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CASE
I have said many times the importance of partnerships with the success of our organization and in the success local directors experience every day! The job is just too big and too complex for us to do it alone! This past week, I have had the opportunity to talk with several folks who represent various organizations on how we can help spread the word on important programs, meet critical needs and overall try to make an impossible job, possible. I know when I was a local director, we spent a lot of time cultivating and nourishing partnerships with in our community and our state. Now, our partnerships are on a bit grander scale, but they still have implications for the local and state levels. A lot of these conversations involved people who will be joining us in Biloxi, Mississippi, this November. People recognize the CASE Fall Board of Directors meeting and the Fall Conference are a great opportunity to get the word out to local directors! I hope you will consider being at our Fall Conference to hear all about new opportunities that could positively impact your effectiveness and your students' achievement! One of our partners that will be at the fall conference and will play a major role in our Winter Hybrid conference is the National Association of School Psychologists. Dr. Stacy Skalski is one of our key collaborators at NASP in her position as Director of Professional Policy and Practice for the National Association of School Psychologists. In this capacity, she works collaboratively with national and state leaders, education and mental health professionals, and public officials to advocate for policies and practices that promote comprehensive coordinated school-based mental health services. Dr. Skalski has over 25 years of experience in the field of school psychology having previously served as the Coordinator of Mental Health Services for the Douglas County Schools (CO), as an Assistant Research Professor at the University of Colorado-Denver, and as a school psychologist practitioner for the Douglas County and Cherry Creek Schools (CO). She will be presenting with some of her colleagues in Biloxi twice: Achieving Positive Outcomes in Rural Settings using MTSS (Multi-tiered System of Supports) and Leveraging ESSA and IDEA to Improve Access to School Mental Health Services. Our partnership with this organization is very important in not only providing resources to our members but also as we work on the school psychology shortage so many of our districts experience. Be sure and look at last week's poll results at the end of the article. Clearly this is an important partnership! Another outcome of our various joint projects is the planning of the 2019 Winter Hybrid. We will have Julie Weatherly doing a legal update for the first half day but then Dr. Skalski and Dr. Stephen E. Brock, PhD, NCSP, LEP, will be leading a day and a half session on Providing Mental Health Supports for Students Experiencing Trauma. Dr. Brock is Professor and School Psychology Program Coordinator at California State University, Sacramento. A Nationally Certified School Psychologist, Dr. Brock worked for 18 years as a school psychologist before joining the CSUS faculty. As a school psychologist he helped to develop the district's school crisis response protocol, specialized in functional assessment, and was on an autism specialty team. Dr. Brock is a member of NASP's School Safety and Crisis Response Committee, Chair of the Nominations & Elections Committee, and a past president. He is the lead author of "School Crisis Prevention and Intervention: The PREPaRE Model." So, make this year the year for partnerships, locally, state/provincial, and national ... the job is just too big for us to do it alone!
Speaking of partnering... What better place to cultivate partnerships than the CASE Fall Conference?! Our PD chair and committee have been working hard to make the 2018 CASE Fall conference one of the best ever! Now is the perfect time to register for the CASE Fall conference. This is a very tentative schedule but it shows what an amazing set of breakout sessions you will have to choose from! So why not register now so you can join us in Biloxi, Mississippi, on Nov. 8-10! Don't forget to also make your room reservation! You can get more information from the CASE website.
This past week's poll was on school psychologist generate a lot of responses... The question for this week was "What is your current ratio of students to school psychologists?" First place with 32 percent was 1:500. Second place with 27 percent was greater than 1:1500. Third place was a tie at 16 percent with 1:250 and 1:1000. Last place at 11 percent was 1:750. School psychology is one of our most critical fields and one that has hopefully evolved the most over the last 20 years.
If you head to Biloxi this fall, be sure and stop by the NASP booth and visit one or both of their sessions! And if you haven't checked out some of the amazing resources NASP has on their website, you might want to go browse a little bit! Partners are amazing!
Luann Purcell
Executive Director
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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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Special Olympics
In this fiftieth year of Special Olympics, Unified Champion Schools is pushing for the recognition and continued growth of a part of the movement that has been instrumental in advocating for inclusion: the Unified Generation. Youth all across the world are fighting day by day for inclusive communities, acknowledging the disparities equitable world.
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NCII
The National Center on Intensive Intervention (NCII) is excited to announce that they have recently released an updated version of intensiveintervention.org. The website changes are intended to help users more easily find tools and resources to learn about and support the implementation of intensive intervention. The website includes:
- A new interactive section "What is Intensive Intervention" designed to walk through the steps of the data-based individualization (DBI) process,
- Pages specific to different audiences including state and local leaders, trainers and coaches, educators and higher education faculty.
- Revised pages that highlight sample lessons and activities for literacy, math, and behavior and spotlight implementation tools to guide fidelity, readiness, coaching, engaging with parents and families and more.
