  |
| Do you know of any kids that jump of the page with talent? We are looking for kids for Kid's Talk Radio and Teen TV. |
 |
| All kids are gifted. Do you know of any of your kids that have talent? |
|
|
Bob Barboza Kid’s Talk Radio and Teen TV Talent Search
Bob Barboza was at the 2008 PTA National Convention looking for talent for talent for Kid’s Talk Radio, Teen TV, and his new Super Sub Program. Bob actually found some great talent that he can use. On the kid side I found singers, dancers, actors, and radio announcers. On the adult side I found the Alley Cats a great American Doo-Wob group. They were singing in beautiful four-part harmony right from their booth. I want to use the Alley Cat Singers for my Super Sub Program. Super Subs are teachers that are crossed trained in visual and performing arts. They are journalist, musicians, singers, technology experts, choregraphers, animators, language arts specialist, and teachers on special assignment.
If you are in the grades of K through 12 you might want to sign up for our talent search for kids and teens. We will put you on Kid’s Talk Radio and or Teen TV. Kid’s need to have their parents or guardian contact us by e-mail.
If you are an adult and you would like to look into becoming a Super Sub, we want to hear from you. Adults will send a resume by e-mail.
Contact Bob Barboza at Suprschool@aol.com we cannot take phone calls without an appointment. So, use e-mail first.
Additional Inforamtion:
Kid's Talk Radio & Teen TV
Super School University
Super School
|
| The Kid's Talk Radio Team is Working on More Creative Solutions for Students With Special Needs |
 |
| Kid's Talk Radio a new idea for great parent involvement. |
|
|
New Ideas About Building Super School Centers in General Education Classrooms
Thinking Different and Exploring Project Based IEP's
What do you do during independent learning time? You are in the general education classroom and it is time for students to work independently. All students need help with writing and all students need good reasons to write. You students hardly ever get a chance to speak. In fact most teachers spend a lot of time getting kids not to speak. They want their classroom quiet. If your students have a great reason to read they will read. They might not get all of the words on their own but they will try. Do your students have trouble listening? Do they have auditory processing problems? Do your students enjoy working with technology and don’t just mean computers?
Put a Kid’s Talk Radio Center in the general education classroom. It will help your students to listen, speak, read, write, and compute and it will do it through project-based learning. You can write the entire project right into your IEP. If you ask a student they will say, “ I love the idea.” If you ask a teacher they might say are you crazy. Don’t get me wrong; these are tough times in the general education classroom for students with special needs.
At Super School University and Kid’s Talk Radio we are kicking around wild and crazy ideas. We are looking at the general education classroom and we are thinking outside the box. You won’t find us settling for just business as usual.
What do you have to loose? Your kids are well below grade level and they are not excited about learning. They are just going through the motions.
If you want to explore something that will get you excited about learning and teaching special education contact us.
http://KidsTalkRadio.PNN.com
or have a conversation with Bob Barboza (562) 594-8580 Office.
E-Mail: Suprschool@aol.com
|
 |
| You can't tell which student has an IEP? Every student is special at Kid's Talk Radio. |
|
What is Kid’s Talk Radio and how can it help with mainstreaming students into the general education classroom ?
Kid’s Talk Radio was designed and created by Bob Barboza as a high motivational after school learning program for students in the Paramount Unified School District. Bob was working as a resource specialist working with students with special needs during school time and gifted and talented students after school. He would volunteer three days a week to find high motivational ways to keep kids excited about learning. He loved working after school. This was one of the places where he could be creative with students and not have to always worry about raising test scores. It was the perfect place for teachers that loved to teach. Kid’s Talk Radio was a natural fit. You could be creative everyday and at the same time kids were learning how to do a better job at listening, speaking, reading, writing and using technology to deliver a product.
Each student in the program used a journalist in the box training kit, with custom software, project books, and electronic journalist portfolios. We use project-based learning. We designed the program to fit the needs of all of the students. We allowed students to find the best spot on the news team that would help them to be successful.
