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Inclusive Schools: Good for kids, families, & communities.

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E-News—Issue 6, Number 7

Welcome to the September 2003 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 Inclusive Schools Week Update: 3rd National Inclusive Schools Week to Focus on Families!
Reathorization of IDEA 2003: Reauthorization Review; Republicans Weigh in on IDEA
Events: ADAPT's Free our People March and Rally (Sep. 4-17); Project LASER's 3rd Annual Urban Education Research Conference (Dec. 3-6)
Web Site of the Month: National Association of School Psychologists' New Culturally Competent Practice Web Page
Resources: Promising Approaches for Closing the Achievement Gap; Rethinking Schools Newsletter
National Institute Support Desk

National Inclusive Schools Week Update

3rd National Inclusive Schools Week to Focus on Families!

National Inclusive Schools Week emphasizes the message "Inclusive Schools: Good for Kids, Families, & Communities." This year, the National Institute will focus on families, and the importance of developing inclusive schools where families are welcomed, respected, and engaged. We know from a decade of research that family members play significant roles in the education of children and youth. More and more studies show that when family members talk to their children about schooling, participate with school personnel, and support their children's efforts those students achieve more, attend more regularly, and are more motivated and engaged as learners. At the same time, we also know that many urban schools struggle to get parents to come to meetings and events. Schools may be unwelcoming and intimidating to many parents, especially those who speak different languages, are working hard to raise their income level out of poverty, or who may feel shy about developing relationships with teachers. During the 3rd Annual National Inclusive Schools Week, teachers, family members, and others will share their experiences and strategies for connecting schools, families, and communities in ways that contribute to the lives of children and youth both inside and outside of school.

To help schools and communities plan events and activities for the Week, the National Institute is offering an updated Celebration Kit containing publications that outline the benefits of inclusive schools, suggested readings for children and adults, celebration ideas and lesson plans, and materials to use in promoting the Week. The 2003 kit also will include specific ideas for family celebrations, classroom and school celebration ideas that honor the diverse heritages and cultures of the nation's children, and suggestions for improving family-school partnerships.

The free kit will be available for downloading from the National Institute's Web site in early fall: http://www.inclusiveschools.org. Additionally, the National Institute will be sponsoring events that center on family involvement as a key component to building inclusive schools and communities. Details will be posted on the National Institute's Web site soon.

To learn more about the 3rd Annual National Inclusive Schools Week, visit the National Institute's Web site: http://www.inclusiveschools.org or contact Bonnie Johnson Barry at bjohnsonbarry@edc.org.

Reauthorization of IDEA 2003

Reauthorization Review

As school starts and Congress reconvenes, it is important to review the IDEA reauthorization process as it stands right now. The House and Senate have both introduced their respective bills (H.R. 1350 and S. 1248). The full House has passed its bill. In the Senate, the bill has been passed out of Committee and is awaiting consideration by the full Senate. Most likely, the full Senate will mark-up the bill shortly after it return from summer recess. Once both the full House and Senate have passed their respective bills, a Conference Committee will be appointed to hash out the differences between the two bills and report out a final version of the legislation. This final version then goes back to both the House and Senate for a final vote. It is this version of the legislation that, once passed, goes to the President for signature and becomes law.

To access the full text of the Senate's IDEA reauthorization bill (S. 1248), go to: http://health.senate.gov/bills/013_bill.html
To access the full text of the House's IDEA reauthorization bill (H.R. 1350), go to: http://edworkforce.house.gov/issues/108th/education/idea/idea.htm

Republicans Weigh in on IDEA

On July 22, the Senate Republican Policy Committee chaired by Senator Jon Kyl (R-AZ) released a paper entitled “Disabled Children May Be Left Behind if IDEA Law Becomes an Entitlement.” This document outlines the RPC's stance on IDEA reauthorization, emphasizing how IDEA may be viewed within the context of the Bush administration's education agenda. The document may be found at http://rpc.senate.gov/releases/2003/ed072203.pdf.

