DOJ Reaches Landmark Settlement with RI on Employment, Integrated Day Services for People with Disabilities
4/8/2014 - The Justice Department announced today that it has entered into the nation’s first statewide settlement agreement vindicating the civil rights of individuals with disabilities who are unnecessarily segregated in sheltered workshops and facility-based day programs. The agreement with the State of Rhode Island will resolve violations of the Americans with Disabilities Act (ADA) for approximately 3,250 Rhode Islanders with intellectual and developmental disabilities. This first-of-its-kind statewide agreement addresses the rights of people with disabilities to receive state-funded employment and daytime services in integrated settings, such as supported employment and integrated day services, rather than in segregated sheltered workshops and facility-based day programs with only other people with disabilities. he agreement also provides relief to transition-age youth at risk of segregation in facility-based programs. Under the agreement, transition-age youth will have access to a wide array of transition, vocational rehabilitation, and supported employment services intended to lead to integrated employment outcomes after they leave secondary school. The parties have jointly filed the settlement in federal district court and have requested that it be entered as a court-enforceable Consent Decree.
For more general information about the Justice Department’s ADA Olmstead enforcement efforts, visit the Civil Rights Division’s Olmstead: Community Integration for Everyone website. To find out more about the ADA, visit Division’s ADA.gov website or call the toll-free ADA Information Line at 800-514-0301 or 800-514-0383 (TDD).
IEL’s Community Schools National Forum and Community Schools Movement Highlighted on Cincinnati TV News
3/19/2014 - Local media in Cincinnati, Ohio are excited about the upcoming 2014 Community Schools National Forum convened by IEL’s Coalition for Community Schools this April 9-11. Cincinnati’s WLWT Channel 5 News, an NBC affiliate, aired a two-minute piece which included students, the convention bureau CEO, the school board president, a city council member, and others.
Eve Bolton, President of the Cincinnati Public School Board, explains the community schools model, “We want our schools to again be the center of the community. So it’s not just an eight to three experience or just extracurricular activities, but indeed the whole community owns that school, partners in that school, provides services to our students, gets the kids ready to be in the community as community leaders.”
Cincinnati implemented the community schools model in its Community Learning Center initiative, which now includes 26 elementary schools and eight high schools. Last year, IEL’s Coalition for Community Schools recognized the Cincinnati Community Learning Centers with the Community Schools National Award for Excellence.
According to Cincinnati City Council Member P.G. Sittenfeld, “Since the Community Learning Center strategy was initiated in Cincinnati, attendance rates have gone up, graduation rates have gone up, health care access has gone up, our academic report card rating has gone up, our academic performance index has gone up, and public trust has gone up!”
Since embracing the Community School vision, Cincinnati’s Community Learning Centers have seen graduation rates rise from 51% to 82% and the achievement gap between African American and white students narrow from 15% to 1%. Cincinnati is the highest-rated urban school district in the state.
IEL's DC Advocacy Partners Hosts DC Disability Community Mayoral Candidates Forum
3/14/2014 - On March 8, 2014, the disability community hosted the first ever Mayoral Candidates Forum focused on issues impacting District of Columbia residents with disabilities, sponsored by DC Advocacy Partners and Project ACTION!, two local disability advocacy and leadership development organizations. Candidate Reta Jo Lewis attended the event along with surrogates representing Vincent Gray and Andy Shallal. Candidates and representatives gave prepared statements and answered questions generated by the audience of approximately 75 self-advocates, family members, and friends. All candidates were invited and asked in advance to complete a brief questionnaire detailing their platforms on a wide variety of issues important to DC residents with disabilities including access to quality education, employment, and affordable housing. Full questionnaire responses are available at the DC Advocacy Parnters website.
IEL Staff Testifies on College Success for Students with Disabilities to Senate HELP Committee
2/27/2014 - This morning, IEL's Dana Fink testified before the Senate Committee on Health, Education, Labor and Pensions (HELP) at their roundtable hearing entitled "Promoting College Access and Success for Students with Disabilities." The roundtable examined barriers to access and completion for students with disabilities and ways to support their success through the Higher Education Act reauthorization. The Committee asked Fink to talk about her experiences as she transitioned from high school in Georgia to the University of Illinois; provide detail on the physical and programmatic access barriers that she experienced on campus, as well as the supports and services she used and valued; and provide policy recommendations. The hearing is scheduled for Thursday, February 27 at 10:00am. Archived video of the hearing and information about the other witnesses is available on the Senate website.
RAMP Coordinator Participates in Two White House Events in Same Day
2/27/2014 - Taavon James, Ready to Achieve Mentoring Program (RAMP) Coordinator at Humanim, Inc. in Baltimore, MD, is doing double duty at the White House today. James is participating in a panel discussion on the benefits of mentoring individuals of color with disabilities. His remarks focus on the career-focused mentoring activities that he has been providing in the RAMP and the unique aspects of serving young people of color who may still be coming to terms with their own disability. This dialogue is a part of the African American History Month event at the White House and includes co-panelists Taryn Williams, Youth Policy Advisor, U.S. Department of Labor's Office of Disability Employment Policy; David Johns, Executive Director, White House Initiative on Educational Excellence for African Americans; Odunola Ojewumi, Founder of Project ASCEND. The moderator is Patrick Cokley, Policy Advisor, Office of Disability Employment Policy, U.S. Department of Labor and Moderator of the Lead on Update. Both Williams and Cokley are former IEL staff members.
James was also invited to participate in the launch of President Obama’s My Brother’s Keeper Initiative. This event brings together individuals and organizations across the country to discuss strategies to support young men of color that will keep them in school and out of the criminal justice system. The initiative will consist of two phases. First, businesses and foundations will join together to test strategies aimed at ensuring youth arrive at school ready to learn and reducing negative interactions with the criminal justice system. Second, the president will launch an internal administration effort to rigorously evaluate what programs are successful at supporting young minority males.
RAMP is a career-focus mentoring program and is a project of IEL.
Executive Order Raising Minimum Wage for Federal Contractors Includes People with Disabilities
2/13/2014 - Yesterday,the President signed an Executive Order that will raise the minimum wage of individuals employed by federal contractors to $10.10 per hour beginning January 1, 2015. The minimum wage hike applies to all individuals working under new service or concession contracts with the Federal government, including people with disabilities. Under current law, workers whose productivity is affected by their disabilities may be paid subminimum wages under certain specialized certificate programs authorized pursuant to Section 14(c) of the Fair Labor Standards Act of 1938.
The inclusion of people with disabilities in this minimum wage hike is being applauded by the disability community as a tremendous victory for federal contract workers with disabilities. Read the White House Fact Sheet on the Executive Order to learn the impact on the minimum wage for all federal contractors, including those with disabilities.
IEL Commends Investments for Children and Youth in FY14 Omnibus
1/23/2014 - The FY 2014 omnibus-the federal spending package to fund the remainder of FY 2014-was recently approved and contains big wins for programs aligned with IEL’s work. Several of these programs received a significant boost of funding: Head Start, Career and Technical Education, Workforce Investment, and others. One program, Full-Service Community Schools, was restored at $10 million after a hiatus of funding since FY 2010. Review our press release for more information and what these wins mean for IEL’s work.
The HSC Foundation, PPC, and IEL Release Roundtable Report on Health Care Transition
1/23/2014 - In the summer of 2012, The HSC Foundation, in partnership with Physician-Parent Caregivers (PPC), and the Institute for Educational Leadership (IEL)hosted a model multi-stakeholder roundtable to discuss how to advance health care transition in an era of post-health care reform, dwindling medical resources, and a struggling economy. The Roundtable discussion topics included: 1) Meeting the health care needs of youth and young adults with chronic conditions and disabilities; 2) Transformation of primary care in health care transition; and, 3) Improving the health care workforce for health care transition. Read the Multi-Stakeholder Roundtable Report.
