Over on LD Blog, I announced a new publication from Project Forum. The document examines the history of eligibility for special education of students identified as having Learning Disabilities and how US states are changing their eligibility procedures. Jump to the post on LD Blog.

The second in a series of polls about readers’ views on response to instruction (or intervention; RtI) is now live on LD Blog. Jump directly to the post containing the poll.

The Coalition for Evidence-Based Policy has issued a call for nominations of “Social Interventions Meeting ‘Top Tier’ Evidence of Effectiveness” with a specific focus on early childhood interventions. The coalition is a non-profit and non-partisan organization that is affiliated with the Council for Excellence in Government. Its mission is “to promote government policymaking based on rigorous evidence of program effectiveness.”

Recent Congressional legislative provisions seek to focus funds in certain federal social programs on models and strategies (“interventions”) meeting Top Tier evidence of effectiveness – i.e., “that have been shown, in well-designed randomized controlled trials, to produce sizeable, sustained effects on important … outcomes.” To assist federal agencies, grantees, and others in implementing these provisions effectively, the nonprofit, nonpartisan Coalition for Evidence-Based Policy is launching an initiative to identify and validate interventions meeting this evidence standard. Here is a link [see end] to a 3-page Project Overview (plus appendices).

As part of the demonstration phase of this initiative, we invite all interested parties to nominate evidence-based early childhood interventions (for children age 0-6) for review as possible candidates for the Top Tier.

Here is a link [see end] to brief instructions for nominating a candidate intervention (1 page). The process is designed to be straightforward, transparent, and user-friendly. In this demonstration phase, we seek nominations of early childhood interventions; subsequent phases will address other areas of social policy.

Please note the following important aspects of the Top Tier Evidence initiative (aspects described further in the Project Overview, linked above):

Potentially large influence on policy decisions. An important aspect of this initiative is that Congress has expressed interest in it, and officially asked the Government Accountability Office (GAO) to monitor and assess our effort, and report on its validity. If GAO’s review is favorable, the project is well-positioned to become a uniquely authoritative – and potentially pivotal – resource for Congressional, federal agency, and state and local policymakers. (The Congressional request is shown in Appendix A of the Project Overview.)

Unique focus on identifying the relatively few interventions across social policy meeting the Top Tier standard. This focus complements that of other existing resources for identifying evidence-based interventions. Our initiative seeks specifically to be a resource to public officials (e.g., members of Congress) and others (e.g., private foundations) with responsibility for a broad policy area, who wish to concentrate effort on replicating or scaling up the few interventions in their area for which research provides the strongest confidence of a sizeable, sustained effect on people’s lives. We recognize that, for many social problems, no interventions yet meet the Top Tier standard because of gaps in research or other reasons; therefore, public officials seeking to address these problems may need to rely on evidence that falls below the Top Tier, often including nonrandomized studies. We do not seek to review such evidence, but appreciate its importance and will refer users to other high-quality resources that conduct such reviews.

Expert review of nominations by a panel of nationally-recognized, evidence-based researchers and former public officials. A list of Panel members, including their titles and affiliations, is shown in Appendix B of the Project Overview.

Links for the project overview, the instructions, and the site Social Programs that Work

The Council for Exceptional Children (international) seeks a person to fill the position of Senior Director for Public Policy. Here’s the text of the announcement:

Purpose of Position:
Policy and Advocacy Services furthers the overall goals of CEC through improving policies affecting children and youth with exceptionalities, their families, and the professionals who work with them, at national and state/provincial levels of government. The Senior Director for Public Policy, under the direction of the Associate Executive Director for Policy and Advocacy Services, is responsible for providing leadership and direction for the Association’s governmental relations activities, including maintaining a network of units and members for advancing public policy.

Responsibilities:
• Providing leadership and direction for special education advocacy and public policy activities including proactively influencing federal legislation, regulations, and funding;
• Providing leadership in developing CEC’s advocacy campaigns and supporting a network of units and members for influencing special education policy at national, state/provincial and local levels;
• Gathering, analyzing and synthesizing information and preparing reports, testimony, white papers, model policies, and other written products on policy issues of concern to CEC and its state/provincial, division and local units;
• Monitoring the implementation of public policy and governmental programs concerning quality outcomes for exceptional children and youth and the professionals who serve them;
• Developing and maintaining internal and external coalitions as needed;
• Representing and linking the Association externally on matters related to public policy including participation in coalitions, conferences and task forces;
• Coordinating staff work in the area of governmental relations, which includes ensuring collaboration and communication across the unit and organization, and high quality customer service to members and external constituents;
• Identifying current and emerging policy issues and trends in the provision of services to exceptional children and youth and their families that can be addressed through the Association’s special education advocacy activities;
• Developing and conducting public policy presentations and seminars for CEC members and units, and other interested parties, in advancement of CEC priorities;
• Performing other duties as may be assigned.
Qualifications:
• An advanced degree in special education (includes early intervention), law and government, or a related field preferred;
• More than nine years progressively responsible experience in education, association management, or law and government as it relates to special education, or a related area;
• Five years of progressively responsible leadership experience in the area of public policy at the state or national levels, or a combination of these levels;
• Successful experience in working effectively with and serving as an advocate with congressional and federal governmental officials on public policy issues;
• Demonstrated competence in communicating effectively in written and oral forms including synthesis of varying perspectives and the promotion of communication across multiple constituencies;
• Demonstrated understanding of current issues, programs and trends relating to the education of exceptional children;
• Ability to provide leadership with a strong commitment to advancing the special education profession’s public policy agenda;
• Demonstrated ability to work collaboratively across units and with key individuals, organizations and agencies;
• Demonstrated negotiating skills in challenging situations involving varying stakeholders;
• Ability to flexibly respond to changing needs, directions and priorities;
• Strong computer skills, including Microsoft Office Suite;
• Willingness to travel and work flexible hours, including evenings and weekends, when necessary.

