81. President’s Commission On Excellence In Special Education She was named montana Superintendent of the Year in most of these children were notdisabled but merely The district’s special education rate decreased to 9 http://www.tash.org/govaffairs/spedcommission.htm

Equity, Opportunity and Inclusion for People with Disabilities since 1975. Governor Terry Branstad of Iowa - Chair Governor Branstad served four consecutive four-year terms as the chief executive of the state of Iowa. He completed his term of office in January of 1999. While in office, Governor Branstad made education a top priority of his administration. His leadership capabilities have been recognized through his chairmanship of the National Governors Association (NGA) (1989), and of the Republican Governors Association (1997), and his leadership in education is exemplified by his chairmanship of the Education Commission of the States (1998). As NGA chairman, he led the historic 1989 education summit in Charlottesville, Va. With the support of President Bush, the summit called for the development of performance-based National Education Goals. Those goals were subsequently adopted by the NGA in 1990. Governor Branstad has had careers as a farmer and an attorney and served his country with the U.S. Army from 1969-1971. He is a native of Leland, Iowa, and he and his wife, Chris, have three grown children. Adela Acosta of Maryland Steve Bartlett of Texas Steve Bartlett currently serves as president of the Financial Services Roundtable. He reorganized the membership base to include select member companies from all sectors of the financial services industry. Prior to that he was mayor of Dallas, Texas, from 1991-1995 and was a member of the United States Congress. A native Texan, Bartlett learned the value of hard work growing up on a small farm near Lockhart in south central Texas before moving to Dallas.

82. Karen S Administrated a countywide special education center and Itinerant Teacher for LearningDisabled K-6 (1970 SCHOOL DISTRICT 2; 1970 Billings, montana - A city http://schoolmatch.com/ppsi/angello.htm

Karen S. Angello, Ph.D. 5027 Pine Creek Drive Blendonview Office Park Westerville, OH 43081 TEL: 614-890-1573 FAX: 614-890-3294 SUMMARY OF QUALIFICATIONS Diverse experience as a superintendent of schools. Excellent leadership skills in curriculum, instruction, staff selection, and professional development Published in the field of strategic planning. Skilled in working with the public with professionalism and sensitivity. Strong advocate for a challenging and quality education for all students. Excellent organizational, communication, and writing skills. PROFESSIONAL ACADEMIC PREPARATION Ph.D. in Administration, Curriculum and Supervision in Education From the University of Northern Colorado at Greeley, CO - 1980 M.A. in Special Education From the University of Northern Colorado at Greeley, CO - 1967 B.S. in Elementary Education From Montana State University at Bozeman, MT - 1964 PROFESSIONAL POSITIONS EDUCATIONAL CONSULTANT; 1994-present Consulting in special education, secondary education, long-range planning, policy analysis and revision Presently providing long-term consulting services to the Manchester, NH School District through Comprehensive Educational Services - New England School Development Council (NESDEC) of Marborough, MA. Consultation includes special education, secondary education, policy development and budgeting.

83. Attention Deficit Disorder-Legal-FAQ Descriptors Accessibility (for disabled); Attention Deficit Disorders Regular andSpecial Education Relationship Education Act; *montana; *Rehabilitation Act http://ericec.org/faq/add-lega.html

Attention Deficit Disorder-Legal (reviewed January 2000) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org What information is available on legal issues and attention deficit disorder? Most students with ADD are served in the general education classroom. Some students may receive services under the rules and regulations of either Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. The IDEA defines as eligible only students who have certain specified types of disabilities and who, because of one of those conditions, need special education and specially designed instruction. Section 504, protects all qualified students with disabilities, defined as those having any physical or mental impairment that substantially limits one ore more major life activities including learning. Section 504 covers all students who meet this definition, even if they do not need to be in a special education program. It is important for classroom teachers and other professionals who work with these students to understand the classroom modifications and accommodations that can assist these students. (From "Section 504 and the ADA Promoting Student Access: A Resource Guide for Educators.

84. Charter Friends Initiative On Special Education Charter Friends Initiative on - special EDUCATION - Welcome to the site - Leadership from the grassroots - Charter Friends special Education Working Group - Both an opportunity and a challenge - Many early charters serving significant numbers of http://www.charterfriends.org/cfi-specialed.html

Charter Friends Initiative - on - SPECIAL EDUCATION Welcome to the site Leadership from the grassroots Charter Friends Special Education Working Group Both an opportunity and a challenge ... Goal #7 Recommend longer-range needs and possible strategies to address them Welcome to the site Welcome to this new Web site feature on the Charter Friends Special Education Initiative. This initiative like charters themselves is a work in progress. The initiative is based on the underlying premise that, as public schools, charter schools have a legal and moral obligation to serve all students who seek enrollment, including students with special needs. Going beyond that legal obligation, however, charter schools represent an exciting opportunity to use their flexibility, autonomy, accountability and often smaller scale to test new and more effective ways of serving special needs students. On the flip side of these opportunities are some very real challenges. Thus the need to assemble and focus resources and talent from both in- and outside the charter movement to help charter operators both meet their legal obligations and take full advantage of their flexibility, autonomy accountability and often smaller scale to design, test and replicate new and more effective ways of serving all students. Leadership from the grassroots Like all Charter Friends initiatives, leadership for the Special Education initiative is coming from the grassroots from an informal Working Group of state charter support organization leaders, state and local education officials, parent advocacy organizations and directors and teachers in individual charter schools.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-84 of 84    Back | 1  | 2  | 3  | 4  | 5