Events

ADAPT's Free our People March and Rally

September 4-17, 2003

ADAPT's Free Our People March and Rally are designed to draw the attention to the need for the Medicaid Community-based Attendant Services and Supports Act, also known as MiCASSA. The passage of MiCASSA would work to prevent individuals with disabilities and people who are aging from being forced into nursing homes because of a lack of optional services, like home and community based attendant services and supports. Optional services under Medicaid are at additional risk under the proposed Bush budget, which would cap the amounts states. The march will begin with a press conference at the Liberty Bell, in Philadelphia, PA, continue through Delaware and Maryland, and end with a rally in Washington, D.C. on Capitol Hill Wednesday, September 17. For more information about each day's various events, as well as ways to participate or help out, visit http://www.freeourpeople.org

Project LASER's 3rd Annual Urban Education Research Conference

Fifty years of broken promises, dashed hopes, and shattered dreams: Solutions wanted! Only evidence-based research need apply

December 3-6, 2003 (Pre-Conference: December 2) • Dallas, TX

Linking Academic Scholars to Educational Resources (LASER) is a project of the Office of Special Education Programs, with a mission to enhance the capacity of faculty and graduate students in minority institutions to engage in research that impacts children from minority and/or low-income backgrounds. Project Director Dr. Brenda L. Townsend has invited a distinguished list of presenters to LASER's annual conference, including Drs. Alfredo Artiles, James Banks, Vivian Correa, Richard Figueroa, Geneva Gay, Tom Peacock, Theresa Perry, Francisco Rios, Christine Sleeter, Orlando Taylor, Martha Thurlow, and William Trent.

For more information, please visit http://www.coedu.usf.edu/LASER. For additional details, contact Dr. Townsend (btownsen@tempest.coedu.usf.edu or 813-974-1385), or Project Coordinator Ms. Anh-Kay Pizano (813-974-9890 or apizano@tempest.coedu.usf.edu).

Web Site of the Month

National Association of School Psychologists' Culturally Competent Practice Web Page

The National Association of School Psychologists is committed to promoting inclusive educational environments that respect and respond to differences in race, culture, ethnicity, and language. NASP's recently launched Culturally Competent Practice Web site - http://www.nasponline.org/culturalcompetence - is designed to assist school psychologists, educators, and parents in their efforts to enhance the mental health and educational competence of all children. The site includes a self-assessment checklist on Promoting Cultural Diversity and Cultural Competency; definitions of what it means to be cultural competent policymakers, administrators, and educators; a bilingual edition of tips and tools for helping children at home and school; and much more.

New Resources

New personnel studies about school principals and special education administrators

The Center on Personnel Studies in Special Education (COPSSE) collects and synthesizes research on the supply and demand of special education professionals, quality and effectiveness of professional preparation, and certification and licensure. COPSSE has commissioned a series of 10 issue briefs, and in June, released two publications. “Special Education Administration at a Crossroads: Availability, Licensure, and Preparation of Special Education Administrators” focuses on the special education school administrator and the need for and preparation of persons in this profession. It is available at http://www.coe.ufl.edu/copsse/pubfiles/IB-8.pdf. The second publication, “Principals and Special Education: The Critical Role of School Leaders,” focuses on the role of a principal in special education. It is available at http://www.coe.ufl.edu/copsse/pubfiles/IB-7.pdf.

GAO reports on IDEA disciplinary requirements

During the 2000-2001 school year, more than 91,000 special education students were removed from their educational settings for disciplinary reasons. Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide educational services to special education students who are removed from their educational settings for more than 10 days in a school year.

The U.S. Senate Committee on Health, Education, Labor, and Pensions' Ranking

Minority Member, Senator Ted Kennedy, asked the U. S. General Accounting Office (GAO) to determine where disciplined special education students are placed, the extent to which local school districts continue educational services for these students, and how the U.S. Department of Education provides support and oversight for special education disciplinary placements. To address these objectives, GAO conducted a study, using surveys and site-visits of special education disciplinary placements in three states: Illinois, Maryland, and North Carolina. As a result of the study, the GAO recommended that the Secretary of Education issue supplemental guidance to state and local education agencies to assist them in implementing IDEA's disciplinary provisions. For more information about what the GOA found and for copy of the full report, “Clearer Guidance Would Enhance Implementation of Federal Disciplinary Provisions,” visit http://www.gao.gov/cgi-bin/getrpt?GAO-03-550.

WEB SITE OF THE MONTH

Teaching Diverse Learners

http://www.alliance.brown.edu/tdl/

The "Teaching Diverse Learners" Web site is dedicated to enhancing the capacity of teachers to work effectively and equitably with English language learners. One of its newest publications, the Diversity Kit: An Introductory Resource for Social Change in Education, addresses the importance of improving the educational experience of English language learners, as schools and teachers meet the challenges of new student demographics and changing student needs. The Web site also includes information on:

teaching and learning strategies on culturally responsive teaching, mainstream classrooms, bilingual/ESL classrooms, and special education
strategies for performance and student assessment
organizations that may be useful to teachers of language minority students
funding opportunities and grants for teaching English language learners

National Institute Support Desk

Previous issues of E-News can be viewed at: niusi.obiki.org/enews.htm.