Kid’s Talk Radio is a high motivational journalism program designed to help students to do a better job at listening, speaking, reading, writing, and computing. We use project based learning to work with general education students, gifted and talented students, English language learners, at risk, and special needs students. Our program designs individual educational project plans for each student. Kid’s Talk Radio is designed for students in grades 3 through 8 and grades 9 thorough 12. Students are trained to form news teams. Each news team consists of five members.
Station Manager: The station manager is trained to keep the news team organized. He or she makes it possible for the news team to meet all of its deadlines and to make sure that the news comes out on time. The news team manager plays an important role in training new Kid’s Talk Radio reporters.
Inside Reporter 1: This news reporter often times works in the classroom and will provide news from the school or community level. This job varies according to the special assignment that come into the classroom.
Outside Reporter 1: This reporter will go out into the community to get the news. He or she will report on sports, weather, movies, and current events that matter to kids.
Sound Effects Engineer 1: This student is responsible for all of the technology that is used at Kid’s Talk Radio.
Lead Journalist 1: This journalist works very closely with Kid’s Talk Radio teachers. He or she is responsible for all the content that goes on the radio station. It is just like being the editor-in-chief of a real newspaper.
|
| Kid's Talk Radio IEP National News |
 |
| IEP Information Alert, Kid's Talk Radio |
|
Some States Shift IEP Burden of Proof to School Districts
New Jersey
lawmakers recently changed state law to require schools to bear the
burden of proving, if there is a dispute with parents, that the
educational plans they create for students with disabilities are
appropriate.
The state’s action, which follows a similar
move by New York state in August, is considered a success by parents
and advocacy groups interested in chipping away at the public-policy
change made by a 2005 U.S. Supreme Court decision on the issue.
In Schaffer v. Weast,
the high court held that the party that has a complaint about an
individualized education program—most often, the parents—bears the
responsibility of proving that the plan is insufficient.
That’s
unfair to parents, who don’t have the expert resources at their
disposal that a school district does, argues state Sen. Stephen M.
Sweeney, a Democrat, and one of the co-sponsors of the New Jersey
legislation. It was signed into law Jan. 13.
The schools’
staff members are arrayed against parents, Mr. Sweeney said. And,
because of another recent Supreme Court decision that does not require
schools to reimburse parents for expert witnesses even if the parents
prevail in a dispute, it’s even harder to fight, Mr. Sweeney believes.
“Parents
are not sophisticated enough and don’t even know where to start,” he
said. “Basically, it’s like tying both hands behind their back.”
Fighting Back
The
New Jersey School Boards Association fought the change in state law,
saying that the Supreme Court had made the right decision in Schaffer.
The new law requires districts to prepare to defend every aspect of a
student’s educational program, the association said, without knowing
exactly what the parents had a problem with.
The
association “believes the process of complaint and due process would
better serve everyone if parents were required to identify the central
issue or issues they are challenging,” Barbara Horl, one of the
association’s lobbyists, said in testimony to the legislature on the
bill.
Individualized education programs, or IEPs, are
required for students with disabilities under the main federal special
education law, the Individuals with Disabilities Education Act.
Though Schaffer v. Weast
decided the burden-of-proof question, it was silent on whether states
were free to adopt their own statutes that could place the burden on
school districts, regardless of which side was disputing the
educational plan.
“We hold no more than we must to resolve the case at hand,” the high court stated in its ruling.
That left an opening for parents and groups like the Towson, Md.-based
Council of Parent Attorneys and Advocates, or COPAA, to lobby states
individually to make changes in their laws. There have been efforts to
shift the burden of proof to schools through legislation introduced in
Alaska, Hawaii, and Virginia.
Slow Process
But
the District of Columbia school board, meanwhile, voted in March 2007
to change its law so that it would be in line with the Supreme Court
decision, contrary to previous practice that had placed the burden of
proof on schools. Washington’s public school district, which has 49,000
students, plans to re-evaluate the change after a year.
Jessica
Butler, the chairwoman of the board of directors of COPAA, acknowledges
that nibbling away at the law is a slow process. The school boards’
associations in the various states strongly support the Supreme Court
decision and oppose efforts to nullify its effect at the state level.
