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CASE
I don't know anyone who became a special education administrator for the money, but I do know many who left one job for another because they felt under appreciated. I know most of our units have some type of Awards program and you honor your members each year. Now is the time to take it to the next level and nominate your award winners for a CASE award. Or maybe you just know of an administrator that fits the criteria for the Harrie Selznick Award, the Outstanding Special Education Administrator, or the Outstanding Service to CASE awards. Nominations must be made by Nov. 15 this year due to the earlier date of the CEC Convention, where we always announce and honor the winners. If you have any questions, contact Dr. Julie Bost or me! Take a few minutes to make sure your folks don't leave looking for more recognition when you have other opportunities to give them a well-deserved pat on the back!
I know many of you wear lots of hats... Our sister division, DEC (Division for Early Childhood) is having a conference and they wanted to make sure you knew all about it! For more information contact them at conference@dec-sped.org.
Speaking of great conferences... CASE Fall Conference in Reno, NV will be one of the best and least expensive ones you could attend this decade! Don't put off registering any longer! Kindel Mason (ID), CASE Professional Development chair and his committee have put together an amazing program! The 27th Annual CASE Fall Conference will be held at the Nugget in Reno, Nevada, Nov. 2-4. Now is a great time to go ahead and reserve you room at the Nugget at the amazing group rate of just $81 a night — and that includes your airport to hotel and back transportation! Remember, if you are part of your State/Provincial leadership — the CASE Board of Directors will be meeting all day on Wednesday, Nov. 1 and the morning before the conference starts at lunch on Nov. 2! Information on the Board meeting logistics will be going out to the Board members in the next week. Be sure you have your annual report in to Emilie Maule ASAP so we will have the correct names and addresses to complete our communication. See you in Reno!
The question last week was "In regard to the development of your state ESSA plan, how involved were you?" The number one answer at 55 percent was that those answering the poll knew a local director who was involved. At 2nd place with 27 percent was the state CASE affiliate was involved in the development of the plan. And last place with 18 percent of those answering the poll were personally involved in development of the state plan. That is terrific to hear. It is also great to know that no one answered that they had no idea what we were talking about! Be sure to stay involved with your state department. OSEP and OSERS are truly serious about local directors and other stakeholders being involved!
I hope you all will be having a great week. Watch this week for the quarterly CASE Newsletter to arrive in CASE members email box! If you don't get one, maybe you should join CEC/CASE! We would love to have you!
Luann Purcell
Executive Director
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Multiple Degree and Licensure Options. These UNC licensure and Educational Leadership degree options are offered around the state and online to meet the needs of busy working professionals. They feature intensive instruction, innovative scheduling, and internship opportunities arranged during the school year so projects can be applied to your career goals.
EXTENDED.UNCO.EDU
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CEC
We know that the induction process for new teachers is integral to new teacher success. It also takes a lot of time and effort to get right. To help you make sure the new teachers at your school are as prepared as possible, we have pulled together our best resources to help you ensure a smooth transition for everyone. Checkout CEC's new, all-inclusive Induction Toolkit ― a collection of eight multimedia resources to help you support and prepare your new teachers for their first school year. And that's not all: All elements of the toolkit are available online, so they're accessible anytime, anywhere.
For a limited time, CEC is offering access to the toolkit — a combined value of over $700 ― for just $199! Learn more about what is included and purchase access to your Induction Toolkit for New Special Education Teachers now!
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CASE
This regular update highlights new legal developments of major significance of special education leaders.
As a service to CASE members, this periodic legal alert provides, as a two-column table, highlights (on the left) and practical implications (on the right) of major new legal developments. The monthly update for this issue
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University of Nebraska-Lincoln
While postsecondary transition planning is required for students with Individual Education Plans ages 16 and older, it can also be extremely helpful for all students to help set goals and successfully transition into achieving those goals outside of school. With the increasing emphasis on education in the job market, students are under pressure to graduate high school and under even more pressure to go on to post-secondary institutions. Researchers have demonstrated a positive link between postsecondary transition-focused education and high school completion, especially for those who struggle academically. Transition planning includes five areas of planning: student-focused, student development, interagency collaboration, family involvement, and program structure. Collaborative planning with students in these areas can lead to positive school and life outcomes for many students.
Click on the following link for more information on Postsecondary Transition Planning: (http://k12engagement.unl.edu/postsecondary-transition-planning). Then click on the red button to download the pdf and read more. Find Strategy Briefs on over forty other topics at: http://k12engagement.unl.edu.
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DEC
Questions? Contact us at conference@dec-sped.org.
