October and Disability Awareness

ICYMI "In Case You Missed It!"

In addition to announcing OSEP’s new director, Laurie VanderPloeg, and interviewing Caryl Jaques at Little One’s University preschool, this October, we highlighted aspects of disability awareness for National Disability Employment, Dyslexia, Learning Disabilities, ADHD, and Down Syndrome!

Check out the stories below:


Down Syndrome


Courtney and her twin sons

It Takes a Village | 10/19/2018

Courtney’s twin sons just started kindergarten. This military family also moved across the country this year. Read how she’s advocated for her son with Down syndrome to be included in the same class as his brother.


Rachel, now an Olathe South High School Graduate

I REALLY Love My Life! | 10/12/2018

Rachel, a 19-year-old, loves her family, friends, school, social activities and so much more. She’s traveled to DC and testified in Topeka to talk about laws that will help people with Down syndrome.


ADHD | Dyslexia | Learning Disabilities


Lena McKnight

Learning About My LD: Accepting My Challenges & Finding My Voice | 10/30/2018

Lena struggled through middle and high school, but she eventually earned her GED, an associate’s degree and a bachelor’s degree. Read how Lena learned more about her learning disability, accepted her challenges and found her voice.


Strong Foundations School logo

Public Charter School Founded to Provide Excellent Reading Instruction to All | 10/29/2018

Beth McClure envisioned a school designed specifically to provide excellent reading instruction to all students, so she started Strong Foundations School, a public charter school.


Veronica and Myriam Alizo

From Miami to New Jersey | 10/25/2018

Myriam recounts her journey from a young, new mom learning her daughter had a speech delay and attention issues to a career assisting other parents of children with disabilities to help them navigate their rights and get involved in their child’s education.


Dylan and Nicola at the beach

Reflections on Where We’ve Been: A Mother and Son’s Journey with Dyslexia | 10/23/2018

Dylan is a college sophomore, a soccer player and ceramic artist who loves to travel the world when there’s time. He also has dyslexia. Dylan and his mom share their story in hopes of inspiring others.


Douglas Rawan II, a sixth-grader with dyslexia

My Truth About Dyslexia―What I Wish for Other Kids With Dyslexia and Their Parents | 10/09/2018

Sixth-grade student pens blog about dyslexia in “My Truth About Dyslexia—What I Wish for Other Kids with Dyslexia and Their Parents.”


Candice Crissinger and children

High Achievement Requires High Expectations: My Family’s Story | 10/04/2018

One mom, two sons 10 years apart in age. Candice shares her family’s story of the vastly different experiences they had when seeking educational supports and services for her sons with disabilities and ADHD.


National Disability Employment Awareness Month


Hands On Hyatt trainees

Hands On/Hyatt | 10/31/2018

Hands On Educational Services, Inc., a vocational training program that prepares individuals with disabilities for careers in the hospitality industry, celebrates its 20th year of partnering with Hyatt.


WINTAC logo

Meeting WIOA Requirements: Workforce Innovation Technical Assistance | 10/31/2018

Learn different ways to stay current with employment trends related to the workforce and people with disabilities.


Way2Work Maryland logo

Way2Work: Helping Marylanders with Disabilities Transition into the Workforce | 10/30/2018

Way2Work helps Marylanders with disabilities transition into the workforce. Check out some of their success stories!


Alaska and Nevada VR Websites

Successful Work Experiences | 10/26/2018

The Alaska Division of Vocational Rehabilitation and Nevada Ready show how states are creating programs to help youth with disabilities transition into a work environment.


Logo - National Technical Assistance Center on Transition (NTACT)

Transition Resources Help Agencies and Service Providers Support Youth with Disabilities | 10/24/2018

The National Technical Assistance Center on Transition (NTACT) has many resources that help state and local education agencies, state vocational rehabilitation agencies, VR service providers and other service providers prepare student with disabilities for successful postsecondary education and employment.


Veronica and Victor

ASPIRE! | 10/22/2018

With the help of ASPIRE, families in Arizona, Colorado, Montana, North Dakota, South Dakota and Utah are taking charge of their futures, learning about benefits available in their state, and more.


Logo - National Clearinghouse of Rehabilitation Training Materials (NCRTM)

Finding Rehabilitation Training Materials: RSA Technical Assistance and Other Resources | 10/22/2018

OSERS Rehabilitation Services Administration’s grant recipients offer numerous training materials and resources for those interested in vocational rehabilitation. Learn how to find these resources through the National Clearinghouse of Rehabilitation Training Materials (NCRTM).