“At
present, all of the efforts are on the state level, and that’s very
difficult,” Ms. Butler said. “But the parents and advocates are really
trying to rebalance the inequities.”
“I do think parents
have a movement going,” Ms. Butler continued. “It’s just going to take
a different form than when you have a lot of lobbyists working on an
issue.”
Schaffer v. Weast revolved around a dispute over an IEP developed for a student in the 139,000-student Montgomery County, Md., district.
Brian
Schaffer’s parents sought to have the district reimburse the family for
their son’s private school tuition because they claimed the IEP offered
was inappropriate.
Fewer Talks?
An
administrative-law judge hearing the case decided that the evidence
presented on both sides was so evenly matched that he could decide only
by determining which party had to prove its case. He ruled that it was
the parents’ burden to prove that their plan was better, and so in this
case the school district prevailed.
The Supreme Court concurred, saying that such a move places IEP disputes on the same level as other civil disputes.
“Petitioners
in effect ask this court to assume that every IEP is invalid until the
school district demonstrates that it is not. The [Individuals with
Disabilities Education Act] does not support this conclusion,” the
court found.
Some states, like Illinois and Minnesota, have
statutes that place the burden of proof on schools at all times, even
if the parents are the party disputing the IEP.
Common practice in New Jersey was to do the same, but there was no statute on the books codifying it. Therefore, the Schaffer
decision prompted a change in the state, said Ruth Deale Lowenkron, a
senior attorney with the Newark, N.J.-based Education Law Center.
Ms. Lowenkron said she has heard anecdotal reports of school districts’
reduced willingness to negotiate with parents in the wake of Schaffer.
“We
have heard that districts have simply said, ‘No, we’re not going to do
what you want, so sue us. And you have the burden of proof,’ ” Ms.
Lowenkron said. Parents would often feel unwilling to press a dispute
any further, she added. Frank Belluscio, the director of communications
for the New Jersey School Boards Association, said the Schaffer decision did not take away any of the safeguards for students and parents that are outlined under federal law.
“School
districts still have to meet federal requirements and state
requirements,” Mr. Belluscio said. “There’s nothing that prevents a
parent from still contesting an IEP.”
Though some states have changed their laws since the Schaffer
decision, there wasn’t much discussion of the case after it was
decided, said Naomi E. Gittins, the senior staff attorney for the
National School Boards Association in Alexandria, Va. That may be
because few circuit courts and relatively few states had ever placed
the burden of proof solely on schools, she suggested. Most states
followed the procedure outlined in Schaffer, or did not have statutes on the matter.
Mr. Sweeney, the legislator who sponsored the successful New Jersey
measure, said he would like to continue discussions with the New Jersey
School Board Association and others that opposed the new law. He
believes a neutral arbiter could be created in the state to handle
special education disputes, without the need for lawyers.
“I think now the school boards will be more willing to listen to us,” Mr. Sweeney said.
Vol. 27, Issue 21, Pages 1,13
|
|
Case Study: Mainstreaming with
Kid’s Talk Radio
Our action research team is always looking for meaningful
was to include students with special needs with general education
students. Kid’s Talk Radio is another
creative way to get the job done.
Bob Barboza has created a special education action research
project called Kid’s Talk Radio. It was originally
designed to for gifted students. Kid’s
Talk Radio is about finding a high motivational way for students to listen,
speak, read, write, and compute. We
teach our students how to become news reporters. We design individual educational plans for
each of our students. With the help of
programs like Goals, Objectives, Benchmarks, and Standards and IEP ToolBar we
can design custom learning plans that get results. Our goal is have our students listen to others that our producing
effective new broadcasts. This leads to
our new Kid’s Talk Radio Auditory Processing Training Program. This program helps students with the auditory
memory skills necessary for them to remember what they are talking about. In addition, we tailor radio reading passages that are at an
instruction reading level for the students we are working with. This helps to build the oral reading skills necessary
for our students to read news passages on the radio. We build writing
skills by giving our students a reason to write. Speaking is a necessary
part of being a radio news reporter or DJ.