For more information about the National Institute for Urban School Improvement, please feel free to contact us.

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E-News—Issue 6, Number 7 Welcome to the September 2003 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 Inclusive Schools Week Update: 3rd National Inclusive Schools Week to Focus on Families! Reathorization of IDEA 2003: Reauthorization Review; Republicans Weigh in on IDEA Events: ADAPT's Free our People March and Rally (Sep. 4-17); Project LASER's 3rd Annual Urban Education Research Conference (Dec. 3-6) Web Site of the Month: National Association of School Psychologists' New Culturally Competent Practice Web Page Resources: Promising Approaches for Closing the Achievement Gap; Rethinking Schools Newsletter National Institute Support Desk National Inclusive Schools Week Update 3rd National Inclusive Schools Week to Focus on Families! National Inclusive Schools Week emphasizes the message "Inclusive Schools: Good for Kids, Families, & Communities." This year, the National Institute will focus on families, and the importance of developing inclusive schools where families are welcomed, respected, and engaged. We know from a decade of research that family members play significant roles in the education of children and youth. More and more studies show that when family members talk to their children about schooling, participate with school personnel, and support their children's efforts those students achieve more, attend more regularly, and are more motivated and engaged as learners. At the same time, we also know that many urban schools struggle to get parents to come to meetings and events. Schools may be unwelcoming and intimidating to many parents, especially those who speak different languages, are working hard to raise their income level out of poverty, or who may feel shy about developing relationships with teachers. During the 3rd Annual National Inclusive Schools Week, teachers, family members, and others will share their experiences and strategies for connecting schools, families, and communities in ways that contribute to the lives of children and youth both inside and outside of school. To help schools and communities plan events and activities for the Week, the National Institute is offering an updated Celebration Kit containing publications that outline the benefits of inclusive schools, suggested readings for children and adults, celebration ideas and lesson plans, and materials to use in promoting the Week. The 2003 kit also will include specific ideas for family celebrations, classroom and school celebration ideas that honor the diverse heritages and cultures of the nation's children, and suggestions for improving family-school partnerships. The free kit will be available for downloading from the National Institute's Web site in early fall: http://www.inclusiveschools.org. Additionally, the National Institute will be sponsoring events that center on family involvement as a key component to building inclusive schools and communities. Details will be posted on the National Institute's Web site soon. To learn more about the 3rd Annual National Inclusive Schools Week, visit the National Institute's Web site: http://www.inclusiveschools.org or contact Bonnie Johnson Barry at bjohnsonbarry@edc.org. Reauthorization of IDEA 2003 Reauthorization Review As school starts and Congress reconvenes, it is important to review the IDEA reauthorization process as it stands right now. The House and Senate have both introduced their respective bills (H.R. 1350 and S. 1248). The full House has passed its bill. In the Senate, the bill has been passed out of Committee and is awaiting consideration by the full Senate. Most likely, the full Senate will mark-up the bill shortly after it return from summer recess. Once both the full House and Senate have passed their respective bills, a Conference Committee will be appointed to hash out the differences between the two bills and report out a final version of the legislation. This final version then goes back to both the House and Senate for a final vote. It is this version of the legislation that, once passed, goes to the President for signature and becomes law. To access the full text of the Senate's IDEA reauthorization bill (S. 1248), go to: http://health.senate.gov/bills/013_bill.html To access the full text of the House's IDEA reauthorization bill (H.R. 1350), go to: http://edworkforce.house.gov/issues/108th/education/idea/idea.htm Republicans Weigh in on IDEA On July 22, the Senate Republican Policy Committee chaired by Senator Jon Kyl (R-AZ) released a paper entitled “Disabled Children May Be Left Behind if IDEA Law Becomes an Entitlement.” This document outlines the RPC's stance on IDEA reauthorization, emphasizing how IDEA may be viewed within the context of the Bush administration's education agenda. The document may be found at http://rpc.senate.gov/releases/2003/ed072203.pdf. Events ADAPT's Free our People March and Rally September 4-17, 2003 ADAPT's Free Our People March and Rally are designed to draw the attention to the need for the Medicaid Community-based Attendant Services and Supports Act, also known as MiCASSA. The passage of MiCASSA would work to prevent individuals with disabilities and people who are aging from being forced into nursing homes because of a lack of optional services, like home and community based attendant services and supports. Optional services under Medicaid are at additional risk under the proposed Bush budget, which would cap the amounts states. The march will begin with a press conference at the Liberty Bell, in Philadelphia, PA, continue through Delaware and Maryland, and end with a rally in Washington, D.C. on