Nyrka

Meriden Public Schools’ Community Classroom Collaborative | 10/18/2018

Meriden K–12, a Connecticut public school, gets creative to help students like Nyrka find success by bridging the gap between school and adult life.


AR PROMISE logo

The Importance of Connection | 10/17/2018

The Arkansas PROMISE program shows how a personalized connection between youth & their families and case managers can leave a positive, lasting impact on youth with disabilities.


Kwik Trip Storefront

Kwik Trip | 10/16/2018

The Wisconsin Workforce’s Division of Vocational Rehabilitation worked with KwikTrip, a family-owned business of convenience stores, to successfully recruit and train individuals with disabilities for the role of “Retail Helper.


Logo - National Clearinghouse of Rehabilitation Training Materials (NCRTM)

The National Clearinghouse of Rehabilitation Training Materials (NCRTM): Finding Promising and Effective Resources in the Clearinghouse Library

| 10/12/2018

Calling all vocational rehabilitation professionals. Did you know NCRTM provides quick, streamlined access to resources and technical assistance centers funded by OSERS Rehabilitation Services Administration?


Ida and her service dog

Ida’s Success Story—Knocking Down Barriers for Blind People Throughout New Jersey and Beyond | 10/10/2018

Ida’s a Drew University senior with a recent internship and employment offer from JPMorgan. She’s also legally blind. Read Ida’s story and about her work with the New Jersey Department of Human Services Commission for the Blind and Visually Impaired.


Christopher Pauley does the Marshmallow Challenge.

“Always Aim High!” | 10/03/2018

Christopher has a computer science degree. Yet, he applied to nearly 600 positions without much success—that was until a California Department of Rehabilitation vocational rehabilitation counselor helped him connect with Microsoft’s Autism Hiring Program.


NDEAM 2018 Poster: Man in a wheelchair conversing with co-workers over laptop computers.

“America’s Workforce: Empowering All” | 10/02/2018

OSERS and OSERS Rehabilitation Services Administration proudly supports numerous programs relevant to National Disability Employment Awareness Month.


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Public Charter School Founded to Provide Excellent Reading Instruction to All

Strong Foundations School logo

Assistant Secretary Johnny Collett and Deputy Assistant Secretary Kim Richey visited Strong Foundations Charter School during the 2018 Back-to-School Tour.

October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.


Seven years ago, one of my former students came to visit me and see the school I helped to found, Strong Foundations Charter School, a public charter school formed to provide excellent reading instruction to all students.

My former student was home from college where he majored in music and also played in two successful bands nearby. As we walked through the halls, he saw the elementary students working, some of whom were in Orton-Gillingham class—a structured reading approach to help students learn to read. I remarked that if he had been in a school like this, he might not have had to struggle so much with reading when he was younger.

His reply was bittersweet to me. “If I had been to a school like this, I might have been able to be your friend sooner.”

Translation: I might not have seen teachers as the enemy and schools as the battleground for so much of my childhood.

As a young teacher, nothing hurt worse than knowing I could teach someone how to read, but having them be so emotionally damaged from failure that they didn’t even want to try.

Time after time, that was my experience.

When I first began working with the student I quoted above, he was in the sixth grade. A bright mathematician, he had never learned to read despite his teachers’ efforts. Now it was my job to teach him to read and spell. For the first three months, every reading lesson was met with refusal and anger. Gradually, he began to have success and respond to my encouragement until finally, by the end of the year, we could accomplish an entire lesson in one sitting.

I had recently been trained in using the Orton-Gillingham approach. I worked as a special educator in a small private school in New Hampshire, and this student was one of many with a similar story. After years of failure, the first hurdle to help them overcome was their hopelessness when faced with the prospect of trying one more time.

I knew, though, that the English language is actually logical and can be taught systematically.

In my experiences, a multisensory structured literacy approach is essential for dyslexic learners and can also be beneficial to all learners.

At Strong Foundations, we accept all students at all academic levels, from low-achieving to high-achieving. Every student receives Orton-Gillingham instruction in a group as part of their regular education curriculum because we believe it is beneficial for all learners. We also believe it will prevent many students from ever struggling to learn to read. We work on building background knowledge using the Core Knowledge curriculum, a sequenced curriculum for kindergarten through eighth grade students.