MENTOR Releases "The Mentoring Effect: Young People's Perspectives on the Outcomes and Availablity of Mentoring"
1/16/2013 - The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring was commissioned by MENTOR: The National Mentoring Partnership with support from AT&T, and written by Civic Enterprises in partnership with Hart Research. This report is informed by the first-ever nationally representative survey of 1,109 young people ages 18-21 on the topic of mentoring, as well as a literature and landscape review with insight from a variety of key leaders in business, philanthropy, government, and education.
Read The Mentoring Effect.
New York Times Series Profiles Homelessness' Impact in the Life of One Girl
12/9/2013 - The New York Times recently published a five-chapter series entitled "Invisible Child," chronicling the daily life, struggles, and aspirations of Dasani, an 11-year-old New York City girl, and her family who are homeless and living in a run-down shelter. The series follows Dasani at home, school, and in her community as it shines a bright spotlight on the stark inequalities persisting in America's largest city.
Chapter 1 Intro: "She wakes to the sound of breathing. The smaller children lie tangled beside her, their chests rising and falling under winter coats and wool blankets. A few feet away, their mother and father sleep near the mop bucket they use as a toilet. Two other children share a mattress by the rotting wall where the mice live, opposite the baby, whose crib is warmed by a hair dryer perched on a milk crate."
IEL Partnering to Deliver Webinar on Disability Disclosure in the Recruitment and Hiring Process
12/5/2013 - On December 12 at 1:00 pm EST, IEL Youth Development Specialist Jennifer Thomas, as part of her work on the National Collaborative on Workforce and Disability for Youth (NCWD/Youth), will deliver a webinar with Lou Orslene, co-director of the Job Accomodation Network (JAN). The webinar, entitled "Disclosing Disability: What You Need to Know," will cover how and when to disclose disability during the recruitment and employment process, as well as what employers' responsibilities are to accommodate needs in the workplace. The webinar is sponsored by the Higher Education Recruitment Consortium in partnership with the Employer Assistance and Resource Network (AskEarn). Maria Town with the U.S. Department of Labor's Office of Disability Employment Policy (ODEP) will moderate the webinar. NCWD/Youth, JAN, and AskEarn are all ODEP-funded technical assistance centers. Learn more about the webinar!
NCWD/Youth's disability disclosure resources include:
- The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
- The 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service Professionals, and Adult Allies Who Care About Youth with Disabilities
- "Cyber Disclosure for Youth with Disabilities"
- "Youth and Disability Disclosure: The Role of Families and Advocates"
IEL Selects Five Sites for New 'Right Turn' Juvenile Justice Initiative
11/20/2013 - IEL announced the selection of five sites across the country for the Right Turn Career-Focused Transition Initiative (Right Turn). The project will provide individualized education, exposure to career opportunities, career preparation, and work-based learning experiences for youth ages 14 and up who are involved in the juvenile corrections system and returning to or currently residing in high-poverty, high-crime communities. Following a competitive nationwide application process, IEL selected the following sites: Goodwill Industries of Houston, Houston, TX; KentuckianaWorks, the Greater Louisville Workforce Investment Board, Louisville, KY; Oasis Center/Transitions Program, Nashville, TN; Peckham, Inc., Lansing, MI; and Playa Vista Job Opportunities and Business Services, Los Angeles, CA.
Civil and Human Rights Coalition Lauds Second Chance Act Introduction
11/14/2013 - Wade Henderson, president and CEO of The Leadership Conference on Civil and Human Rights, issued the following statement on the bipartisan introduction of the Second Chance Reauthorization Act and the release of a new report from The Leadership Conference outlining a comprehensive policy agenda to ease the re-entry process entitled A Second Chance: Charting a New Course for Re-Entry and Criminal Justice Reform: "Today’s introduction of the Second Chance Reauthorization Act is another undeniable sign of bipartisan momentum for criminal justice reform. The lead sponsors of this bill, Senators Portman and Leahy and Representatives Sensenbrenner, Davis, Bachus, Scott, Coble, Fudge, Chabot, and Conyers, come from different sides of the aisle but all understand that these reforms to our criminal justice system are both morally right and financially sound.
The Second Chance report outlines a policy agenda for easing the re-entry of formerly incarcerated individuals into society, leading to a nation that’s safer, more economically sound, and more humane. A prison system that focuses primarily on punishment, rather than rehabilitation—and creates barriers to family unification, employment, education, and civic participation—makes it increasingly difficult for people to reintegrate into their communities. Passing the Second Chance Reauthorization Act is among a number of concrete policies outlined in the report that our nation can implement with bipartisan support. All we must find is the will to do so.”
IEL and AERA to Host Forum on Future of Teaching
11/6/2013 - On November 22, IEL's Education Policy Fellowship Program (EPFP) and the American Educational Research Center (AERA) will host a forum entitled "The Future of the Teaching Profession : The Unique Role of the National Board for Professional Teaching Standards (NBPTS)" at the American Association of Colleges for Teacher Education from noon until 2:00 pm EST. The forum will feature NBPTS president Ron Thorpe. Space is limited, and reservations are required.
California State Senator Carol Liu Hosts Community Schools Bus Tour
California State Senator Carol Liu (Chair of the Senate Education Committee) recently hosted a bus tour called Pathways to Partnership - Community Schools Strategies in Action. The bus tour was a three day statewide tour of effective cross-agency partnerships in California that are having dynamic impacts connecting students, parents and schools to local resources so that families and communities thrive.
The bus tour was a significant vehicle for state level advocacy for community schools. It brought together a diverse set of stakeholders, including California’s education leaders from school districts, various school boards and school board associations, and Association of School Administrators, as well as leaders such as James Mayer, CEO of California Forward, nonpartisan, nonprofit organization, who are all working to bring government closer to the people and to transform the government into an efficient, effective body, focused on performance, accountability, and transparency.
“Senator Liu is very engaged and passionate in addressing issues of poverty across the state. Her bus tour, Pathways to Partnership – Community School Strategies in Action, reflects her passion and understanding of community schools as a vehicle for addressing these poverty issues. Many of the community schools we visited are on the vanguard of what’s happening systems-wide in California. We had a remarkable time, even nicknamed the bus “Liu-mobile for children and families,” says Robert Mahaffey, Vice-Chair, Coalition for Community Schools Communications; Marketing Director, Rural School and Community Trust
- Annenberg TV News: "State Senator Carol Liu Visits Local Elementary Schools"
- Pasadena Now: "Pasadena Area Initiative Highlighted as Part of Sen. Carol Liu's Tour"
- Pasadena Now - "State Senator Touts School-Community Partnerships"
- The Fresno Bee - "State Senate Education Leader Tours Heaton Elementary in Fresno"
- Article by James Mayer - "The Not-so-Magic School Bus"
- "Action versus Rhetoric" - by Brock Cohen, Los Angeles Education Partnership, via the Washington Post
- "Is Slow Fast Enough?" - Coalition for Community Schools blog
- "Field Report: Community Schools Bus Tour with Sen. Carol Liu" - California Charter School Association
For more information, visit the Coalition for Community School's website.
Join this Week's #PTchat on Twitter: "What Parents Want Teachers to Know" (10/30 @ 9pm EDT)
#PTchat is is a social media professional development conversation that enables parents, family engagement practitioners, teachers and others to develop new and innovative approaches to partnerships. Follow and tweet at the Twitter hashtag #PTchat to participate.
IEL's Helen Malone to Speak at Gutman Library Distinguished Author Event on Global Lessons for Education Reform on Nov. 12
10/24/2013 - On November 12, IEL's Director of Institutional Advancement Dr. Helen Janc Malone will participate in a panel discussion entitled "Leading Educational Change: Global Issues, Challenges, and Lessons on Whole-System Reform." The event is part of the Harvard Graduate School of Education's Gutman Library Distinguished Author Series and will include co-panelists Pasi Sahlberg, Director General for the Centre for International Mobility and Cooperation in Finland; Sherry L. Deckman, Assistant Professor of Social and Cultural Foundations of Education at Ithaca College; Andy Hargreaves, Thomas More Brennar Chair at the Lynch School of Education at Boston College; and Dennis Shirly, Professor of Education, also at the Lynch School of Education.