- A new feature "Voices from The Field" sharing lessons from research and implementation.
- An improved search that includes filtering and keyword search.
If you have questions or difficulty finding resources, have suggestions for resources that would help you to support implementation, or would like to be featured as part of voices from the field, contact NCII at ncii@air.org or @TheNCII.
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Federal Register
The Department of Education is issuing a notice inviting applications for fiscal year 2018 for the School Climate Transformation Grant Program — State Educational Agency Grants, Catalog of Federal Domestic Assistance number 84.184F.
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National Council of Juvenile and Family Court Judges
The National Council of Juvenile and Family Court Judges has published the Trauma-Informed Classrooms Technical Assistance Bulletin.
The impact of students' life experiences on their behavior has garnered increasing attention as schools strive to develop more supportive academic environments that address the needs of at-risk youth and facilitate continued academic engagement. Few events outside the classroom have as profound an impact on multiple domains of student development as traumatic life experiences. Traumatic events can include domestic violence, abuse and neglect, school violence, loss of loved ones, and community violence, just to name a few. The range of student responses to trauma can vary from yelling to isolation. Students who have experienced trauma often have a distorted perception of the world and sense of not being safe. Creating an environment that fosters resilience and offers support to students who may experience a traumatic life event can potentially prevent unwanted disruptive behaviors in the classroom.
This technical assistance bulletin provides a basic understanding of the impact of trauma and adverse life experiences, how those experiences can impact behavior in the classroom, learning how to recognize trauma, and strategies for creating trauma-informed classrooms.
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The WJ IV Interpretation and Instructional Interventions Program (WIIIP) provides personalized interventions and accommodations based on an individual’s Woodcock-Johnson® IV and ECAD results. MORE
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CEC Policy Insider
CEC's Policy Insider will be on hiatus for the month of August. We will be back in your inbox Sept. 12.
| | HOT TOPIC: SUBJECT LINE FEATURED STORY |
eSchool News
If the beginning of the school year feels like you're being pulled in 12 directions at once, then you're not alone. Student have nervous flutters about returning to school to see their classmates, and teachers are getting back into their work routine while trying to balance all the demands of the new school year. Although it can feel overwhelming to set aside time for your own goals, it's important for teachers to do exactly that. With all the requests coming from others, teachers have to carve out their own priorities to maximize teacher wellness and student learning.
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Education Dive
Recently, a federal judge in Brooklyn issued an order that advanced a discrimination and retaliation lawsuit filed in 2015 against Success Academy, a high-achieving charter school network in New York, by former students and their parents (the plaintiffs). In the lawsuit, the plaintiffs allege that the Principal of Success Academy’s Fort Greene campus placed 16 students — some as young as 4 years old — on a "Got to Go" list because of disruptive behavior.
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The Oregonian
The family of a child with disabilities is suing Oregon Senate Republican Leader Jackie Winters and the Salem homeowners board on which she serves after it voted to bar the girl's school from providing her with door-to-door bus service. A lawsuit filed in May by Erika Hernandez and Paolo Regalado says the restriction violates federal and state fair housing laws.
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Chalkbeat
Does tightening the screws on schools and teachers lead to benefits for students? For the past couple of decades, school reform efforts have assumed that the answer is yes. Setting ambitious goals, and putting pressure on schools to reach them, would push students ahead. And past research has shown that math scores rose as more states began threatening and sanctioning schools with low test scores in the 2000s.
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Disability Scoop
Disability advocates are calling on federal education officials to clear up what they say is misleading information that's keeping students with intellectual disabilities from being able to attend postsecondary programs. In a letter to U.S. Secretary of Education Betsy DeVos this month, 71 advocacy groups and other stakeholders from across the country said guidance is needed to clarify that funding available under the Individuals with Disabilities Education Act and through vocational rehabilitation can be used to pay for transition programs offered on college campuses.
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District Administration Magazine
Effective professional development helps educators better address the rapidly evolving needs of students. But with limited budgets and teacher time, how can PD be served up effectively, and integrated and tracked? Education leaders share their best practices for ensuring that professional learning time is well-spent, focused, shared and rewarded.
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By: Howard Margolis (commentary)
 Many special and general education students of all ages and achievement levels don’t get enough sleep. They suffer from sleep deprivation. They routinely get far less than the roughly eight to 10 hours of sleep they need. The long-term consequences of sleep deprivation put them at serious risk for obesity, diabetes, accidents, heart disease, and premature death. In school, at home, and with friends, the consequences are immediate.
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School Leaders Now
Tara Taylor's journey as a single parent started when her daughter was 6 months old. Now, her daughter is in college, and Taylor can reflect on her experience as a single parent during those K–12 years. In short: It's not easy. "Think about all the challenges that two parents face," says Taylor, "and multiply that." For single parents, getting the kids out the door in the morning, handling homework at night and juggling school events with work can be tough. Here are 10 things your school can do to help make it a little easier for single parents.