We work in collaboration with our general education teachers and the speech
language specialist to build the necessary skills to produce student with
suitable oral reading skills. We want
our students to speak like real
radio announcers. Computers skills are
an important part of working at Kid’s Talk Radio. We teach our students to use computers, work
with sound effects machines, record radio broadcast, create Podcast, ZCast, and
Quick Time Radio Shows. We have found
that though high motivational learning projects we keep our teachers and
students motivated while we teach our special needs and gifted students to
listen, speak, read, write, and compute.
In Summary, our students are involved in project based IEP’s
that are measurable, produce meaningful results, and keep our teachers and
students motivated all during a full IEP planning period. This high motivational approach makes it
possible for general education teachers to participate in the training of
students with special needs. We use
electronic IEP’s, new student and teacher productivity tools, Goals,
Objectives, Benchmarks, and Standards, and IEP ToolBar to save us time so we
can do what we love to do best. This
program is designed for teachers that love to teach. We are always looking for educators that have
creative ways to help students with special needs.
For more information visit: Kid's Talk Radio Los Angeles and Super School University.
Bob Barboza has taught special education for over thirty
years. He is an educator, composer,
software designer, and teacher on special assignment. Barboza works with both
gifted and talented students and students with special needs. He is the author of Jr. Medial School, Jr.
Business School, Jr. Law School, and Kid’s Talk Radio. He was the principal designer for the
electronic IEP used by the Los
Angles Unified
School District. At present, he works as a design advisor to
Steve Ormbrek a designer of electronic IEP’s and IEP support projects.
|
 |
| How can we help special needs students afteschool? |
|
What are special needs students doing afterschool? If your students are not getting caught up doing the daytime, what should we be doing afterschool?
We are members of the "Light On After School Program". We are point some of our action research in the direction of creative afterschool programs.
FEDERAL APPROPRIATIONS
As Afterschool.now goes to press, Congress has completed its Fiscal Year 2008 budget and sent an omnibus spending package to the President, who is expected to sign it. While Congress made cuts and difficult spending decisions in order to reach agreement with the President, the new package includes an increase of $100 million for 21st Century Community Learning Centers – part of an overall increase of $767 million above the President’s request for the U.S. Department of Education.
"In these tough economic times, this year’s budget has called for difficult decisions on funding. We are thankful that Congress recognized the needs of our nation’s children and families and has increased funding for the afterschool programs that keep kids safe, inspire them to learn and help working families," said Afterschool Alliance Executive Director Jodi Grant.
NEW STUDY: QUALITY AFTERSCHOOL PROGRAMS BRING ACADEMIC GAINS
The new Study of Promising Afterschool Programs is making waves in the education community and getting attention from opinion leaders nationwide. Afterschool.now editors interviewed the lead author, Deborah Lowe Vandell, who chairs the education department at the University of California, Irvine, about the findings.
Afterschool.now: Please describe your study’s key findings in terms of the academic impact of afterschool programs.
Vandell: This study showed that, for disadvantaged elementary and middle school students, regular participation in high quality afterschool programs is linked to significant gains in standardized test scores and work habits. These gains help offset the negative impact of lack of supervision after school.
Did you find behavioral improvements among students in afterschool programs as well?
Definitely. We found that regular participation in high quality afterschool programs significantly improved behavior, and reduced behavior problems for the students we studied… Middle school students who regularly participated in high quality afterschool programs also reported less use of drugs and alcohol. These results are four to six times larger than those reported in a recent meta-analysis of school-based substance abuse prevention programs aimed at middle school students.
How extensive was the study and what was your methodology?
Our study followed almost 3,000 low-income, ethnically diverse elementary and middle school students from eight states in six major metropolitan centers and six smaller urban and rural locations over two years. About half the students attended high quality afterschool programs at their schools or in their communities. The programs we looked at did not specifically aim to improve students' academic skills.
What should afterschool advocates be telling lawmakers about the study’s results?