The event will be November 12 from 5:00 - 7:00 pm EST at the Harvard Graduate School of Education's Monroe C. Gutman Library in Cambridge, Mass.
Dr. Malone recently edited a book, Leading Educational Change: Global Issues, Challenges, and Lessons on Whole-System Reform through Teachers College Press. She is also a contributor to Education Week's International Perspectives on Education Reform blog.
IEL to Present on Nov. 6 Webinar on Pathways to Postsecondary Education for Youth in Juvenile Justice
10/24/2013 - On November 6, Patricia D. Gill, Senior Program Associate in IEL's Center for Workforce Development, will participate on a webinar entitled "Building Pathways to Postsecondary Education for Youth Involved in the Juvenile Justice System." The webinar, hosted by the American Youth Policy Forum, will also include Yelena Nemoy of the Washington, D.C.-based National Youth Employment Coalition andSophia Morel of the Center for Alternative Sentencing and Employment Services in New York City. Gill will present on the "Guideposts for Success for Youth Involved in the Juvenile Corrections System," enumerated in Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System," published by the IEL-led National Collaborative on Workforce and Disability for Youth.
IEL to Host National Discussion on Family Engagement in Individualized Learning Plans on Oct. 23
10/21/2013 - As part of the IEL-led National Collaborative on Workforce and Disability for Youth's work on Individualized Learning Plans (ILPs), IEL will host it's next Twitter-based Parent-Teacher Chat (#PTchat) on "Family Engagement in ILPs."
The discussion begins on Wednesday, October 23 at 9:00 pm EDT. Login to Twitter and follow and post to the hashtag #PTchat.
Students ILPs to define career goals and postsecondary plans and inform their decisions about courses and activities throughout high school. As a process, the ILP provides students and their families with opportunities for career development, including self-exploration, career exploration, and career planning and management skill building activities. Typically, schools require family engagement in the ILP process, including reviewing and updating the plan each year.
Here are three facts you should know:
- Interviews with state and local officials indicate that the ILP provides an important opportunity for students, families, and school staff to discuss students’ goals for the future.
- Families find the ILP experience to be valuable and reported stronger positive regard for the school and stronger relationships with their youth as a result of the ILP process.
- When schools use electronic vs. paper ILPs, they are able to link to web-based career information systems. For families this makes it easier to view the student’s ePortfolio as information becomes accessible from home.
Currently, 25 states and the District of Columbia require ILPs. The remaining states still implement ILPs in a variety of ways. Learn what term different states give to ILPs and how they use them.
IEL to Host Nov. 19 Webinar on Fiscally Strong Nonprofits
10/21/2013 - IEL, the Wallace Foundation, and Fiscal Management Associates (FMA) are hosting a webinar entitled "Strong Nonprofits: Build Your Fiscal Fitness," on November 19 from 3:00 to 4:00 pm EST. Participants will learn about an online resource, www.StrongNonprofits.org, that provides support on financial sustainability, and how to connect strong financial program operation to the delivery and sustainability of high-quality services to children and youth. Topics will include winning grants, realistic financial planning, and maintaining a resourceful and mission driven focus.
The webinar will feature Michelle Morrison, CEO of Chicago-based Youth Guidance, and John Summers, Manager of Consulting Services at FMA.
For more information, contact Reuben Jacobson, Senior Associate for Research and Strategy, Coalition for Community Schools at the Institute for Educational Leadership via email at firstname.lastname@example.org or by phone at 202-822-8405 ext. 131.
Join IEL & AERA for the ED Policy Forum: "New Assessments, Better Instruction?” on Oct. 18
10/8/2013 - The next AERA/IEL Education Policy Forum Luncheon on the topic of “New Assessments, Better Instruction?” will be held on Friday, October 18, 2013 from noon until 2:00 pm at the American Association of Colleges for Teacher Education in the ground floor conference room (1307 New York Ave. NW). Thirteen dollars for the subsidized lunch will be collected at the door. Required reservations may be sent by email to Christy Talbot at AERA.
Everyone knows how testing advocates, including advocates of the Common Core Assessments, answer this question. What seems to be missing from the debates over assessments, however, is a review of the research that would inform our thinking in this area. Happily, others also thought this would be a timely activity, and the William and Flora Hewlett Foundation provided funding to enable RAND Education scholars to develop a comprehensive review of the literature, one that encompasses research in other countries and in learning arenas other than K-12 traditional schools.
The report is the very model of a modern literature review and challenges many well-loved assumptions (e.g., what is learned is what is tested). Conditions that make assessments conducive to improved instruction and achievement are explored. Additionally, there is a comprehensive review of factors that determine how educators respond to assessments – old as well as new – and the conditions that seem to be required if educators’ actual practices are to be modified. The conclusions include discussion of the impact of educator capacity and beliefs about assessments, assessments for accountability, and specific conditions of district and school assessment policy. An Introduction to the report will be distributed at the meeting.
Laura Hamilton, a senior research scientist at RAND, will present an overview of the literature review and answer questions about how assessments do or do not improve instruction. In addition to her role at RAND, she is a professor at the Pardee RAND Graduate School and an adjunct associate professor in the University of Pittsburgh's Learning Sciences and Policy program.
*Required reservations may be sent by email to Christy Talbot at AERA.
Read IEL's Latest Huffington Post Blog on Community School Collaborations and Early Childhood Education!
10/8/2013 - IEL's Janet Brown, Senior Early Childhood Program Specialist and Kwesi Rollins, Director of Leadership Programs, recently wrote a blog for the Huffington Post entitled "Community School Collaborations - A Lifeline for Early Learning Program Success." The blog highlights the societal benefits identified in longitudinal studies of Perry Preschool and Abecedarian early childhood programs, as well as IEL's Coalition for Community Schools' Early Childhood/Community School Linkages Project.
Save the Date! Family and Community Engagement Conference April 8-9
10/1/2013 - IEL will convene a national conference focused on the intersection between family engagement and educational equity on April 8-9 in Cincinnati, Ohio. Engaging Parents & Expanding Opportunities will bring together various stakeholders concerned with enhancing and expanding opportunities for ALL children and families and strengthening partnerships to improve engagement at all levels. Conference workshops and activities will address four aspects of quality engagement practices: parent leadership for school improvement, parent-teacher partnerships, families and inclusion, and family engagement in early learning and literacy. School administrators, early childhood, elementary and secondary teachers, parents, and parent advocates will find that this conference provides a range of opportunities to share and learn new family engagement knowledge and to network with others. Family engagement practitioners, parent centers, and family advocacy organizations will find like-minded professionals and quality resources to enhance their family engagement practices and school-family partnership efforts.
IEL's Helen Malone Publishes Education Week Article on Looking Overseas for School Improvement Ideas
10/1/2013 - Helen Malone, IEL's Director of Institutional Advancement, recently published an article in Education Week entitled "Looking for School Improvement Ideas Beyond Our Borders." The article urges us to examine education paradigms beyond our borders for ideas to strengthen our domestic education system. She puts forth why we should look globally for inspiration and ideas, suggests what lessons we might draw from other nations, and how we could apply international ideas inside the U.S. Malone also has a book available through Teachers College Press, Leading Educational Change: Global Issues, Challenges, and Lessons on Whole-System Reform. She is also a contributor to the Education Week blog series International Perspectives on Education Reform.
NCWD/Youth Releases New Report on Using Social Security Work Incentives to Promote Work-Based Learning
9/30/2013 - The IEL-led National Collaborative on Workforce and Disability for Youth just released a new report entitled Use of Social Security Work Incentives to Promote Work-Based Learning in Youth Employment and Training Programs. This report examines AmeriCorps as a model that includes an income exemption that allows youth with disabilities who are Social Security beneficiaries to participate in work-based learning experiences and receive a living allowance or stipend without it impacting their benefits. An overview is initially provided about the importance of work-based learning experiences, including service learning, particularly for youth with disabilities and the current state of policy and practice regarding the use of the AmeriCorps income exclusion. Recommendations are then provided for increasing the scope and utilization of the existing AmeriCorps exemption and for the expansion of similar incentives to other youth employment and training programs serving transition-age youth with disabilities such as those funded under the Workforce Investment Act.