Link to the PDF position description.

Over on Teach Effectively, I’ve posted Bogus Bowl V. This one is about the professorate’s reluctance to teach prospective teachers to employ evidence-based practices. Jump on over there and vote.

Postdoctoral Fellowship on Reading Disabilities and Response To Intervention

The Meadows Center for Preventing Educational Risk and the Department of Special Education at the University of Texas are seeking applications for two qualified candidates interested in participating in a two-year, IES-funded postdoctoral training program designed to promote the conduct of methodologically-rigorous research on reading disabilities and response to intervention. Training for fellows will begin in August, 2008 or August, 2009, depending upon the applicant’s schedule, and involve (a) mentored professional development, independent writing, and grant development; (b) immersion in large-scale, federally-funded applied education research drawing from multiple disciplines (e.g., educational psychology, special education); and (c) didactic research training. Fellows will have an opportunity to assume a leadership role on at least one large-scale research project directed by the Training Director. Within this role, they will have an opportunity to (a) assist in the conceptualization and management of existing and follow-up research, (b) apply methodological and data analytic approaches in addressing research questions, and (c) supervise data collection/ management/ analysis and implementation efforts. In addition, they will be encouraged to establish unique and independent strands of research culminating in the solicitation of future grant funding. At the conclusion of their experience, fellows will be exceptionally well poised to assume roles in institutes of higher education, research centers, and training programs that have as their priority advancing the scientific basis of educational programs.

Qualified applicants will have obtained a degree in educational psychology, special education, or a related field by August, 2008. Applications will be reviewed starting July 1, 2008 and remain open until both positions are filled. Those with a background in reading disabilities, methodology, school-based intervention delivery, family-school partnerships, or response-to-intervention (RtI) are strongly encouraged to apply. Applicants should have a basic understanding of research design and analysis for randomized group designs and educational and psychological measurement. The following application materials are required: (a) a cover letter describing professional research interests, research experience, methodological and statistical training, and professional development and research goals to be pursued during the fellowship; (b) a complete vita; and (c) two letters of recommendation (at least one from a faculty advisor or mentor). Application materials should be submitted to Dr. Sharon Vaughn, Director, Meadows Center for Preventing Educational Risk, University of Texas, Austin, Texas, 78712, or electronically to Kshumake @ mail.utexas.edu.

The Meadows Center for Preventing Educational Risk is an interdisciplinary Center of Excellence that promotes and supports a vibrant grant-active culture in the College of Education and across University of Texas. The Center is a highly prolific research entity that pursues and secures competitive funding with a high rate of success. It is closely affiliated with the Departments of Special Education and Educational Psychology, which offer master’s and doctoral programs and coursework in Quantitative and Psychometric Methods; School Psychology and Counseling Psychology (both APA-accredited); Cognition, Learning, and Instruction; and Cultural Studies and Development.

Vanderbilt University is inviting applications for post-doctoral fellows in the two year Postdoctoral Intervention Research Program in Special Education. Fellows will work closely with a faculty advisor in the Department of Special Education matched to their interests in intervention research and with Karen Harris, Project Director. The special education faculty at VU are nationally recognized as leaders in intervention research in special education (see http://peabody.vanderbilt.edu/Microsites/Academic_Department/Special_Education.xml for more information). Fellows are sought across the areas of Early Childhood, High Incidence (EBD/LD/ADHD and other struggling learners) and Severe Disabilities. Participating advisors include: Donald Compton, Stephen Elliott, Doug Fuchs, Lynn Fuchs, Steve Graham, Karen Harris, Mary Louise Hemmeter, Ann Kaiser, Craig Kennedy, Kathleen Lane, Joseph Wehby, Mark Wolery, and Paul Yoder. Fellows will be prepared to make a difference in intervention research though (1) intensive mentoring by appropriate faculty members and the Project Director, (2) additional rigorous training in research methods and the science of learning beyond that received in their doctoral programs and tailored to their individual interests in intervention research, (3) concentrated experiences in one or more currently funded intervention research programs, (4) participation in an Intervention Research Reading Group that will allow intense study of critical works on intervention research, and (5) experience in writing IES research proposals, writing for publication, and presenting at research conferences. Upon completing this postdoctorate, fellows will have begun to build a programmatic line of research that will have significant impact on practice and the field of special education.