Capitol Hill Wednesday, September 17. For more information about each day's various events, as well as ways to participate or help out, visit http://www.freeourpeople.org Project LASER's 3rd Annual Urban Education Research Conference Fifty years of broken promises, dashed hopes, and shattered dreams: Solutions wanted! Only evidence-based research need apply December 3-6, 2003 (Pre-Conference: December 2) • Dallas, TX Linking Academic Scholars to Educational Resources (LASER) is a project of the Office of Special Education Programs, with a mission to enhance the capacity of faculty and graduate students in minority institutions to engage in research that impacts children from minority and/or low-income backgrounds. Project Director Dr. Brenda L. Townsend has invited a distinguished list of presenters to LASER's annual conference, including Drs. Alfredo Artiles, James Banks, Vivian Correa, Richard Figueroa, Geneva Gay, Tom Peacock, Theresa Perry, Francisco Rios, Christine Sleeter, Orlando Taylor, Martha Thurlow, and William Trent. For more information, please visit http://www.coedu.usf.edu/LASER. For additional details, contact Dr. Townsend (btownsen@tempest.coedu.usf.edu or 813-974-1385), or Project Coordinator Ms. Anh-Kay Pizano (813-974-9890 or apizano@tempest.coedu.usf.edu). Web Site of the Month National Association of School Psychologists' Culturally Competent Practice Web Page The National Association of School Psychologists is committed to promoting inclusive educational environments that respect and respond to differences in race, culture, ethnicity, and language. NASP's recently launched Culturally Competent Practice Web site - http://www.nasponline.org/culturalcompetence - is designed to assist school psychologists, educators, and parents in their efforts to enhance the mental health and educational competence of all children. The site includes a self-assessment checklist on Promoting Cultural Diversity and Cultural Competency; definitions of what it means to be cultural competent policymakers, administrators, and educators; a bilingual edition of tips and tools for helping children at home and school; and much more. New Resources New personnel studies about school principals and special education administrators The Center on Personnel Studies in Special Education (COPSSE) collects and synthesizes research on the supply and demand of special education professionals, quality and effectiveness of professional preparation, and certification and licensure. COPSSE has commissioned a series of 10 issue briefs, and in June, released two publications. “Special Education Administration at a Crossroads: Availability, Licensure, and Preparation of Special Education Administrators” focuses on the special education school administrator and the need for and preparation of persons in this profession. It is available at http://www.coe.ufl.edu/copsse/pubfiles/IB-8.pdf. The second publication, “Principals and Special Education: The Critical Role of School Leaders,” focuses on the role of a principal in special education. It is available at http://www.coe.ufl.edu/copsse/pubfiles/IB-7.pdf. GAO reports on IDEA disciplinary requirements During the 2000-2001 school year, more than 91,000 special education students were removed from their educational settings for disciplinary reasons. Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide educational services to special education students who are removed from their educational settings for more than 10 days in a school year. The U.S. Senate Committee on Health, Education, Labor, and Pensions' Ranking Minority Member, Senator Ted Kennedy, asked the U. S. General Accounting Office (GAO) to determine where disciplined special education students are placed, the extent to which local school districts continue educational services for these students, and how the U.S. Department of Education provides support and oversight for special education disciplinary placements. To address these objectives, GAO conducted a study, using surveys and site-visits of special education disciplinary placements in three states: Illinois, Maryland, and North Carolina. As a result of the study, the GAO recommended that the Secretary of Education issue supplemental guidance to state and local education agencies to assist them in implementing IDEA's disciplinary provisions. For more information about what the GOA found and for copy of the full report, “Clearer Guidance Would Enhance Implementation of Federal Disciplinary Provisions,” visit http://www.gao.gov/cgi-bin/getrpt?GAO-03-550. WEB SITE OF THE MONTH Teaching Diverse Learners http://www.alliance.brown.edu/tdl/ The "Teaching Diverse Learners" Web site is dedicated to enhancing the capacity of teachers to work effectively and equitably with English language learners. One of its newest publications, the Diversity Kit: An Introductory Resource for Social Change in Education, addresses the importance of improving the educational experience of English language learners, as schools and teachers meet the challenges of new student demographics and changing student needs. The Web site also includes information on: teaching and learning strategies on culturally responsive teaching, mainstream classrooms, bilingual/ESL classrooms, and special education strategies for performance and student assessment organizations that may be useful to teachers of language minority students funding opportunities and grants for teaching English language learners National Institute Support Desk Previous issues of E-News can be viewed at: niusi.obiki.org/enews.htm. For more information about the National Institute for Urban School Improvement, please feel free to contact us.
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