014)
The Institute of Education Sciences (IES) has released “Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers,” a report on improving reading outcomes for students with or at risk for reading disabilities. The synthesis describes what has been learned from research grants on improving reading funded by the Institute of Education Sciences (IES) National Center for Special Education Research and National Center for Education Research and published in peer-reviewed outlets through December 2011.


Supportive School Discipline Initiative  (February 2014)
The Supportive School Discipline Initiative (SSDI) has released an “Overview of the Supportive School Discipline Initiative” report. SSDI is a collaboration begun in 2011 between the U.S. Departments of Education and Justice to target harsh and exclusionary school disciplinary policies and in-school arrests that push youth out of school and into the justice system, a process also known as the school-to-prison pipeline. The Overview summarizes and provides links to recent findings on the impact of school disciplinary practices on students' academic success and juvenile justice involvement.


Universal Design in the News at the Center for Universal Design in Education  (2014)
Resource List
The Center for Universal Design in Education (CUDE) at the University of Washington has added a new item to its resource collection, “Universal Design in the News.” which shares recent articles and posts relevant to the application of universal design in education: to instruction, to student services, to physical spaces, and to information technology.

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What's Happening

Other National Events


Using Student Surveys: Implications for State and District Policy

March 14, 2014
Washington, DC
AYPF is hosting a series of forums examining the use of student surveys to inform continuous improvement of teaching and learning. The third forum in the series, “Using Student Surveys: Implications for State and District Policy,” will focus on the use of student surveys at the district and state levels, with discussion of the Consortium on Chicago School Research’s Illinois Five Essentials, the Denver Public Schools’ Leading Effective Academic Practice work, and the Colorado Legacy Foundation’s work on using student surveys with pilot districts. ^ Top of Page ^

Get Wired!

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Funding Forecast

Federal Grant Opportunities


Forecast of Funding Opportunities under the Department of Education Discretionary Grant Programs for Fiscal Year 2014
This document lists virtually all programs and competitions under which the U.S. Department of Education has invited or expects to invite applications for new awards for fiscal year 2014 and provides actual or estimated deadlines for the transmittal of applications under these programs. The lists are in the form of charts organized according to the Department’s principal program offices and include programs and competitions previously announced as well as those to be announced at a later date.


FY 2014 Discretionary Grant Application Packages
This site, from the Department of Education, provides information on grant competitions that are currently open.

Additional Funding and Award Opportunities


ING Unsung Heroes Program Invites K-12 Educators to Apply for 2013 Class Project Awards
The ING Unsung Heroes awards program annually recognizes K-12 educators in the United States for innovative teaching methods, creative educational projects, and ability to positively influence the children they teach. Educators are invited to submit grant applications describing class projects they have initiated or would like to pursue. Each year, one hundred educators are selected to receive awards of $2,000 each to help fund innovative class projects. At least one award is granted in each of the fifty United States, provided one or more qualified applications are received from each state. Three of the 100 finalists will be selected for additional financial awards. All awards must be used to further the projects within the school or school system. All K-12 education professionals are eligible to apply. Applicants must be employed by an accredited K-12 public or private school located in the U.S. and be a full-time educator, teacher, principal, paraprofessional, or classified staff member working on a project with demonstrated effectiveness in improving student learning. Previous recipients of ING Unsung Heroes awards are not eligible to apply for another award. Deadline: April 30, 2014.

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End of Issue

Excerpting E-News
You are welcome to copy and paste portions of this E-News issue into your own e-mail newsletter; however, please credit the National Center on Secondary Education and Transition E-News and link to as follows: “Excerpted from NCSET E-News, an electronic newsletter of the National Center on Secondary Education and Transition (NCSET), available online at NCSET is funded by the U.S. Department of Education, Office of Special Education Programs.”

Contributing to E-News
If you have information on new products, resources, funding opportunities, and conferences or training events and want to contribute these to a future E-News issue, please e-mail the information to or see Suggest an Item for E-News for more information.

Purpose of the Listserv
E-News features resources, activities, products, and funding information from around the country. E-News is dedicated to assisting youth, parents, educators, service providers, and administrators to stay connected and informed about secondary education and transition issues.

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E-News Disclaimer
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.

Note: There are no copyright restrictions on this document. However, please credit the source and support of federal funds when copying all or part of this material.

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