PBS American Graduate Day Series Highlights Community Schools Model
9/30/2013 - The second year of the PBS series American Graduate Day premiered Saturday, September 28. This year the IEL-championed community schools model was featured. IEL President Martin Blank participated and highlighted how community schools positively transform students, families, and entire communities. The ongoing series marks a long-term commitment to helping communities tackle the nation’s dropout crisis and preparing students for success with a high school diploma.
DC Advocacy Partners Accepting Applications for 2014 Class
9/30/2013 - IEL's DC Advocacy Partners for its 2014 class. DC Advocacy Partners is a free leadership training program for self-advocates and family members of individuals with intellectual/developmental disabilities in the District of Columbia. Through this program, community members gain leadership skills and techniques to help develop positive partnerships with elected officials, school personnel, and other community leaders. They become policy influencers, and interact with policy makers and policy implementers. Participants also engage in interactive learning experiences and gain valuable information about current issues, services, and policymaking and legislative processes at local and national levels. DC Advocacy Partners is accepting applications through November 18, 2013.
Harkin Releases Report on 'ADA Generation'
9/28/2013 - U.S. Senator Tom Harkin (D-IA), Chairman of the Senate Health, Education, Labor, and Pensions (HELP) Committee, released a report entitled High Expectations: Transforming the American Workforce as the ADA Generation Comes of Age. The report focuses on the young men and women who have come of age since the Americans With Disabilities Act was enacted. The report also offers steps to improve the employment of these young Americans as they seek competitive employment. Chairman Harkin was the Senate author of the landmark Americans with Disabilities Act.
“The enactment of the Americans with Disabilities Act, 23 years ago, helped grant the promise of equality to Americans with disabilities. But today, more work remains to be done to knock down one of the last remaining barriers—the gap in workforce participation that exists for millions of young adults,” Harkin said. “A ripe opportunity exists for Congress, the federal government, and the business community to work hand-in-hand to make competitive, integrated employment the first choice for individuals with disabilities. The goals of equality of opportunity, full participation in American society, independent living, and economic self-sufficiency are the birthright of this young generation, and we must work together to ensure this promise is met.”
Secretary of Education and IEL Staff Share Stage to Celebrate 40 Years of Learning Under Section 504
U.S. Secretary of Education Arne Duncan engaged current and former students with disabilities on the impact that Section 504 of the Rehabilitation Act of 1973 has had on their lives. The event, featuring Secretary Duncan, included a student panel and IEL’s own Dana Fink, an assistant project coordinator working on the National Collaborative on Workforce and Disability for Youth and DC Advocacy Partners.
The “Forty Years of Learning Under Section 504” celebration emphasized the importance of accommodations, specifically in education, and highlighted today’s leaders in the youth disability communities and individuals who worked to help pass the law as youth in the 1970s. Throughout the event, the U.S. Education Department highlighted its work in supporting the implementation of Section 504 over the years.
“When we set high expectations for young people with disabilities, more often than not, they achieve them. And if they’re not achieving them, maybe we need to look at why,” says Fink. “Maybe they don’t have the necessary accommodations, maybe they don’t have a mentor that can show them what’s possible. Maybe they haven’t had an opportunity to explore what they want to do for a living and so they’re bored with their studies.”
Section 504 is widely recognized as the first civil-rights statute for persons with disabilities. It prohibits discrimination against persons with disabilities in federally funded activities. Schools must afford students with disabilities with equal opportunities "to obtain the same result, to gain the same benefit, or to reach the same level of achievement" as students without disabilities.
Call for Applications: IEL's Center for Workforce Development Hiring for Two Positions
IEL's Center for Workforce Development (CWD) is hiring for two new staff positions: the Right Turn Program Manager and the Ready to Achieve Mentoring Program (RAMP) Program Coordinator.
The Right Turn Program Manager is responsible for helping design and implement the Right Turn Program, a career-focused transition initiative funded by a multi-year grant from the U.S. Department of Labor. Through the program, the organization will serve as an intermediary with local sites to help improve outcomes for youth offenders in high crime, high poverty areas based on IEL/CWD's research and experience. The Right Turn Program Manager will assume primary responsibility for overseeing the day-to-day implementation of the grant, including providing technical assistance to sites; lead all research, data collection and evaluation, and reporting; and, conducting monthly calls and annual meetings.
The RAMP Program Coordinator is responsible for working with the RAMP Program Director to help design and implement the RAMP Program a high-tech, career-focused mentoring program for youth involved with or at risk of becoming involved with the juvenile justice system. The RAMP Program Coordinator will assume primary responsibility for overseeing the day-to-day implementation of the program; deliver technical assistance to sites; complete reports and research collection; and plan and conduct monthly calls and annual meetings.
To see the full job descriptions and to apply, please visit the Right Turn Program Manager and Ready to Achieve Mentoring Program (RAMP) Program Coordinator pages.
Applications are due September 23, 2013. Please submit a cover letter, resume, and writing sample to Jason Farr, email@example.com or fax: (202) 872-4050.
The Institute for Educational Leadership is an equal opportunity employer.
Save the Date! Employers: What Can We Do? Join the Conversation for Change on September 9 -11, 2013
Help shape federal strategies to assist employers in creating a diverse workforce that includes people with disabilities
Employers and other interested stakeholders are invited to participate in an online Employer Dialogue being sponsored by the U.S. Department of Labor's Office of Disability Employment Policy (ODEP). The dialogue will be centered around the main question, "What services do you need to facilitate the hiring, retention and advancement of people with disabilities?"
Employers, human resource and diversity professionals, and all others with expertise and insight into disability employment issues are encouraged to participate in the Employer Dialogue by submitting ideas and comments and/or voting on others' ideas and comments. Submissions will be accepted 24 hours a day, using an online crowdsourcing tool. Together, these contributions will help inform ODEP's work going forward.
The Employer Dialogue is being facilitated through ODEP's ePolicyWorks initiative and will be moderated by ODEP's Employer Policy team. To register and participate, visit http://EmployerDialogue-ePolicyWorks.ideascale.com.
Join the Right Turn: Career-Focused Transition for Court-Involved Youth
Are you looking for a way to improve your work with court-involved youth through better connections to career information, education, and their community? Then consider being a part of the Right Turn Career-Focused Transition Initiative (Right Turn), a high-poverty, high crime communities grant. Participating sites will utilize the Right Turn Career-Focused model to provide 100 youth per year: workforce development, education and training, case management, mentoring, community-wide violence reduction efforts, post program support and follow-up, and restorative justice. Sites will receive a research-based career development model, practical strategies, implementation materials, and technical assistance from experts in juvenile justice, mentoring, disability, and career development, as well as $290,000 per year to enhance their current work.
The Institute for Educational Leadership's Center for Workforce Development (IEL/CWD) was awarded an "Intermediary Organizations Serving Juvenile Offenders in High-Poverty, High Crime Communities" Grant from the U.S. Department of Labor Employment and Training Administration (SGA/DFA: PY-12-03; CFDA: 17.203) to implement the Right Turn Career-Focused Transition Initiative. Right Turn will adapt the Guideposts for Success for Transition Age Youth Involved in the Juvenile Corrections System, the three career development phases from the Individualized Learning Plan demonstration project, and lessons learned from the existing Ready to Achieve Mentoring Program for court-involved youth to provide opportunities to juvenile ex-offenders who are returning to and currently residing in high-poverty, high-crime communities. IEL/CWD will work with five local sub-grantees in at least two states. IEL/CWD is currently seeking applications from interested sites. Applications are due September 23, 2013 and can be downloaded at rightturn.iel.org.