CASE
Registration is open for Restoring Focus on the Child: The Seventh National Symposium on Dispute Resolution in Special Education, Oct. 18-20 in Eugene, Oregon. The Symposium will bring together individuals who are interested in resolving disputes in a productive manner and building collaborative relationships that will lead to better educational programs for students with disabilities. The program includes an incredible list of keynote and featured speakers, ensuring an excellent professional development experience.
Interest in the program has been very high and the event may sell out. Thus, we are encouraging you to register as soon as possible. Registration fees for the 3-day Symposium are $325.00 which includes the Professional Development Institute, continental breakfast and lunch each day.
We believe you will find the Symposium stimulating, informative and provocative, as well as an outstanding opportunity to make new connections and network with your colleagues from around the country. Please feel free to contact Diana Cruz or Noella Bernal if you have any questions or if we can assist you in any way. We look forward to seeing you in Eugene!
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NCLD
NCLD is very excited to share with you the launch of our latest, cutting-edge resources and recommendations: Personalized Learning and Students with Disabilities. The resource hub contains 13 new publications, including case studies and recommendations for implementation — all with an eye on the needs and success of students with disabilities — tailored for parents, educators, administrators and policymakers, wherever and however they may be approaching personalized learning.
We’re proud to have worked with the Bill and Melinda Gates Foundation, who funded this addition to NCLD.org, which is the culmination of a three-year exploration of how students with disabilities can benefit from efforts to customize their learning to align with their strengths and interests.
To produce these resources, NCLD worked closely with advocates, parents, educators, experts and policymakers at both the state and federal levels. NCLD worked specifically in New Hampshire, Colorado and North Carolina — three states that not only reflect geographic, demographic and political diversity, but which are also at different stages of implementing personalized learning.
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CADRE
CADRE has a new resource aimed at parents in English and Spanish: Educational Advocates: A Guide for Parents is an easy-to-read brochure that will assist parents in asking interview questions that will help get an understanding of an advocate's approach to providing support; connecting with parent centers in their state; and connecting with additional sources of information about advocacy. Click here to read it in English and Spanish.
CADRE recently released IDEA Data Brief: Due Process Complaints/Hearings. Data presented in this brief on Due Process Complaints include dispute resolution data reported to OSEP by the states. This brief is one in a series that examines eleven years of IDEA dispute resolution activity, concluding in 2014-2015. Click here to download the brief.
Registration is now open for Restoring Focus on the Child: The Seventh National Symposium on Dispute Resolution in Special Education, convening Oct. 18-20 in Eugene, Oregon. For more information about the event, please visit the event website.
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NCES
New state-level data on early childhood readiness and college readiness, as well as open enrollment polices, are now available on the State Education Reforms website. The State Education Reforms website draws primarily on data collected by organizations other than the National Center for Education Statistics.
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NCRTM
According to the U.S. Bureau of Labor Statistics, the unemployment rate for people with disabilities continues to be higher than for those without disabilities. In 2015, the unemployment rate for persons with disabilities ages 16 and older was 10.7 percent, compared to a 5.1 percent unemployment rate for persons without a disability ages 16 and older. However, recent employment data for Americans with disabilities does show signs of improvement.
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Department of Education
In order to receive Federal funds under the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act, 1 each State educational agency must submit a State plan or application for each program. Section 8302 of the ESEA requires the Secretary to establish procedures and criteria in order to simplify the application requirements across various ESEA programs and reduce burden for each SEA that submits a consolidated State plan, after consultation with the governor.
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CEC Policy Insider
Immediately before the August Congressional recess, the U.S. Senate rejected the repeal and replace of the Affordable Care Act. As you know, CEC has been tracking the development of these various bills.
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CEC Policy Insider
The U.S. Congress is now on August recess. CEC encourages advocates to schedule home visits during this time. To read more on planning and tips to have an effective home visit with your members of Congress, review this month's CAN Do! There are two key messages you should address in your August recess meetings, town halls, etc.
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CEC Policy Insider
The U.S. Senate has confirmed Peter Oppenheim as the assistant secretary of education for legislation and congressional affairs. Secretary of Education, Betsy DeVos, released a statement on Oppenheim's confirmation, stating "Peter has spent his career working tirelessly on behalf of our nation's students, and I am thrilled he will continue that work here at the Department of Education."
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CEC Policy Insider
The National Center for Special Education in Charter Schools has released two new resources. The first resource, in partnership with the Center on School Turnaround, is the review tool Assessing and Improving Special Education: A Program Review Tool for Schools and Districts Engaged in Rapid School Improvement to assist school districts or individual school leaders in catalyzing conversations about, and reviewing and improving the quality of, their special education program as a key component of school improvement efforts.