I see two important points. One is that the programs obtaining academic gains were not simple extensions of the school day. They were not just doing homework, not programs where there was a lot of drilling. They were doing learning in a different way. The reason we get these gains, I think, is that they were offering children a chance to learn in a different way. That’s consistent with other research, too. So a lesson for lawmakers may be that a way to achieve gains afterschool is to use these alternative ways of learning.
The second point is that the programs where we had these positive effects were mature programs. They had been in operation for a minimum of three years when we started, and the study went for three years, so these programs were sustained for a minimum of six years.
The Study of Promising Afterschool Programs is co-authored by Elizabeth R. Reisner of Policy Studies Associates, Inc. and Kim M. Pierce of the University of California, Irvine. It was produced by the University of California, Irvine; University of Wisconsin - Madison, and Policy Studies Associates, Inc., and funded by the Charles Stewart Mott Foundation. It is available online at http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf.
TASC STUDY: MIDDLE SCHOOL AFTERSCHOOL STUDENTS SHOW HIGH SCHOOL GAINS
New York City students who attended middle school afterschool programs had better ninth-grade attendance and earned more credits than students who did not, according to an independent analysis of students in afterschool programs supported by The After-School Corporation (TASC). In ninth grade, students who regularly participated in TASC afterschool in grades six, seven and/or eight missed an average of almost seven fewer days than similar non-participants, researchers for Policy Studies Associates found. In tenth grade, they attended school for approximately six days more. They also earned more credits toward graduation in ninth grade.
The findings in "After-School Programs and High School Success: Analysis of Post-Program Educational Patterns of Former Middle-Grades TASC Participants" are consistent with other recent studies, including a major, long-term study of children enrolled in LA’s BEST, a citywide afterschool program in Los Angeles. It too found long-term gains for afterschool students. The full text of the TASC study is available at http://www.tascorp.org/content/document/detail/1758.
MANY MA STUDENTS NOT IN AFTERSCHOOL PROGRAMS
Concluding months of research, the Massachusetts Special Commission on Afterschool and Out of School Time released a report in November that finds that quality programs play a key role in making sure that young people realize their full potential to become well-rounded adults and responsible citizens. However, an estimated 80 percent of the state’s children and youth are not participating in these programs because of cost, transportation and other barriers - and there is a significant gap in afterschool programs for older youth in the state.
Afterschool programs have proven to help students do better in school, live healthier, and gain and practice the critical skills that allow them to compete in the new economy, the new report says. They also contribute to positive relationships among young people, which are critical to child and youth development, including healthy brain development.
Our Common Wealth: Building a Future for Our Children and Youth finds that afterschool programs provide a unique opportunity where all the key domains of child and youth development are linked. The report is available at www.massafterschoolcomm.org.
IN THEIR OWN WORDS...
"As a matter of public policy, we are building more prisons; we have more cells than we have schoolrooms. What are we telling our young generations to come? We can’t give you an afterschool program, we can’t give you this, we can’t give you that, but we can give you 25 to life."
--Singer, actor Harry Belafonte, Washington Post, November 3, 2007
IN THE NEWS...
Arizona – Chickens, ducks and pot-bellied pigs have been among the guests at Catalina Foothills area afterschool programs, reports the Arizona Daily Star. The visits are sponsored by the Therapeutic Ranch for Animals and Kids afterschool program which strives to educate children about therapy animals so they can eventually accompany the animals to hospitals, homeless shelters and other sites. In a recent class, children fed and milked two pygmy goats while learning about the uses of goat wool and tasting goat milk and cheese. "My favorite part is when we learn stuff about the animals and you actually pet the animal and see it live," said one third-grader. For more information, visit www.traktucson.org.
Massachusetts – A new public health and safety initiative, the Violence Intervention and Prevention program, includes afterschool as a key concept. The initiative encourages city employees to leave their offices and venture to neighborhoods, knocking on residents’ doors to inform them of city services. One program priority is "expanding participation, especially among middle school students, in well-supervised, high quality, afterschool programs by offering free transportation from community centers to children and youths." According to the Boston Globe, Mayor Thomas Menino said the program is "another step on the road map to reducing violence and destruction in the neighborhoods of Boston." For more information, visit http://www.cityofboston.gov/vip/.