New White House Rules Aim to Improve Employment of Veterans, Individuals with Disabilities Amongst Federal Contractors
The White House announced two new rules that are an historic advancement for veterans and individuals with disabilities. By strengthening longstanding regulations under the Vietnam Era Veterans' Readjustment Assistance Act (VEVRAA) and Section 503 of the Rehabilitation Act, the new rules will ensure that qualified workers have more meaningful opportunities to find, secure, and keep good jobs. The Section 503 rules will require contractors to establish a 7% utilization benchmark for employment of individuals with disabilities.
"In a competitive job market, employers need access to the best possible employees," said Secretary of Labor Thomas E. Perez. "These rules make it easier for employers to tap into a large, diverse pool of qualified candidates."
"Strengthening these regulations is an important step toward reducing barriers to real opportunities for veterans and individuals with disabilities," said Patricia A. Shiu, director of the U.S. Department of Labor's (USDOL) Office of Federal Contract Compliance Programs, which enforces both laws.
After more than twenty years since the passage of the Americans with Disabilities Act, the unemployment rate of people with disabilities remains high at 14.7 percent, nearly double the rate of people without disabilities at 7.4 percent. Further, people with disabilities have a workforce participation rate of only 20.3 percent.
The rules will be published shortly in the Federal Register and will take effect 180 days later.
- Read the USDOL news release.
- Read the American Association for People with Disabilities press release.
Call for Applications for Youth Action Council on Transition – Apply by September 27th
Are you a youth, age 12-25, who wants to develop leadership and advocacy skills and become a leader in your community who improves opportunities and services for all youth?
Are you a professional or organization who wants to increase youth voice, leadership, and youth-adult partnerships within your organization and community?
If so, apply for the Youth Action Council on Transition (Youth ACT)!
The Youth Action Council on Transition (Youth ACT) is a national project to get more youth involved as leaders and partners with adults and youth-serving organizations to improve youth transition outcomes. NCWD/Youth will select four teams consisting of two emerging youth leaders (youth, ages 12-25, who have disabilities or are allies of the disability community), one adult partner, and a sponsoring organization to participate in this four-year initiative. Each team will:
- Attend the annual national training conference in Washington, D.C. (Dates to be announced)
- Receive training in youth leadership and advocacy skills; youth-adult partnership strategies; youth transition policies; and issues affecting youth with disabilities.
- Create a local plan for how the team will work together year-round.
- Form and facilitate their own local youth peer group that will meet regularly to discuss youth transition issues and engage in leadership and advocacy activities.
- Participate in monthly national conference calls and quarterly webinars or video conferences with all the Youth ACT teams.
- Partner with NCWD/Youth to create national youth-driven materials and tools on youth leadership and transition topics and to develop a youth-driven national change agenda.
There's no cost to participate and each Youth ACT team will receive a small stipend of $3,000 to use for team expenses. Youth ACT is led by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) at the Institute for Educational Leadership with funding from the U.S. Department of Labor's Office of Disability Employment Policy (ODEP).
Apply by August 31 for FREE Youth Services Professional Development Demonstration
Are you looking for a way to increase your staff's skills, gather new strategies, and improve your services to youth for free?
If yes, consider applying for the Youth Service Professionals' Knowledge, Skills, and Abilities Professional Development Demonstration and Evaluation (YSP/KSA Demo).
Participating sites will receive: four free full-day trainings in the core competencies that youth service professionals need to work with all youth; content-rich materials and resources; and pre- and post-training technical assistance from experts in youth development, workforce development, and disability.
With support from the U.S. Department of Labor's Office of Disability Employment Policy (ODEP), the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) at the Institute for Educational Leadership (IEL) seeks to demonstrate the value of and further grow a professional development system for youth service professionals to improve program quality and service delivery for all youth, including youth with disabilities. Participation is free*, however each site's lead organization must be committed to professional development and evaluation, provide 25 – 30 trainees, engage two partner organizations, and meet other eligibility requirements (see Application). *Lead organizations will receive a small stipend to cover administrative costs.
Applications are due August 31, 2013. If your organization and partners would like further information about participating in the YSP/KSA Demo, visit the webpage or contact Patricia Gill (firstname.lastname@example.org, 202.822.8405 x154) at the Institute for Educational Leadership.
The Institute for Educational Leadership Launches Two New Leadership Supports For School Practitioners
WASHINGTON, D.C. – The Institute for Educational Leadership (IEL) announces the creation of two new and innovative leadership supports: Weekly Parent-Teacher Twitter chats, podcasts, and online video vignettes of best practices in family and community engagement. Together, these tools will support parents, families, teachers and school leaders as they work to expand and enhance family engagement efforts.
Every week beginning August 21 at 9 pm Eastern Time , Dr. Joe Mazza (@Joe_Mazza), Penn State Graduate School of Education Innovation Coach and Principal of Knapp Elementary School in Lansdale, PA, will lead Wednesday night Parent-Teacher Twitter chats (#PTchat). #PTchat is a social media professional development conversation that enables parents, family engagement practitioners, teachers, students and others to develop new and innovative approaches to partnerships.IEL will provide new content for #PTchats as well as connect them to national networks of family and community engagement practitioners. Previously, these chats (accessible here) have focused on some of today's most challenging issues for family and community engagement. The weekly conversations will be archived for dissemination while reflections and insights are made available through weekly 10 minute #PTchat Radio Podcasts, created in cooperation with the BAM Radio Network.
Past guests, in addition to parent and teacher participants, have included education experts and practitioners such as Michele Borba, Steve Constantino, Anne Henderson, Larry Ferlazzo, Jim Dillon, Angela Maiers and others. This year's #PTchat moderators encompass a cross section of lenses within educational systems around the globe including students, teachers, principals, superintendents, school board members and members of national parent and teacher organizations. Not on Twitter? Follow our conversation live at http://tweetchat.com/room/ptchat
Online Video Vignettes of Best Practices in Family and Community Engagement
IEL will create video vignettes that amplify best practices in innovative family and community engagement happening around the world. IEL will work to build a collection of strategies facilitated by schools that highlight one or more components of Dr. Joyce Epstein's 6 Types of Involvement for school, family, and community partnerships.
Innovation can mean low-tech or high-tech strategies, and we will be working to capture both types when considering video submissions. Schools with innovative practices to share, are encouraged to submit ideas using this form.
About the Institute for Educational Leadership
IEL's mission is to build the capacity of individuals, organizations, systems and communities to work together to prepare all children and youth for post-secondary education, careers, and citizenship. For a half-century, IEL has championed the need for leaders at all levels to shake off their institutional constraints and work across boundaries to address the needs of young people and their families. IEL serves as a catalyst that helps policymakers, administrators, and practitioners at all levels bridge bureaucratic silos and undo gridlock to improve outcomes for all young people and their families. Visit the IEL website for more information:
Join IEL on Twitter: @IelConnects
IEL Celebrates White House Champions of Change
To commemorate the 23rd Anniversary of the passage of the Americans with Disabilities Act (ADA), the White House honored eight "Champions of Change," young people with disabilities who are having a significant impact on their communities. The Champions of Change participated in an engaging panel about issues affecting this generation of disability rights leaders. The Institute for Educational Leadership's (IEL) Center for Workforce Development (CWD) is proud to be connected with many of these emerging disability community leaders as they work across systemic and institutional boundaries to improve programs and services for people with disabilities.
Zoe Gross, a current Patricia Morrissey Disability Policy Fellow at IEL spoke about her work organizing the Disability Day of Mourning, an annual event that remembers people with disabilities who have lost their lives at the hands of their family members or caregivers.
Lydia Brown, a former IEL Patricia Morrissey Disability Policy Fellow, discussed the improvements for people with disabilities she is making on her college campus and in her home state of Massachusetts where she has made efforts to close the Judge Rotenberg Center.