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CEC Policy Insider
Representative Robert C. "Bobby" Scott, D-Va., ranking member of the U.S. House of Representatives, Committee on Education and the Workforce and a panel of distinguished speakers: Daniel A. Domenech, executive director, American Association of School Administrators; Richard D. Kahlenberg, senior fellow, The Century Foundation; Catherine E. Lhamon, chair of the U.S. Commission on Civil Rights; and Justin Reid, director, African American Programs, Virginia Foundation for the Humanities, spoke recently at a Washington, D.C.-based briefing on the racist origins of private school vouchers.
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CEC Policy Insider
CEC's Policy Insider will take a break during the Congressional August recess. Today's edition of the Policy Insider will be the last edition for the summer. Look for Policy Insider updates starting again after the recess. See you in September!
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| | HOT TOPIC: SUBJECT LINE FEATURED STORY |
By: Susan Winebrenner (commentary)
 Visualize yourself at a professional development presentation during which you painfully discover you already know much of the content. How do you feel about being required to stay for the entire presentation? Your gifted/advanced learners are dreading a similar experience waiting for them during the first days of a new school year. Much of school time during those days are spent "reviewing" information students were supposed to have mastered earlier in their education.
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Education World
Tensions have become even more flared between the Department of Education and states regarding their plans for the Every Student Succeeds Act. Both House Democrats and Republicans had strong objections and concern for Betsy DeVos and her team, who pledged to pass more control into the hands of the states regarding education policy decisions under federal K-12 law. The District of Columbia and sixteen states so far have submitted their plans for implementing ESSA and nine have heard back with letters of criticism that state leaders say goes beyond ESSA bounds.
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St. Louis Post-Dispatch
Amid the national noise about potential cuts to Medicaid, some school administrators in Missouri are trying to bring attention to one arguably lesser-known group that would be affected: their students. That's because public schools don't just provide education for children. As required by federal law, they also spend hundreds of millions on an array of expensive medical services for thousands of students with special needs, whether it be private-duty nursing, personal care attendants, physical therapy, speech therapy or occupational therapy.
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New America
The goal of every school is to help students acquire the skills and tools needed for a successful future. The federal Every Student Succeeds Act provides states and local education agencies with opportunities to improve strategies and practices to better support the academic, developmental and social-emotional learning that prepares students for college and careers. And while the importance of strong academics is well-known, research now indicates early social-emotional learning skills are important elements of school readiness and healthy child development, which are critical for long-term school and life success.
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Education World
There's perhaps no group of students more susceptible to bullying from other students than those who have special needs. It's an unfortunate truth that children can be incredibly cruel to those who are different from them and students with physical and mental differences are often common targets of the school bully. "Due to their unique abilities, they often are the targets of bullying," Kim Buchman who works with the developmentally disabled in Quincy, Illinois, said. "Sometimes they have struggles distinguishing when they are being bullied and who's a true friend."
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By: Savanna Flakes (commentary)
 Team-building, inclusion activities and cooperative learning should be a consistent part of our daily classroom structure. If students feel comfortable with one another in a safe learning community, they will take more learning risks, which leads to discussion on higher-level content. Enjoy these two quick and novel cooperative learning structures that build the strong communication and relationship skills that our students will need for 21st-century success.
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Disability Scoop
The nation's largest school district is being accused of failing to provide speech therapy, occupational therapy and other legally-mandated services to students with disabilities. A federal lawsuit filed late against the New York City Department of Education alleges that the school district routinely leaves students without therapies they are entitled to under the Individuals with Disabilities Education Act.
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THE Journal
A new survey has found that nine out of 10 parents of students in grades K-8 say their child is performing at or above grade level, but only one in three students are actually performing at that level, according to the 2015 National Assessment of Education Progress. It was the second year in a row that the survey, "Parents 2017: Unleashing their Power and Potential," found that nearly all parents who responded said their children were performing at or above grade level. About two-thirds, 66 percent, said they thought their child's academic performance is above average; 77 percent told researchers they rate their children's schools highly; and 80 percent highly rated the job teachers are doing.
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MindShift
Many more boys are diagnosed with autism every year than girls. According to the Centers for Disease Control and Prevention, the disorder is 4.5 times more common among boys than girls. Boys appear to be more vulnerable to the disorder, but there is some evidence that the gender gap may not be as wide as it appears. That's because the symptoms of autism are often less obvious in girls than they are in boys. Girls can be better at blending in, says Dr. Louis Kraus, a psychiatrist at Rush University Medical Center in Chicago, who specializes in autism.
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Education DIVE
Spring has long been known as testing season in school districts across the country. But in recent years, some educators have started to feel as if testing season lasts from September to June. "Kids are being tested all year, all the time," says Bootsie Battle-Holt, a 7th and 8th grade math teacher at Marina Del Rey Middle School and Performing Arts Magnet in the Los Angeles Unified School District. "For the kids, it gets to the point that they are so saturated with assessments that they are not always doing their best."