Michigan – Bountiful fall leaves were no match for the youngsters at the Partnership Park After-School Program in Jackson. Although jumping in leaf piles was part of the fun, the main activity for students was their volunteer work to help older residents by raking and cleaning a Jackson neighborhood. "We just thought it was a good fall activity to do," Abbey Peterson of Catholic Charities of Jackson told the Jackson Citizen Patriot. "They are having a great time and working hard to get yards clean."
Virginia – This Thanksgiving, residents of 15 1/2 Street community in Norfolk were able to enjoy extra cheer, thanks to students at Seatack Recreation Center’s afterschool program. The students organized a canned food drive to help their neighbors. The nine- and ten-year-olds sorted collected items according to type, separating corn, green beans and boxes of stuffing into paper bags. Younger students added Thanksgiving cards to the bags. "They made their own plan," activity center leader Jessica Guiton told the Virginia-Pilot. "When they start giving to their community, they see how much it makes a difference to people around them."
Washington – Coeur d’Alene Police Chief Wayne Longo was recently dodging to keep safe from dozens of youth, but in a good way. The Chief and other officers joined a friendly game of dodge ball with the Kootenai County Boys & Girls Club afterschool program. "They’re not here to search you; they’re not here to bother you. They’re here to be your friend and help you succeed," Executive Director Ryan Davis explained to the children. The police visit is one way the program is helping youth view officers in non-confrontational settings. "The Boys & Girls Club is a proven program that helps reduce juvenile crime," Longo told the Spokesman-Review.
METLIFE BRIEF: CONNECTING SCHOOLS & COMMUNITIES
Education reform efforts are placing a strong emphasis on strengthening schools to improve student academic achievement. But schools are not the only place where students learn and grow. A new MetLife-Afterschool Alliance issue brief, "Afterschool: The Bridge Connecting Schools and Communities," analyzes the role of afterschool in linking a student’s academic day to relevant enrichment activities during afterschool hours. The brief finds that afterschool is key to reestablishing relationships between schools and communities that ultimately give children greater opportunities for success. To view it, visit www.afterschoolalliance.org/issue_briefs/issue_bridge.doc.
T-MOBILE VOLUNTEERS TRANSFORM AFTERSCHOOL SPACES
Afterschool spaces nationwide went from dull to dynamic thanks to the time, talent and passion of nearly 2,200 T-Mobile employees who took part in T-Mobile Huddle Up, a national community service program connecting kids primarily from high-need, urban communities to positive places, people and programs. Through a series of one-day events, employees logged 17,600 volunteer hours building bookcases and picnic tables, painting park benches and educational murals, and landscaping outdoor areas. Ultimately, T-Mobile volunteers revitalized afterschool facilities in 12 locations.
"They did more work in a single day than any other group has done in the last five years," said Brandy Fultz, Branch Executive Director of the Redmond, Oregon Boys & Girls Club, after T-Mobile employees painted a 36-foot world map and murals outside the facility, among other activities.
Before each project, T-Mobile employees met with kids from afterschool programs, asking for input on interior and exterior designs that would generate pride and stimulate a positive atmosphere. A signature component to each afterschool "extreme makeover" is the T-Mobile Huddle Up Zone, a dedicated space offering an atmosphere for studying, socializing, learning and fun targeted at middle school students. Power players from the National Basketball Association rallied support for afterschool programs alongside T-Mobile employees.
T-Mobile Huddle Up events will culminate with the second annual T-Mobile Invitational, a gala basketball tournament for eight top high school teams, with 150 employee volunteers working side by side with 150 student athletes and coaches.
To help kids reach their potential and improve communities nationwide, T-Mobile established long-term partnerships with City Year and the Afterschool Alliance, and launched T-Mobile Huddle Up just over a year ago. Earlier this year, T-Mobile and the Afterschool Alliance launched the first-ever T-Mobile Huddle Up Afterschool Survey, which showed the high level of importance parents place on afterschool programs.
