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The Anne Ford and Allegra Ford Thomas Scholarships

The Anne Ford and Allegra Ford Thomas Scholarships offer financial assistance to two graduating seniors with documented learning disabilities (LD) who are pursuing post-secondary education. The Anne Ford Scholarship was first awarded in 2002; in 2009, with a generous donation from Anne’s daughter, Allegra, the award was renamed the Anne Ford and Allegra Ford Thomas Scholarship and granted to two students.

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Pete & Carrie Rozelle Award

NCLD’s Pete & Carrie Rozelle Award was created by NCLD’s Board of Directors in 2000 to honor the organization’s founders by recognizing schools that are successful in addressing the learning and social/emotional needs of students with learning disabilities (LD) and other students who struggle with learning. This award is intended to help the recipient school expand programmatic and staff development activities that incorporate effective data-based decision-making practices and progress monitoring activities into classroom and school-wide practice. As of 2010, both public schools and independent schools are eligible for recognized with an award. Eligible public school programs must have met Adequate Yearly Progress (AYP) for the most recent school year. Preference is given to schools that serve underprivileged and under-served communities, and programs that have demonstrated unique impact on students with LD.

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The Anne Ford and Allegra Ford Thomas Scholarships FAQ

Which one of the scholarships should I apply for? Can I apply for both?
Apply for the one scholarship that best fits your post-high school plans. If you are planning to attend a four-year college, apply for the Anne Ford Scholarship. If you are planning to attend a two-year community college, vocational/technical training program, or specialized program for students with LD, apply for the Allegra Ford Thomas Scholarship. Do not apply for both scholarships.

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2013 “LD Superheroes and Superpowers” Art Competition: Children Category

The Avengers better watch out…because there’s a new gang of superheroes in town! With powers ranging from super speed to super math abilities, this crew consists of some of the most powerful superheroes we’ve ever seen. And they’re only ages 4–12! NCLD presents the magnificent superheroes and superpowers of our youngest competitors; kids who fight the obstacles presented by LD everyday. Don’t let their age fool you—these superheroes will change the world one day. Make sure to check back on everyday for new submissions.

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2013 “LD Superheroes and Superpowers” Art Competition: Adult Category

Who said superheroes were just child’s play? Our contenders ages 18 and up prove that you can have superpowers at any age! These inspirational adults persevere through the daily challenges of having LD, so let’s honor them by checking out their art submissions everyday on Regardless of who ends up winning the prize money, all of these artists are fantastic real-life superheroes.

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2013 “LD Superheroes and Superpowers” Art Competition: Teen Category

What makes Bernard a superhero? Well, you’ll have to check out our art competition submissions to find out! Forget what you already know about teenage superheroes. These teens (ages 13-17) are so powerful that the Teenage Mutant Ninja Turtles are weeping with jealousy. From dealing with the daily drama of high school to conquering college admissions, these teens display what the powers of determination and perseverance can do for people with LD. And best of all, new submissions will appear daily on We hope you enjoy these teens’ creativity as much as we have.

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2008 Bill Ellis Award Winner

Judy Elliott, Ph.D., Chief Academic Officer
Los Angeles Unified School District

Dr. Elliott is the Chief Academic Officer for the Los Angeles Unified School District. Some of Dr. Elliott's many interests include effective instruction for students with diverse learning and behavior needs, IEP development and its alignment with standards and assessments, decision-making for accountability, and accommodation and assessment of special populations.

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2010 Bill Ellis Award Winner

Thomas Komp, Principal
Boulevard Elementary School
Gloversville, New York

According to Principal Tom Komp, "my day starts by meeting and greeting students and faculty, and after ‘good morning’ I ask them about their progress data!”

Gloversville may be a small, struggling city in upstate New York, but times have never been better for the students of Boulevard Elementary School. Tom Komp has been part of the school district community for 15 years and he remembers watching capable students slipping through the cracks, becoming casualties of well-intended but ineffective instruction. He and his fellow faculty members recall their feeling enormous frustration knowing that they could be doing more to accelerate learning, but not having the tools to gauge progress or to make decisions that would improve the effectiveness of instruction and result in higher achievement and improved behavior. Twelve years ago he started collecting data on student performance. It took a lot of time and energy, but he knew it would make a difference: a better educational experience for the students (and faculty) of Boulevard Elementary School.

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2007 Bill Ellis Award Winner

Kimberly Weber
Principal of Chavez Elementary School
Long Beach, California

Before moving to Chavez, Ms. Weber implemented a successful Response to Intervention (RTI) model, a multi-step approach to instruction that provides intervening services for students who struggle with learning, at Kettering Elementary School. Kettering, despite limited resources, was successful in meeting its Annual Yearly Progress goals, an index of how well schools are doing to provide high quality, effective instruction to all students under No Child Left Behind.

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2011 Bill Ellis Award Winner

Karin Lewis, Reading Specialist
Hill Elementary School
West Aurora, IL

Karin Lewis exemplifies the value that Bill Ellis placed on schools as vibrant learning communities. A 20-year veteran of the education field, Karin began her career as a classroom teacher in New Hampshire. After completing her M.Ed. at Notre Dame College in Manchester, New Hampshire, Karin shifted her focus to specialize in providing a wide range of reading interventions for K-5 students as a Reading Specialist. In 2001, Karin moved to Illinois with her family and worked in the LaGrange and St. Charles districts before landing in her current role at Hill Elementary School in West Aurora.

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2012 Bill Ellis Award Winner

Dr. Lydia Carlis, Chief of Research & Innovation

AppleTree Institute and AppleTree Early Learning Public Charter Schools

Washington, DC

Dr. Lydia Carlis, the 2012 winner of the Bill Ellis Teacher Preparation Award, exemplifies dedication to the art and science of teaching in a truly inclusive environment. Dr. Carlis currently serves as Chief of Research and Innovation for the AppleTree Institute, which provides accelerated early language and literacy programs to the underserved preschoolers of Washington, DC, to raise the trajectory of their future learning success. In her current role, Dr. Carlis is responsible for development, deployment, and validation of AppleTree’s instructional model, Every Child Ready. She also oversees policy development on implementation protocols for AppleTree Early Learning Public Charter Schools instructional activities including academic programs, student support services, assessment and evaluation, and professional development.

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