Qualifications: Applicants should have a doctoral degree in special education or related area. Assistant professors as well as recent doctoral graduates are encouraged to apply.

Applicants should send a letter of application indicating their areas of interest in intervention research and relevant work, CV, and a list of references to Karen Harris (Karen.Harris @ Vanderbilt.edu). U.S. citizenship or permanent residency required. Start dates are flexible, beginning August, 2008. Applications will be reviewed as received. Vanderbilt University is an Affirmative Action, Equal Opportunity Employer. Members of under-represented minority groups are strongly encouraged to apply.

Update: Check the Web site for changes in the schedule. The Interagency Committee on Disability Research (ICDR) will be holding what it calls “stakeholder meetings” on Tuesday, 5 August 2008 and Wednesday, 13 August 2008. Interested parties can can participate in person, by telephone or via Web cast. The meetings will be conducted in Arlington (VA, US).

The purpose of this event is to allow individuals with disabilities and their representatives (family members, organizations, service providers, disability and rehabilitation research and policy groups, advocacy organizations with specialized disability knowledge) the opportunity to suggest specific ways to improve future disability and rehabilitation research to benefit individuals with disabilities. We are also interested in hearing from individuals concerning how well the existing federal research programs are responding to the changing needs of individuals with disabilities. These comments can cover a wide range of research areas, including, but not limited to:

• Employment of people with disabilities
• Community integration and continuum of care
• Health disparities
• Access to assistive technology and universal design
• Transition of youth to employment and independent living
• Availability of accessible housing, transportation and recreation

As the list reveals, this is not about special education, but the topics (e.g., transition) may be of interest to some special educators. Link to the ICDR Web site .

National Multiple Sclerosis Society
Manager, State & Local Government Relations

The National Multiple Sclerosis Society is the oldest and largest nonprofit MS organization in the U.S. With 52 chapters across the country, the Society supports more MS research and serves more people with MS than any other organization in the world. For more information about the National MS Society and our advocacy network, please visit our website at www.nationalmssociety.org

POSITION RESPONSIBILITIES

Position works to build and support advocacy in chapters at the state and local level. Essential functions include: (1) Research state legislation and regulations that will impact people with MS in the areas of quality health care, health insurance, long-term care and disability rights. Provide recommendations on issues for chapters to pursue; (2) Convert public policy research, analysis and recommended strategies/tactics into needed documents to support chapter advocacy initiatives including internal and external updates, reports, testimony, public comments, magazine articles, action alerts, issue briefs, state legislative trends, advocacy toolkits, teletrainings, and other communications; (3) Train chapter staff and volunteers in issues and advocacy techniques and assist chapters in developing trainings for volunteer advocates; (4) Take the lead in developing monthly advocacy toolkits and teletrainings for chapter government relations staff; (5) Manage the Convio electronic advocacy network through the action alert system to build electronic support and growth for advocacy at the local level; (6) Work with chapters to develop strategic advocacy plans and develop partnerships and collaborations to achieve public policy goals; and (7) Support the administrative planning and implementation of the Society’s annual Public Policy Conference.

QUALIFICATIONS

• Demonstrated knowledge of legislative and regulatory processes and how to influence them;
• Demonstrated ability to research and analyze a broad range of complicated disability, health, non-profit, and MS specific public policy issues and identify best models.
• 3+ years direct legislative experience or policy experience with emphasis on health care, long-term care and/or disability rights.
• B.A degree in public policy, political science, public administration, or related area.
• Training and presentation skills;
• Must be able to manage and engage in multiple tasks and in diverse internal and external interactions with diplomacy
• Strong interpersonal and communications skills necessary to build support for advocacy among staff and volunteers in chapters.

COMPENSATION

The organization offers a competitive salary and a generous benefits package that includes paid vacation, medical, dental, life and retirement plan.

APPLICATION INFORMATION

Please email cover letter, resume, and salary requirements by August 8, 2008 to:

Bari Talente
Associate VP, State and Local Government Relations
Bari.talente _@_ nmss.org

EOE / M / F / D / V

The National Multiple Sclerosis Society is an equal opportunity employer
and is committed to recruiting a broadly diverse pool of applicants for this position.

In “A Disabled Swimmer’s Dream, a Mother’s Fight,” Alan Schwarz of the New York Times reported about an athlete who has disabilities, Kendall Bailey, is qualified to swim in Paralympic events.

As Kendall Bailey swims, his praying-mantis limbs flapping him forward, something about the water disguises his many maladies: cerebral palsy, mental retardation, autism and more. Only in a swimming pool do they dissolve and allow his troubled body and mind to be all but normal. He is happy, safe and possibly the fastest disabled breaststroker in the world.

The issue apparently is whether Mr. Bailey’s is eligible because of his cerebral palsy or ineligible because of his intellectual disabilities. Read Mr. Schwarz’s extended article for additional discussion.