FREE TIVO BOX FOR NEW SUBSCRIBERS
Afterschool Alliance supporters can get a free 80-hour TiVo Series2™ Dual Tuner DVR Box (a $249 value) when they sign up for a TiVo service plan through the Afterschool Alliance’s website. This special, limited time offer continues through December 31.
While there, sign up to receive Smart News, a bi-weekly newsletter of the Smart Television Alliance – a new campaign to improve quality children’s television that is supported by the Afterschool Alliance, National Education Association, National PTA and others. The newsletter provides "top picks" and recommendations on how to make television an educational experience for your family.
Go to www.afterschoolalliance.org and click on the TiVo/KidZone box on the right side of the page for more information.
RESOURCES
Afterschool in the Rural Context
The Afterschool Alliance recently updated the issue brief "Afterschool Programs: Helping Kids Succeed in Rural America." The updated issue brief provides more recent information on the current challenges and opportunities facing rural programs, in addition to examples of programs that are successfully addressing the challenges of transportation, poverty, teen suicide, alcoholism and more. The updated brief is available at http://www.afterschoolalliance.org/issue_briefs/issue_rural_4.pdf.
New State Profiles and Federal Resource Database
The Afterschool Investments Project has updated its state profiles to provide snapshots of the "state of afterschool" in all 50 states and the District of Columbia. These fact sheets are designed for providers and policy makers alike. The Afterschool Investments project has also compiled a resource database on federal afterschool information, including tips on starting and operating programs, funding and curriculum. The state profiles are available at "http://nccic.acf.hhs.gov/afterschool/statep.html. The federal resource database is available at http://nccic.acf.hhs.gov/afterschool/fed_resources.pdf.
AFTERSCHOOL FOR ALL
"28 in 08," Sign-On Drive to Reach 28,000 Partner Milestone
Afterschool for All is launching a drive to reach 28,000 partners by fall of 2008. The sign-on drive, "28 in 08," will raise awareness of the 28 million children whose parents work outside the home. Many need quality afterschool care to keep their children safe and healthy after the school day ends. Advocates are making noise for afterschool by hosting Afterschool for All sign-on campaigns. Visit www.afterschool2010.org and click on the partner tools to download sample letters, petitions and response forms.
Afterschool for All totals 17,000 partners to date. Contact Marie Coichy, Project Manager, with questions or comments at mcoichy@afterschoolalliance.org or at 646/943-8662.
|
New Ideas for Better IEP’s Meetings that turn Parents into
Partners
Parents have valuable
information. If you want to teat the whole
child you are going to have to find better ways at getting at the valuable information
that parents have. Bob Barboza’s Action Research Team is leading the way with
his observation line of software solutions.
In our attempt to find more meaningful ways to help parents to
participate in the IEP process we have given our action research team the task
of collecting information from parents that can help at the IEP. Our new program Observations for Parents is doing the job. Parents now have a software program that is
deigned to help parents to observe their child and then printout a report that
the IEP team can add to the Present Levels of Functioning that truly reflects
what the parents have observed at home. In this way we are making progress towards
treating the whole child. In addition,
Bob Barboza has completed Observations for Teachers, and Observations for
Administrator. In the summer of 2007, he
will complete Observations for Students.
For more information about this new action research visit: The Super
School Software Website.
|
 |
| Parents Are Using New Homework Solutions |
|
New Ideas for Better IEP’s Meetings That Turn Parents into
Partners
Parents have valuable
information. If you want to teat the whole
child you are going to have to find better ways at getting at the valuable information
that parents have. Bob Barboza’s Action Research Team is leading the way with
his observation line of software solutions.
In our attempt to find more meaningful ways to help parents to
participate in the IEP process we have given our action research team the task
of collecting information from parents that can help at the IEP. Our new program Observations for Parents is doing the job. Parents now have a software program that is
deigned to help parents to observe their child and then printout a report that
the IEP team can add to the Present Levels of Functioning that truly reflects
what the parents have observed at home. In this way we are making progress towards
treating the whole child. In addition,
Bob Barboza has completed Observations for Teachers, and Observations for
Administrator. In the summer of 2007, he
will complete Observations for Students.