Zach Garafalo, the Assistant Director of YOUTH POWER! spoke about his work with IEL's Ready to Achieve Mentoring Program (RAMP) a career-focused mentoring program for youth involved with or at risk of becoming involved with the juvenile justice system. .
The panel was moderated by Rebecca Cokley, Executive Director of the National Council on Disability whose time at IEL helped form the basis of many of the youth-led materials and trainings used by the Center for Workforce Development. Cokley created the Patricia Morrissey Disability Policy Fellowship program and the National Consortium on Leadership and Disability for Youth while at IEL.
IEL is proud of these next generation disability community leaders and looks forward to more incredible work from all of the Champions of Change!
New Survey Reveals Impact of Disability Community on Political Landscape
On July 12, the Youth Transitions Collaborative (YTC) released the results of its recent survey of over 1000 individuals with disabilities. YTC calls it "the first survey of its kind to study the political impact of this large community of people with disabilities, their families and caregivers." According to the U.S. Census, roughly one in five Americans has a disability.
The survey highlights the views of an emerging generation of advocates and voters with disabilities who may be more engaged in the political process than previous generations. The survey found that people with disabilities are as politically diverse as the general populace and are not single-issue voters. Still, voters with disabilities across political affiliations—especially young voters—are likely to vote against candidates who support reducing or eliminating services and supports for people with disabilities.
The development of the survey was led by the YTC's Advocacy Working Group, which includes the American Association of People with Disabilities, Autistic Self Advocacy Network, The HSC Foundation, Institute for Educational Leadership, National Council on Independent Living, and United Cerebral Palsy.
IEL Seeks Director of Institutional Advancement and Communications
Working with the IEL Leadership Team, this multi-faceted position has the Director responsible for a) coordinating and implementing IEL's development plan; b) guiding communications with external stakeholders and constituencies; c) planning and managing key IEL-wide events including 50th anniversary activities in 2014 and d) assisting with IEL Board Committee management.
IEL Releases New Paper on the Role of Community Schools in Place-Based Initiatives
Across the United States, communities are thinking differently about how to transform their schools and neighborhoods. There is tremendous excitement about strategies that weave together resources in a clearly defined "place" to collectively improve outcomes for children, youth, families, and communities.
The Role of Community Schools in Place-Based Initiatives: Collaborating for Student Success explores the relationship between various place-based strategies and the potential associated with the alignment of these strategies operating within the same geographic areas. The paper demonstrates that community schools offer a powerful vision and strategy for what schools should look like within broader place based initiatives and how community schools can benefit from alignment with other efforts.
IEL Staff Member to Compete in 2013 Para-Rowing World Championship
On Monday, July 8, IEL staff member Dana Fink earned a place on the U.S. Para-Rowing Team. She will participate in the 2013 Para-Rowing World Championships in Chungju, South Korea next month. Fink competes in the arms and shoulder single sculler event, which she won at Monday's trials by over 30 seconds.
Para-Rowing is rowing or sculling open to both male and female rowers with a disability. The sport is practiced by athletes in at least 27 countries from 5 regions and continues to grow. It was introduced into the Paralympic program in 2005 and held its first Paralympic events in Beijing in 2008. At the second appearance of rowing at the 2012 London Paralympic Games, 23 countries competed for 12 medals in four events with a total of 48 boats and 96 rowers.
"I've been a competitive athlete for a really long time, although I'm still kind of new to the rowing world. I've only been rowing for three years," says Fink. "I think I'm pretty good at getting into that competitive athlete mentality from my past experiences. Now I'm working on perfecting that technique for rowing and breaking some of those bad habits before they get ingrained."
Fink is an Assistant Project Coordinator in IEL's Center for Workforce Development (CWD) and helps coordinate IEL's DC Advocacy Partners initiative and manages social media for the IEL-housed National Collaborative on Workforce and Disability for Youth and other IEL/CWD initiatives. A graduate of the University of Illinois at Urbana-Champaign, Fink competed on the University's women's wheelchair basketball team on an athletic scholarship was a two-time wheelchair basketball national champion and an Academic All-American winner. She is training for and has her sights set on rowing in the 2016 Summer Paralympic Games.
U.S. Department of Education Launches Principal Ambassador Fellowship: Application Deadline 07/16
On June 12th the U.S. Department of Education announced the launch of its Principal Ambassador Fellowship. Based on the Teacher Ambassador Fellowship, the program brings school principals to Washington, DC in order to learn about key federal education policies and programs. Ambassadors spend one year in the program and work with Department staff, sharing experiences and expertise. This program helps to highlight the significant role principals play in instructional leadership and school environment. Read Full Press Release.
Webinar to Solicit Feedback on Interagency Working Group on Youth Programs Draft Strategic Plan
The Forum for Youth Investment, in partnership with the National Collaboration for Youth, the American Institutes for Research, the Campaign for Youth, and the Aspen Forum for Community Solutions, is convening a webinar for the public to learn about plans by the Obama administration to support comprehensive efforts for youth, especially disconnected youth. The webinar will focus on the need for coordinated federal polices to support comprehensive, place-based interagency efforts to enable community partnerships to have a stronger, positive collective impact on young people's lives.
Martha Moorehouse, a recipient of the Ready by 21 Policymaker of the Year Award and chair of the Interagency Working Group on Youth Programs, and Sarah Oberlander, who leads the Working Group's production of FindYouthInfo.gov, will present Pathways for Youth, the working group's draft strategic plan for federal collaboration, and invites participants to provide feedback.
Kathy Stack of the White House Office of Management and Budget and Johan Uvin of the U.S. Department of Education will present the latest work from the Interagency Forum on Disconnected Youth, which they co-chair. Last year, on a webinar hosted by the Forum for Youth Investment, Stack asked participants to help shape the federal government's work through a Request for Information (RFI) about disconnected youth. Hundreds of organizations and individuals responded. Stack and Uvin will discuss what was learned through the RFI and the next steps they plan to advance this work. They invite your feedback.
Join IEL & AERA for the ED Policy Forum: "Early Childhood Education in the U.S." 07/08/13
The next AERA/IEL Education Policy Forum Luncheon on the topic of " Early Childhood Education in the U.S.: Problems, Prospects, and Politics " will be held on Monday, July 7, 2013 from noon until 2:00 pm at the American Association of Colleges for Teacher Education in the ground floor conference room (1307 New York Ave. NW). Thirteen dollars for the subsidized lunch will be collected at the door. Required reservations may be sent by email to Christy Talbot at AERA.
Limited available seating is assigned according to the order in which reservations are received.
President Obama, in the State of the Union Address, called for a major initiative in early childhood education, declaring:
Every dollar we invest in high-quality early childhood education can save more than seven dollars later on -- by boosting graduation rates, reducing teen pregnancy, even reducing violent crime. In states that make it a priority to educate our youngest children, like Georgia or Oklahoma, studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let's do what works and make sure none of our children start the race of life already behind. Let's give our kids that chance.
In June, Senator Patty Murray, offering the keynote address at a CAP meeting, declared:
We've got decades of research showing that quality early childhood education can have enormous benefits for young children—and our country as a whole. And we know that expanding quality, affordable early education could help millions of working parents—and parents who want to work—right now.
We have a moral imperative to stop just talking about this and start getting something done.
Our discussion will consider the status of early childhood education in the U.S., policies now under consideration that might improve the circumstances of young children and their families, and the political realities confronting the Obama initiative.
- Lisa Guernsey is Director of the New America Foundation's Early Education Initiative and editor of the Early Ed Watch blog. A journalist by training, Ms. Guernsey has been a technology and education writer at The New York Times and The Chronicle of Higher Education, and is the author of Screen Time: How Electronic Media – From Baby Videos to Educational Software – Affects Your Young Child.
*Required reservations may be sent by email to Christy Talbot at AERA.
Coalition for Community Schools Launches Expanded Learning Opportunities Blog Series
Every Wednesday the Coalition will post a new blog on how districts and their community partners are finding effective ways to implement different ELO types, including: summer; after school; before school; intercessions; expanded school day, week and year; and ELO during the conventional school day.