In the classroom, students receive Orton-Gillingham instruction at a differentiated pace. Students identified with a learning disability in reading normally receive additional Orton-Gillingham instruction at a therapeutic level, so it reinforces what they have learned in the classroom.

Our hope at Strong Foundations Charter School has always been that more schools would see our success and would use structured literacy approaches from the beginning of a child’s reading instruction.

I would like to see teacher-training programs include training in structured literacy approaches so that all elementary and special education teachers are prepared to teach reading.

It has not happened as quickly as I had hoped, but I am seeing some progress.

The story of my student I mentioned above has a very happy ending. I worked with him through ninth grade, when he let his parents know he wanted to stop tutoring because he wanted to learn to play an instrument. His tutoring time with me conflicted with music lessons. We all agreed that if he could maintain his academics without my help, he could “fire me.” He went on to graduate from high school, earn a four-year degree from a prestigious college of music and now works as a professional musician.


Beth McClure has served as the principal of Strong Foundations Charter School for twelve years. She earned a master’s in learning and language disabilities and a master’s in Educational Administration. She is a fellow of the Academy of Orton-Gillingham Practitioners and Educators and currently serves as its president. She recently joined the Professional Standards Board of the New Hampshire Department of Education. Her favorite professional activity is teaching reading.


The U.S. Department of Education does not endorse specific curriculums or approaches to education. Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy. 

“Voices from the Field” Interview with Jack McCarthy, President and CEO of Apple Tree Institute for Education Innovation

Jack McCarthy, President and CEO of Apple Tree Institute for Education Innovation

Jack McCarthy, President and CEO of Apple Tree Institute for Education Innovation

Jack McCarthy is president and CEO of AppleTree Institute for Education Innovation and AppleTree Early Learning Public Charter School in Washington, D.C. AppleTree works to close achievement gaps by developing young children’s cognitive, social, and emotional skills through individualized teaching. They promote learning experiences that are evidence-based and use an approach that integrates what to teach, how to teach, and how to know it’s working. Jack has worked as a social entrepreneur at the intersection of education research, policy, and practice since 1993, combining his experiences in business and politics with a reformer’s sense of urgency about the importance of educating all children to high standards.


ED: How did you begin your career in Early Learning?

Jack: I was tricked into the field of early learning! A friend had brought me in as the treasurer for a non-profit organization with the hopes that I could help them find a building for a charter school they were starting. I had expertise in working with developers, structuring deals, and raising capital. We eventually pulled together financing and renovated a building in 4.5 months. It was a series of complex problems to solve, with unrealistic deadlines, but all for the purpose of providing high-quality programs for kids that needed them. Originally I had no idea how important this work was, but the more I learned and became involved, the more I became committed.

The first schools we opened were middle and high schools, yet most students were reading far below grade level, so it quickly became apparent to me that we were starting too late and we needed to get to kids earlier. This was 17 years ago, when the National Reading Panel had just released their report on the importance of early literacy. There was a growing emphasis on early learning.

We started a demonstration preschool in Washington, D.C. with TANF (Temporary Assistance for Needy Families) child care subsidies and private foundation funds. We discussed with experts and other smart people how best to promote early literacy skills for preschoolers and began to build our model.

In 2005 we were awarded an Early Reading First (ERF) grant from the U.S. Department of Education (ED). That’s when we became much more structured with our approach. ERF gave us the opportunity to build an exemplary model and to be much more intentional with promoting early literacy. We had something that made sense. However, in order to also address early math and social, emotional and behavioral development we had to use two additional curricula.

We continued our research-to-practice approach, working with a growing number of preschool classrooms, looking at outcome data, and collecting lots of feedback from teachers and coaches to continuously improve our practices. At the suggestion of experts in 2010 we developed our own approach, Every Child Ready (ECR), to support literacy, math, and social, emotional, and behavioral development within one curriculum. With Investing in Innovation (i3) funding from ED, we were able to strengthen our ECR model. Over the years the funding from ED provided us with the network and ability to bring really smart people together. We established our vision and goals, and then created an environment where innovative problem solving could happen.

ED: What efforts has your organization been involved in to improve the quality of preschool?