For more information about this new action research visit: The Super
School Software Website.
More Creative Ways to Help Students
We are always looking for creative solutions for helping
students with special needs. Our action research
team has been looking for better way to mainstream students, write better IEP’s,
experiment with project based IEP’s and to create special projects for parents
to do at help with students that have special needs. This fall Bob Barboza will be visiting
schools demonstrating creative alternatives to the way we are writing goals and
objectives and exploring new and innovative ways to work with general education
teachers.
Questions About Special Education That Need Answers
How can we get mainstreaming
to work better? How can we improve the
interactions among general education teachers and students with special
needs? How can we make IEP goals and
objectives more meaningful? How can
parents get more involved in the IEP process?
How can we put the special back into special education? What ever happened to working on the learning
disability? Is special education just
regular education done slower? What
happens when teachers and students get excited about learning? If you would like to explore the answers to
these and many other special education questions, you might want to apply for
the 2007 Kid’s Talk Radio Special Education Mini Grant. Send you letter of intent to E-Mail:Suprschool@aol.com
|
Why Parents Are Ordering Goals, Objectives, Benchmarks, and Standards?
Parents are learning more and more about the IEP process. They are learning what they need to know by using the Internet, talking to other parents, teachers, school administrator, reading articles, and talking to people in the community. Parents are starting to learn that they are more than full partners in the IEP process. Yet they can’t be full partners without seeing what is on the educational menu. Some parents have been attending IEP meetings for five or more years. Yet some sit silently at the IEP meeting without saying a word. In an effort to improve the IEP process some parents are using a software program called Goals, Objectives, Benchmarks, and Standards. The benefits are many. Parents can now see what is on the educational menu and they are in a better position to make a valuable contribution to designing an individual educational plan.
With our new CD parents can:
v View possible goals and objectives well in advance of the actual IEP meeting.
v Parents can read all of the information in Spanish and English even before they get to the meeting.
v Parents can now make informed suggestions about what their child can and cannot do.
v Parents can follow the curriculum before, during, and after the IEP meeting.
v Parents can see what state standards apply to their children.
v Parents can have enough information at their fingertips to be able to ask informed curriculum questions at the IEP meeting.
v Parents and teachers can see the same information at the same time.
v Parents walk away from the IEP meeting with the satisfaction that they played a role in their child’s individual educational plan.
v Parents receive valuable information about reading, written language, and mathematics.
v Parents can e-mail important observations to teachers or share the information at the IEP meeting.
Feel free to contact me about some of the other features and benefits that will help parents and teachers to have successful IEP meetings.
Bob Barboza (562) 594-8580 Office or E-mail:Suprschool@aol.com
|
The New Demo Is Ready Teachers love to look at demos. We have a new Power Point Demo just for you. You can download this new Goals, Objectives, Benchmarks, and Standards Demo at any time. You can also look forward to new versions of our demo in the upcoming months. We listen to our teachers and we keep coming up with new ways to show you our new products. If you find that you are having difficulty downloading our new demo for any reason contact Bob Barboza: Suprschool@aol.com or Call (562) 594-8580
| 
Download Your New Demo |
Educational Price List
All of our programs work on Macintosh and Windows based computers.
IEP Tool Bar Supreme $99.95
Goals,Objectives, Benchmarks, and Standards: $49.95
Observations for Parents: $49.95
Observastions for Teaders: $49.95
Call for discounts on site licenses.
(562) 594-8580 or E-mail:Suprschool@aol.com
|
| Educational Price List
Goals,Objectives, Benchmarks, and Standards
Macintosh or Windows
$49.95 Single User
$200.00 Five Packs Call for discounts on site licenses.
IEP Tool Bar Supreme :
$99.95 Single User
$400.00 Five Packs Call for discounts on site licneses.
(562) 594-8580 or E-mail: Suprschool@aol.com
|
|
|
|
 |
