E-News—Issue 5, Number 5

Welcome to the April 2002 issue of E-News!

E-News is designed to keep individuals informed of new developments in urban education and inclusive schooling practices in urban schools. In particular, E-News includes brief items of interest around the work of the National Institute and other organizations engaged in similar work, current research, upcoming conferences and events, new online and off-line products and resources, and other news happening in the field.

Features this month

• National Institute Update: Celebrating the progress of our partner districts!
• Job Opportunity: Associate director of professional development/urban special education
• Web Site of the Month: Assistive technology for individuals with disabilities
• New Resources: Three new publications cover issues related to school reform
• National Institute Support Desk

National Institute Update

Five reasons to celebrate five years of the National Institute--progress in our five partner districts!

As the National Institute approaches its fifth-year anniversary, we reflect on our work to date and are encouraged by the progress of our partner districts: Boston, Chicago, Denver, El Paso/Socorro, and Washington, DC:

• Two of these districts have data that show reductions in referrals.
• Three of these districts have schools where the numbers and percentage of students of with disabilities taking school-wide standards-based assessments has increased.
• Three of these districts have schools where the percent of students reaching proficiency on their standards-based assessments has increased.
• Schools in these districts have built teacher capacity to improve learning for all students by 1) providing content on differentiated instruction, 2) working in collaborative teams, 3) data mining to track student progress, and 4) examining models for supporting students with disabilities and their access to the general education curriculum.
• One district has shown marked improvement in its partnerships and interaction with families.
• Central offices are working more collaboratively with principals to support the needs of students with disabilities as well as all other students in the school.
• One district hired a special educator for a position in curriculum and instruction to help secondary schools develop inclusive practices.
• In all districts, the meaning of "inclusion" has developed to include a wider constituency of students, is used by more of the educational community, and focuses more on practice.

Thank you Boston, Chicago, Denver, El Paso/Socorro, and Washington, DC, for working with the National Institute these past five years and for taking risks and trying new practices that are improving the results for your children.

A brief new summary document, "The National Institute for Urban School Improvement, Accomplishments and Achievements, 1997-2002," further describes our work in these districts, as well as our efforts to build a nation of sustainable, inclusive urban schools. It is available for downloading from on our Web site at http://www.edc.org/urban/products.htm.

Job Opportunity

Associate Project Director of Professional Development

The Urban Special Education Leadership Collaborative, a partner of the National Institute, is currently seeking an Associate Project Director of Professional Development. The Collaborative is a national membership organization whose purpose is to provide leadership development and networking opportunities to urban school district administrators responsible for managing programs and services for students with disabilities. Founded in 1994 under the auspices of Education Development Center, Inc., in Newton, Massachusetts, the Collaborative has more than 80 urban school districts as members. Among its service offerings is an array of professional development opportunities, newsletters, research briefs, and member-to-member supports.

The successful candidate for this position will develop, coordinate, market, and lead the Collaborative's professional development initiatives, including the organization's semi-annual national meetings, technical assistance to schools and school districts, and special events. Working with the Collaborative's Executive Director and a team of professional staff, this position also assists with the Collaborative's outreach and communication efforts. For a complete description and details on applying, please visit the Collaborative's Web site: http://www.urbancollaborative.org/job.html.

Web Site of the Month

ConnSENSE Bulletin provides resources for learning with technology

The ConnSENSE Bulletin is a comprehensive Web site with resources related to assistive technology for individuals with disabilities. Visit http://www.connsensebulletin.com to find articles, legislative updates, job openings, and software reviews. While you are there, sign up for the ConnSense Letter, a free electronic newsletter that comes to your mailbox five times a year with information on the latest technologies in the field. Note that the publisher and software review editor are also calling for articles and new products to review.

 

New Resources

New book tells of a high school that is safe, caring, and academically rigorous

Standards of Mind and Heart: Creating the Good High School is a remarkable story of a new kind of high school that truly aspires to educate all students to high standards. Believing that a deeply personalized culture can prevent the senseless violence that has invaded many public schools, educators at Souhegan High School in Amherst, New Hampshire, set out to create a safe, caring, and academically rigorous school. Co-authors Peggy Silva (a teacher) and Robert A. Mackin (a principal) chronicle their experiences as they worked through the many challenges that ultimately resulted in this extraordinarily successful school–a real public high school that is implementing many practices recommended by national reform models. More information about this book and other resources in the National Institute’s Library Database may be found at http://www2.edc.org/urban/view.asp?655. Available from the publisher, Teachers College Press: http://store.tcpress.com/0807742120.shtml#686.

Article focuses on school reform in urban settings

In "Leadership for Learning: A Theory of Action for Urban School Districts," Lauren B. Resnick, Learning Research and Development Center, and Thomas K. Glennan, Jr., Rand Corporation, explore school reform in urban settings. They outline both the challenges of working in districts with poor, minority, and immigrant children, describe some promising practices, and trace the genesis of the Institute for Learning (IFL) at the University of Pittsburgh. Drs. Resnick and Glennan acknowledge the role that professional development plays in helping teachers acquire new knowledge and skills, but also portray a different approach to helping teachers think deeply about teaching and learning. This 20-page article is available for downloading from the IFL Web site: http://www.instituteforlearning.org (click Institute Resources, then locate the document title under Paper Resources).

Topical review examines impact of accountability reforms on students with disabilities

Within special education, several efforts have been designed to provide the Office of Special Education Programs with information on how relevant state agencies are complying with the 1997 amendments to Individuals with Disabilities Education Act (IDEA). The Educational Policy Reform Research Institute (EPRRI) is an OSEP-funded project that has been charged with examining the impact of accountability reforms on students with disabilities and special education. "Creating Performance Goals and Indicators in Special Education" is the first topical review in a new series from EPRRI that addresses an area of increasing concern to special educators: how to create valid and measurable indicators that can be used to gauge effectiveness and target improvement strategies. Free, downloadable copies are available from EPRRI’s Web site: http://www.eprri.org.

National Institute Support Desk

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