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Education World
In any classroom today about 10 students likely are introverts, and while the trait has gotten a lot more attention lately, experts say educators often aren't doing enough to help those students succeed and some policies are making school unnecessarily challenging for them. Marsha Pinto, a 21-year-old advocate for introverts, says she was quiet as a middle school student, sat in the back of the classroom and liked to read rather than socialize, though she worked hard.
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ADDitude Magazine
Several of my most brilliant, naturally talented guitar students have also had ADHD. In music, they have soared beyond my expectations and worked harder to master their instruments than I thought possible. Which makes saying goodbye — always too early and all too often abruptly — all the more heartbreaking.
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The New York Times
On a bright July morning in a windowless conference room in a Manhattan bookstore, several dozen elementary school teachers were learning how to create worksheets that would help children learn to write. Judith C. Hochman, founder of an organization called the Writing Revolution, displayed examples of student work. A first grader had produced the following phrase: "Plants need water it need sun to" — that is, plants need water and sun, too. If the student didn't learn how to correct pronoun disagreement and missing conjunctions, by high school he could be writing phrases like this one: "Well Machines are good but they take people jobs like if they don't know how to use it they get fired." That was a real submission on the essay section of the ACT.
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School Leaders Now (commentary)
Suzanne Tingley, a contributor for School Leaders Now, writes: "Q: I'm principal of a K-8 building. Recently the parents of a third grader came to see me. They were concerned that their son Ernie had started saying he doesn't want to come to school. His teacher is always yelling at him, he says, and worst of all, she makes fun of him in front of the other kids. The parents admit their boy is 'kind of an itch,' but they suspect that Ernie may be right when he says that his teacher doesn't like him. I'm wondering if his teacher is a bully. Any ideas?"
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HealthDayNews via UPI
There's good and bad news from a new study on the noise blasted in American teenagers' ears — more kids are listening to music via earphones than ever before, but rates of hearing loss have not increased. Still, "the overall take-home message ... is that not only are the elderly at danger of significant hearing loss — so are our children, at a time in their lives when education is key to their success in life," said hearing expert Dr. Darius Kohan, who reviewed the new study. He directs otology/neurotology at Lenox Hill Hospital in New York City. The new research was led by Dr. Brooke Su and Dr. Dylan Chan of the University of California, San Francisco. They noted that the number of teens listening to loud music through headphones is on the rise, and even minor hearing loss in children and teenagers can take a toll on their school performance.
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MindShift
There's very little research on how to effectively teach writing and few pre-service teachers explicitly learn how to teach it in credentialing programs. And yet good writing has become a central skill for most subject areas, including math and science, where teachers are now asking students to explain their thinking. Many teachers use model texts and writing assignments rooted in students’ lived experiences to give kids practice writing. Proponents of this approach say too much focus on grammar and sentence structure stunts the individual's voice. On the other side of the debate are people like Judith Hochman, who believes writing should be taught starting at the sentence level.
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Office of Special Education Programs (OSEP)
Name: Reports of Infants and Toddlers Receiving Early Intervention Services and of Program Setting Where Services Are Provided in Accordance With Part C, and Report on Infants and Toddlers
Type: Agency Information Collection Activities; Comment Request
In accordance with the Paperwork Reduction Act of 1995, ED is proposing a revision of an existing information collection.
Date:
Publication Date: June 22, 2017
Interested persons are invited to submit comments on or before August 21, 2017
FR Link: https://www.federalregister.gov/d/2017-13002
***
Name: Report of Dispute Resolution Under Part C of the Individuals With Disabilities Education Act
Type: Agency Information Collection Activities; Comment Request
Summary: In accordance with the Paperwork Reduction Act of 1995, ED is proposing a revision of an existing information collection.
Date:
Publication Date: June 22, 2017
Interested persons are invited to submit comments on or before August 21, 2017
FR Link: https://www.federalregister.gov/d/2017-13003
***
Type: Notice
Program: National Center to Enhance Educational Systems to Promote the Use of Practices Supported by Evidence
Date:
Deadline for intergovernmental review September 1, 2017
CFDA: 84.326K
Summary: The Department of Education is issuing a notice inviting applications for new award for fiscal year (FY) 2017 for Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities — National Center to Enhance Educational Systems to Promote the Use of Practices Supported by Evidence, Catalog of Federal Domestic Assistance.
***
Type: Notice
Program: Model Demonstration Projects to Improve Algebraic Reasoning for Students with Disabilities in Middle and High School
Date:
Deadline for intergovernmental review September 1, 2017
CFDA: 84.326M
Summary: The Department of Education is issuing a notice inviting applications for a new award for fiscal year (FY) 2017 for Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities — Model Demonstration Projects to Improve Algebraic Reasoning for Students with Disabilities in Middle and High School.
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7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063
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