Youth Leadership Forum for Students with Disabilities Responsibilities of Primary Staff Volunteers, July 2011

Adults who can facilitate small group sessions. As a team they will be assigned to one of three small groups to assist students with completion of leadership exercises, facilitate small group discussions and help students develop their personal leadership plan. Responsibilities also include providing supervision, support and guidance to student delegates.

Small Business: Referral Information on Programs to Assist Women and Minorities in Establishing and Expanding Small Businesses, Revised October 2000

Small Business: Referral Information on Programs to Assist Women and Minorities in Establishing and Expanding Small Businesses

ASSIST With Windows Newsletter, Spring 2005

The purpose of Project ASSIST is to provide computer training to individuals who are blind, visually-impaired or deaf-blind. Our training materials address all levels of users, from beginners to advanced users. We have tutorials, keyboard guides and diagrams, and course packets. These materials can be used by individuals who want to learn popular computer programs on their own and by professional trainers for their organization's computer training program. We also offer instructor-led training through our ASSIST Online distance learning program.

Improving Transition Outcomes: Introducing the Prototype Replication Templates

Brief overview of the three community demonstration prototypes established under Improving Transition Outcomes and an introduction to the Replication Templates developed to assist community teams.

Consumer Advisory Bulletin, More Sources on Students and Credit Card Debt, October 2007

The Attorney General’s Consumer Protection Division receives hundreds of calls and consumer complaints every year. Follow these tips to avoid unexpected expense and disappointments. This record is about: More Sources on Students and Credit Card Debt Suggested by the Office of Attorney General Tom Miller

Progress monitoring for teachers of students who have visual disabilities, Fall 2006.

Description and process of monitoring students with visual disabilities.

Courts at a Glance, For Everyone From Students to Seniors.

A brief description of the courts system in the United States and in Iowa.

Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Education Task Force Report, August 2008

The Rebuild Iowa Education Task Force is composed of Iowans with experience and expertise related to the impact of the tornadoes, storms, and floods of 2008 on the educational system in Iowa. The massive damage greatly impacted educational facilities and enrollment, resulting in thousands of displaced students and significant long-term rebuilding needs. In addition, the education system is a “community center,” and in many ways acts as a first responder to Iowans experiencing the disasters. It is important to also recognize this role and the need for “non-educational” (and often non-quantifiable) supports as a part of the overall recovery effort. There are a few parts of the state that sustained significant structural and other damage as a result of the disasters. However, many school districts and educational institutions throughout the state experienced damage that resulted in re-allocating building usage, enrollment issues (because of housing and relocation issues in the community), or use of school facilities to assist in the recovery efforts (by housing displaced community agencies and providing temporary shelter for displaced Iowans). At this time, damage estimates are only estimates and numbers are revised often. Estimates of damage are being developed by multiple agencies, including FEMA, the Iowa Department of Education, insurance companies, and schools themselves, since there are many different types of damage to be assessed and repaired. In addition to structural damage, educational institutions and communities are trying to find ways to quantify sometimes unquantifiable data, such as future revenue capabilities, population declines, and impact on mental health in the long-term. The data provided in this report is preliminary and as up to date as possible; information is updated on a regular basis as assessments continue and damage estimates are finalized.

Supplemental Information to the August 2008 Education Task Force Report, August 2008

The Rebuild Iowa Education Task Force is composed of Iowans with experience and expertise related to the impact of the tornadoes, storms, and floods of 2008 on the educational system in Iowa. The massive damage greatly impacted educational facilities and enrollment, resulting in thousands of displaced students and significant long-term rebuilding needs. In addition, the education system is a “community center,” and in many ways acts as a first responder to Iowans experiencing the disasters. It is important to also recognize this role and the need for “non-educational” (and often non-quantifiable) supports as a part of the overall recovery effort. There are a few parts of the state that sustained significant structural and other damage as a result of the disasters. However, many school districts and educational institutions throughout the state experienced damage that resulted in re-allocating building usage, enrollment issues (because of housing and relocation issues in the community), or use of school facilities to assist in the recovery efforts (by housing displaced community agencies and providing temporary shelter for displaced Iowans). At this time, damage estimates are only estimates and numbers are revised often. Estimates of damage are being developed by multiple agencies, including FEMA, the Iowa Department of Education, insurance companies, and schools themselves, since there are many different types of damage to be assessed and repaired. In addition to structural damage, educational institutions and communities are trying to find ways to quantify sometimes unquantifiable data, such as future revenue capabilities, population declines, and impact on mental health in the long-term. The data provided in this report is preliminary and as up to date as possible; information is updated on a regular basis as assessments continue and damage estimates are finalized. Supplemental Information to the August 2008 Education Task Force Report

Youth Leadership Forum for Students with Disabilities, July 10-July 15, 2011

Five day leadership training program for 10th, 11th and 12th grade high school students with disabilities. Model program sponsored by the U.S Department of Labor Office National Collaborative on Workforce and Disability and developed locally by a collaboration of state and private agencies.

Iowa College Student Aid Commission Annual Report FY 2011

Iowa College Aid connects students and families to the essential resources and services needed to go to college. Staff is available every step of the way to help students plan, prepare, and pay for college. On behalf of the State of Iowa and the General Assembly, Iowa College Aid supports students and families with scholarships, grants, loan forgiveness, informational resources and a range of services that help Iowans prepare for college, as well as assist student loan borrowers through the repayment process.

IOWA Students with Autism: Who are they, how are they served, and are they achieving? October 2012

The Iowa Department of Education completed two studies in 2011-2012. The studies addressed several areas of need: (a) identifying students likely on the Autism Spectrum, (b) examining where large numbers of students on the Autism Spectrum are attending school, (c) evaluating the services being provided to students and the location of those services, (d) determining the extent to which services are evidence-based, (e) determining if services are sufficient to effect change needed to reach performance levels needed to access life opportunity, (f) understanding the kinds of problems being addressed through the Individualized Education Programs (IEPs) for the students identified, (g) examining the severity of behavior problems in the sample, and (h) examining academic proficiency and growth for students likely to be on the Autism Spectrum.

The Iowa plan for atomic energy education, 1950

This is volume 1 of 5 and is the Iowa Plan for Atomic Energy Education. It is the orientation to the Iowa plan for atomic energy education. This plan was presented to teachers, students and the lay public of Iowa with the desire to remove fears and assist in pointing the way toward a sensitive consideration of what American citizens can and should know and do about atomic energy.