USDOL Awards IEL $5M Juvenile Offender Grant for Right Turn Initiative
On June 6, the U.S. Department of Labor's (USDOL) Employment and Training Administration awarded the Institute for Educational Leadership's (IEL) Center for Workforce Development a $5 million, 39-month grant to serve juvenile offenders in high-poverty, high-crime communities.
In the next six months, IEL will competitively select five community organizations or partnerships in at least two different states to implement the proposed Right Turn program, based on decades of IEL's work promoting improved services for at risk youth, including youth with disabilities, youth in juvenile justice, and other disconnected populations.
The Right Turn initiative will adapt IEL's Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System, the Guideposts for Success youth transition framework, the three career development phases gleaned from the Individualized Learning Plan research and demonstration project, and lessons learned from the Ready to Achieve Mentoring Program (RAMP).
Right Turn will serve 1000 juvenile offenders, 25% of which will be youth in confinement. Sites will work with youth to provide them with comprehensive reentry and transition services, including connection to educational opportunities, mentoring, soft skills and independent living skills development, work skills and workforce development opportunities, community violence prevention, and more. After a six-month site selection and project planning period, IEL will serve youth beginning in January 2014.
Coalition for Community Schools support the reintroduction of the Developing Innovative Partnerships and learning Opportunities that Motivate Achievement (DIPLOMA) Act
The Coalition for Community Schools and First Focus, representing millions of parents, teachers and other education professionals, students, higher education, youth development, health and social services and business leaders, commend Representative Judy Chu on the introduction of legislation to address the comprehensive needs of students through the Developing Innovative Partnerships and learning Opportunities that Motivate Achievement (DIPLOMA) Act. The legislation provides grants for states to strengthen student achievement in the classroom by addressing many challenges students face outside of school. Through tutoring, extended learning, health care and social support, the DIPLOMA Act will enable every student to reach his or her fullest potential.
Join IEL & AERA for the ED Policy Forum: "Ever Shifting Federalism: Perspectives on the Shaping of Educational Policy" 6/12
The next AERA/IEL Education Policy Forum Luncheon on the topic of "Ever Shifting Federalism: Perspectives on the Shaping of Educational Policy" will be held on Wednesday, June 12, 2013 from noon until 2:00 pm at the Charles Sumner School in the Richard L. Hurlbut Memorial Hall on the third floor (17th and M Street, NW). Thirteen dollars for the subsidized lunch will be collected at the door. Required reservations may be sent by email (email@example.com) to Christy Talbot at AERA.
Limited available seating is assigned according to the order in which reservations are received.
Who is in charge now? The nation's federal system through which local, state and federal governments share education policy responsibilities is constantly undergoing change. Although education constitutionally remains a state responsibility, programs such as NCLB, Race to the Top, the current waiver process, and other initiatives have provided the federal government with unprecedented influence. However, as the state-driven "common core" issue begins to dominate the policy scene, changing federal-state relationships have raised the important question of the relative influence of the different policy sectors.
This Forum will focus upon the influence and perspectives of state policymakers as education once again is caught up in the dynamics of changing federal-state relationships.
- Lee White Posey works with the Education Committee of the National Conference of State Legislators and conducts Washington-based lobbying activities on education issues for NCSL. She formerly worked as a Policy Analyst for the Georgia State Senate and the Georgia Governor's Office of Planning and Budget.
The Education Policy Fellowship Program (EPFP™) Seeks Applicants
The Institute for Educational Leadership (IEL), in partnership with its thirteen state-based program sites, is now recruiting for the 2013-2014 cohort of the Education Policy Fellowship Program (EPFP™). EPFP™ is a professional development program for individuals whose work record reflects strong leadership ability and a concern for issues important to children and education. Participants hold full-time positions in diverse organizations at the local, state, and national levels. EPFP™ combines regular meetings and activities specific to each State site program with events of national scope to provide an enriching experience for more than 200 Fellows each year.
The program currently operates through sites in Colorado, Connecticut, Georgia, Massachusetts, Michigan, Minnesota, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, and Washington, DC. Click here to learn more about each state site program including application deadlines and how to apply.
Contact firstname.lastname@example.org if you have any questions.
Webinar: "Using Individualized Learning Plans to Increase College & Career Readiness of All Students" 05/16
IEL, which houses NCWD/Youth, is hosting a webinar that will highlight key findings from NCWD/Youth's research on the use of Individualized Learning Plans (ILPs) on Monday, May 16th from 1:30-3:00pm ET. An ILP is both a document and a process that a student uses – with support from school counselors, teachers, and parents – to define their career goals and postsecondary plans in order to inform the student's decisions about courses and activities throughout high school. Many states have adopted policies that require all students to use ILPs starting in middle school as a way to personalize learning and increase college and career readiness. With funding from the U.S. Department of Labor's Office of Disability Employment Policy, NCWD/Youth has conducted longitudinal research to determine whether and how ILPs could be considered as a promising strategy for developing college and career readiness. In addition to sharing research findings, webinar presenters will recommend actions for educational leaders at the state and local levels interested in successful transitions of youth from adolescence to adulthood.
Webinar presenters will include:
- Dr. V. Scott Solberg, Associate Dean of Research, Boston University School of Education
- June Sanford, Connecticut State Department of Education
- Mindy Larson, Senior Program Associate, Center for Workforce Development, Institute for Educational Leadership
Learn more about the ILP Research & Demonstration Project and available resources including the ILP How-to Guide.
Join us for the Danzberger Memorial Lecture - "The Power of Their Ideas" – Reception & Book Signing Monday April, 22
Join IEL for the 13th Annual Danzberger Memorial Lecture presented by Deborah Meier on Monday, April 22nd from 4:00 PM until 6:00 PM at the Renaissance Washington, DC Downtown Hotel (999 Ninth St, NW; Washington, DC 20001).
Working under the protection (aka leadership) of a risk-taking district superintendent, Deborah Meier and determined educators established Central Park East in East Harlem as a school inside the NYC public school system. The goal: "to provide at public expense for the least advantaged what the most advantaged bought privately for their children." Most students are from low-income, minority families; nearly all graduate, go on to college, and do well. Meier will reveal the strategies central to the school's success, and discuss how to design schools focused on equity and democracy while establishing an environment of trust. A few words about the recent cheating scandal(s) will highlight contrasting visions of schooling. In addition, she will discuss how to turn Central Park's vision of schooling into a reality and identify the leadership required at all levels.
Coalition for community schools launched the Community Schools Coordinators Network
The Community Schools Coordinators Network is a forum for Community School Coordinators to share ideas and experiences, ask questions and get answers from their peers, as well as have a centralized online location to find resources and tools. Some community schools initiatives have many coordinators to support each other, others may only have a few, either way this network is a place to make connections so that no one has to reinvent the wheel and we can all learn from each other.
The Network members’ are people working in a coordinating position at local community schools. Their role broadly encompasses mobilizing and aligning partners with the work of the school and coordinating opportunities and supports for students, their families and the community. These individuals manage relationships between schools and external community partners including community-based organizations, businesses, health and human service agencies and institutions of higher education, among others.
Website Link: http://coordinators.communityschools.org
NCWD/Youth Releases Policy Brief on Using Individualized Learning Plans to Increase College & Career Readiness
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth), housed at IEL's Center for Workforce Development, has released the policy brief, Using Individualized Learning Plans to Produce College and Career Ready High School Graduates, summarizing findings and recommendations from a multi-year individualized learning plans (ILP) research and demonstration project funded by the U.S. Department of Labor's Office of Disability Employment Policy. Individualized learning plans (ILPs) are increasingly used by states and school districts to support youth in becoming college and career ready. An ILP is both a document and a process that students use – with support from school counselors, teachers, and parents – to define their career goals and postsecondary plans in order to inform the student’s decisions about their courses and activities throughout high school. Thirty-five states currently engage middle and/or high school students in ILPs.