Jack: Our biggest contribution has been to develop this comprehensive early learning instructional model Every Child Ready, which includes what to teach, how to teach, and how to know it is working. ECR is a research-to-practice model that uses children’s academic and social-emotional outcomes, teacher quality data, and educator feedback to drive ongoing refinement and development. In developing ECR we took the time to figure out how you really move the needle on improving child outcomes.

A critical piece is to know if what you are doing is working and figuring out if you are making progress. ECR includes progress-monitoring tools focused on language and literacy, math, and positive behavior. Through ongoing observation we can monitor whether and ensure that kids are making progress in all of these areas. The ongoing progress monitoring provides data that are useful to teachers, instructional leaders, administrators, and others. We believe this is a big contribution to the field.

We’ve talked to so many different people over the years that want to do what’s right for kids. People look for one silver bullet, a simple answer to the complex issue of creating high-quality programs. The thing that is so humbling is that there isn’t one solution, rather it is that the 100 one percent solutions need to be organized and executed effectively in a controlled environment that makes it easier for teachers to provide highly individualized instruction. That is what ECR does really well. We are excited to be working towards making this innovation practical by putting it on a technology platform.

The other important piece to our work is expanding high-quality preschool through the unique D.C. charter preschool space. By being creative and flexible, we’ve been able to expand the use of our model across the city. We’ve done this through three approaches.

The first is through the AppleTree Early Learning stand-alone preschools. Through these we currently serve 650 preschoolers at 6 sites across the city.

The second is through our Apple Tree@Partnerships, where we partner with several different charter schools that serve older children. In these charter schools, we operate their preschool program under a contract and serve 700 preschoolers.

The third is supporting (but not administering) the implementation of our preschool model in additional charter schools. This last approach is reaching another 2000 kids. We have been in conversation with a couple of big-city school districts interested in ECR, so we see potential to further the work but need to think carefully about our capacity and how best to scale.

ED: What are some of the challenges you have experienced in this work, and what strategies have you tried to overcome these? 

Jack: When we started working with schools that were focused on older children there was a tendency that they wanted to “push down” their curriculum to preschoolers. We had some critical conversations about why that wasn’t going to work, and why it was important for preschoolers that learning occurs through play and other fun activities. We continue to work on this challenge, this vertical integration piece—how does ECR align with what is happening with the older grades in a school?

Another challenge relates to capacity. This is hard work and in order to do it well you need to have resources to build capacity and to support what should be happening in classrooms. In the non-profit world, raising capital to build internal capacity to manage larger projects or evaluate outcomes can take years.

We’ve been lucky to be working in an environment in D.C. that is committed to preschool. We’ve been working where the operation funding is abundant. But growth capital and facilities funding are big challenges. We can’t do everything we want with the operation funding. For example, we’ve been challenged with finding funding for our technology platform, to make the ECR tools widely available and more practical to use. In early learning we all feel this sense of urgency to address all of the issues at once, but the reality is that the pace and type of funding don’t always line up. You are resource constrained in some ways and not in others. This is part of non-profit management.

It is exciting to be working at the intersection of policy, research, and practice and to be managing each of those pieces with integrity so that we are both altruistic and thoughtful. For example, we don’t want to bring things to scale that won’t have an impact.

ED: What suggestions do you have for others interested in expanding access to high-quality preschool programs?

Jack: Reach out and engage experts and other smart people. I continue to find that people involved in policy, research, and practice in this sector are very willing to share their experiences with what works as well as what doesn’t.

Early on we did a lot of listening and learning and asking for feedback on our ideas. Get involved or learn from the broad early learning community, attend meetings, conferences, and have conversations about different ideas from various people that have been thinking hard and trying different things that support young learners.

The other important piece is to recognize that it is important to make your program vulnerable, and be open-minded and humble in the name of trying to improve in all areas. For example, when we first started we were pretty focused only on early literacy, but over time, through our experience, conversations, and feedback, it became clear that we needed to build in a focus on social-emotional development.

Our research-to-practice, continuous improvement approach helps us to be flexible in improving our work. Learning how to listen is critical and so is being on the lookout for new opportunities. For example, I’ve been on D.C.’s Early Childhood Development Coordinating Council and have met so many young child care center directors who don’t necessarily have specialized knowledge in early childhood, but they do have the entrepreneur’s vision and they want to provide high-quality care. We need to figure out how to use opportunities like this to increase access to quality early learning. By being open minded, flexible, and solution-focused we can solve these complex issues related to improving the quality of programs serving our youngest learners.


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.