The policy brief highlights key findings from the ILP studies, which examined: whether and how ILPs may be considered a promising strategy for developing college and career readiness; and whether and how students with disabilities are participating in ILPs. The policy brief also recommends actions for a diversity of stakeholders including state officials, district/school officials, educators, organizations interested in supporting family engagement in schools, special education administrators and support organizations, national organizations, disability organizations, and Federal officials. Read or download the policy brief online. More information about the ILP Research & Demonstration Project including the ILP Fact Sheet, the ILP How-to Guide, journal articles, and details about the project partners is available at: http://www.ncwd-youth.info/ilp/.
Afterschool for America's Children Act Introduced
"Studies have shown that afterschool programs are an enormous net-positive for our children," says Senator Lisa Murkowski, a member of a bipartisan coalition attempting to preserve programs that serve our neediest students. Over the last decade, millions of children have had access to after school programs because of the 21st Century Community Learning Centers (CCLC) program. Senators Barbara Boxer (D-CA), Lisa Murkowski (R-AK) and Patty Murray (D-WA) have introduced legislation that could reauthorize the CCLC program under the name, the Afterschool for America's Children Act. Read more about this important legislation that could potentially fund safe, and enriching afterschool programs for children across the U.S.
IEL Staff Contribute Chapter to New Compendium on Expanded Learning Opportunities
Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success, edited by IEL's Coalition of Community Schools Steering Committee member Terry K. Peterson, Ph.D., is a groundbreaking compendium of studies, reports and commentaries by more than 100 thought leaders including community leaders, elected officials, educators, researchers, advocates and other prominent authors.
Supported by the C.S. Mott Foundation, this powerful collection of nearly 70 articles presents bold and persuasive evidence—as well as examples of effective practices, programs and partnerships—that demonstrate how opportunities after school and during the summer are yielding positive outcomes for authentic student, community and family engagement in learning. The compendium includes a chapter authored by IEL's Martin J. Blank and Reuben Jacobson which demonstrates the powerful connection between afterschool programs and community schools. Read the chapter.
Read Taking Expanded Learning to Scale: California's Road to Success by Coalition Steering Committee member Jennifer Peck.
Webinar 02/13: "Systemic Approaches to Improving Outcomes for Young Men of Color" Featuring Kwesi Rollins
Explore how what we're learning about why some schools make more progress than others is beginning to inform a range of systemic efforts to improve outcomes for young men of color. Through the lens of full-service, community school initiatives we'll look at how a focus on early literacy; connections between early childhood education, transition and alignment in the early grades; family and community engagement linked to learning; good professional development; and school discipline policy reform provide the best context for achieving the results we want. Join S. Kwesi Rollins, Director of Leadership Programs at the Institute for Educational Leadership (home of the Coalition for Community Schools) for this important conversation on Wednesday, February 13, 2013 from 3:00 PM - 4:15 PM EST.
To register for this webinar, please go to: https://www1.gotomeeting.com/register/957808800
This webinar is sponsored by the National School Boards Association's Council of Urban Boards of Education
Event 02/05: Release of Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success
Tuesday, February 5, 2013
Live Webcast, 9-10am
Streamed live from the National Press Club in Washington, DC, this live webcast will unveil a groundbreaking new compendium, Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success.
Edited by Terry K. Peterson, Ph.D., this seminal work features studies, reports and commentaries by more than 100 thought leaders including elected officials, educators, researchers, advocates and other prominent authors.
Join us as we highlight the bold and persuasive evidence from the field that engaging opportunities—drawing from robust partnerships—yield positive outcomes for students and for community and family engagement in learning.
In conjunction with the Expanded Learning and Afterschool Project, this event and publication are made possible by the C.S. Mott Foundation.
Speakers will include:
Mayor Christopher Coleman, City of St. Paul, MN
Gail Connelly, National Association of Elementary School Principals
Delia Pompa, National Council of La Raza
Ayeola Fortune, United Way Worldwide
Deborah Lowe Vandell, University of California, Irvine
Jim Kohlmoos. National Association of State Boards of Education
DC Public Schools Launches RAMP-Based Career Focused Mentoring Program
After consulting with IEL staff and using resources from the IEL's Ready to Achieve Mentoring Program (RAMP) and the National Collaborative on Workforce and Disability for Youth (NCWD/Youth), the District of Columbia Public Schools (DCPS) launched a new career-focused mentoring program for high school students with disabilities. The program, called Competitive Employment Opportunities (CEO), will connect high school students with disabilities to professional mentors who work in a range of competitive occupations. The CEO program will focus on providing students with career exploration, soft skills training, goal-setting support and paid internship opportunities. Approximately 20 students will participate in the program.
"This new program will engage our students with disabilities in a new way, and provide them with opportunities for real on-the-ground job experience. This program also supports our strategic goals by engaging students through interesting opportunities and preparing them for college and career. I'm very excited to see this program in action," says D.C. Mayor Vincent Gray. "The CEO Program is integral to ensuring not only that our students with disabilities get the best education possible, but also that they are prepared to compete in the new economy that is emerging in the District of Columbia. Every child in D.C. deserves the chance to learn the skills they need to enjoy a life of working to support themselves and contributing to their community."
The CEO Program design is based on best practices identified by the IEL's RAMP and NCWD/Youth initiatives. DCPS will gauge the success of the program based on increased student confidence and increased ability for students to display skills such as professionalism, communication, time management, budgeting and problem solving. The success of the program will also be gauged based on higher rates of student employment and students clearly defining postsecondary goals and next steps.
Key resources that DCPS pulled from include RAMP's Individualized Mentoring Plan and NCWD/Youth's Paving the Way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities.
IEL & AYPF to Host Feb. 15 Capitol Hill Forum on Individualized Learning Plans
The Institute for Educational Leadership's Center for Workforce Development (CWD) is partnering with the American Youth Policy Forum (AYPF) to host a Capitol Hill Forum on February 15, 2013 at 12:00 to 1:30 p.m. on "The Use of Individualized Learning Plans to Help Students to be College and Career Ready." Those interested in attending are invited to register for this free event online.
Preparing for college and careers requires far more than rigorous academic content. College and career exploration and planning activities can play a beneficial role in personalizing learning, engaging students, and preparing them for life beyond school. This event will highlight findings from the IEL CWD's research on the use of Individualized Learning Plans (ILP), which provide middle school and high school students with a tool to define their personal interests, goals, and course choices through postsecondary education and into careers. Many states have adopted policies that require the use of ILPs and research is starting to show the benefits. The Center for Workforce Development has conducted longitudinal research, funded by the U.S. Department of Labor's Office of Disability Employment Policy, to assess the effectiveness of ILPs, and it implemented a demonstration project to better understand their impact on post-school outcomes.
Presenters will summarize the research findings and discuss practitioners' and policymakers' experiences implementing and scaling up the use of ILPs. Presenters will include Dr. Terry Holliday, Kentucky Commissioner of Education, Joan Wills, Senior Policy Fellow, Center for Workforce Development, Institute for Educational Leadership, and Dr. Scott Solberg, Associate Dean of Research, Boston University. To learn more about the Capitol Hill Forum and register, visit the AYPF website. To learn more about IEL CWD's work on Individualized Learning Plans, visit the NCWD/Youth website.
Community Schools Make an Impact in Early Childhood Education
Community schools have been making tremendous breakthroughs in early childhood education. These breakthroughs were on display during a symposium hosted by the New America Foundation January 14 in Washington D.C where local community leaders were featured speakers on a panel of early childhood experts and practitioners.
Young children in community schools had greater comfort with school and readiness to engage in the instructional program and showed improved attendance and academic achievement; parents had increased capacity and efficacy to support their children; and schools demonstrated better coordination between educators as children transition from preschool settings to kindergarten and primary school as a result of the early childhood systems in place in community schools. The Coalition for Community Schools released several new reports and resources demonstrating these results in early education in community schools in conjunction with the New America Foundation symposium. Read more.