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MindShift
In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are highly sensitive to noise and visual distraction. While one temperament is not better than any other, introverted students are often "overlooked, undervalued and overstimulated in our schools," said Heidi Kasevich, a 20-year teaching veteran and director of education for Quiet Revolution, an outgrowth of Susan Cain's best-selling book on the power of introverts.
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Educaiton DIVE
Managing a school and district is a juggling act. Add into this the oversight of not just teachers academic skills, but their habits, and curriculum designers can quickly feel something slip. Offering teachers professional development opportunities may help, and these activities don't always need to focus on hard skills.
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MindShift
When a colleague invited Joy Kirr to a professional development day featuring the Scottish design thinking expert Ewan McIntosh she didn't think it would be life changing. She was flattered to be asked, and wanted to make the most of the opportunity, but her experience of professional development up to that point didn't lead her to believe it would be Earth-shattering. But then, McIntosh gave the teachers assembled a simple task: Pick one problem in your school and start working on it today.
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Education Week
Teachers who reported using at least one textbook aligned to the Common Core State Standards were more likely to report engaging students in key mathematical practices that those who didn't, according to a new study. Despite the positive correlation, only a small fraction of teachers surveyed reported using materials with a high alignment rating, concludes the study from the RAND Corporation. It's the latest research project to probe how curriculum alignment does — and doesn't — change teachers' understanding of what they're expected to teach.
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Edutopia
Despite its popularity, memorizing information is one of the least effective learning strategies. While it may seem efficient, students are more likely to forget memorized material if they don't reinforce their learning with other strategies, and a new study looks at how incorporating guesswork into a lesson can significantly boost students' ability to recall information.
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EdTech Magazine
While most teachers want to believe the best about their students, the reality is that skipping class, plagiarism and a host of other issues are behavioral challenges teachers grapple with daily. It can be difficult for teachers to react in ways that will guide students back to proper classroom behavior without alienating them — which is a major concern according to a recent study from the Center for Promise. "Because of heightened emotional intensity in adolescence and the punishments typically associated with 'getting in trouble,' disciplinary interventions represent pivotal opportunities for students to feel either included and respected or shut down and ignored by schools," the study authors write.
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Office of Special Education Programs (OSEP)
Name: Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities--Center on Early Science, Technology, Engineering, and Math Learning for Young Children With Disabilities
Type: Applications for New Awards
Summary: The Department of Education (Department) is issuing a notice inviting applications for a new award for fiscal year (FY) 2018 for Educational Technology, Media, and Materials for Individuals with Disabilities—Center on Early Science, Technology, Engineering, and Math Learning for Young Children with Disabilities, Catalog of Federal Domestic Assistance (CFDA) number 84.327G.
Date: Applications Available: June 29, 2018.
Deadline for Transmittal of Applications: July 30, 2018.
FR Link: https://www.federalregister.gov/d/2018-14083
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Name: Applications for New Awards; Educational Technology, Media, and Materials for Individuals with Disabilities-Center on Technology Systems in Local Educational Agencies
Type: Applications for New Awards
Summary:
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Educational Technology, Media, and Materials for Individuals with Disabilities—Center on Technology Systems in Local Educational Agencies, Catalog of Federal Domestic Assistance (CFDA) number 84.327T.
Date:
Applications Available: July 10, 2018
Deadline for Transmittal of Applications: August 9, 2018
FR Link: https://www.federalregister.gov/d/2018-14692
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Name: Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities-Associate Degree Preservice Program Improvement Grants to Support Personnel Working with Young Children with Disabilities
Type: Applications for New Awards
Summary:
The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Personnel Development to Improve Services and Results for Children with Disabilities—Associate Degree Preservice Program Improvement Grants to Support Personnel Working with Young Children with Disabilities, Catalog of Federal Domestic Assistance (CFDA) number 84.325N.
Date:
Applications Available: July 13, 2018
Deadline for Transmittal of Applications: August 13, 2018
FR Link: https://www.federalregister.gov/d/2018-15055
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Name: Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Model Demonstration Projects To Improve Academic Outcomes of Students With Intellectual Disabilities in Elementary and Middle School
Type: Applications for New Awards
Summary:
The Department of Education is issuing a notice inviting applications for a new award for fiscal year (FY) 2018 for Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities—Model Demonstration Projects to Improve Academic Outcomes of Students with Intellectual Disabilities in Elementary and Middle School, Catalog of Federal Domestic Assistance (CFDA) number 84.326M.
Date:
Applications Available: July 13, 2018
Deadline for Transmittal of Applications: August 13, 2018
FR Link: https://www.federalregister.gov/d/2018-15054
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Name: Applications for New Awards; Training and Information for Parents of Children With Disabilities-Technical Assistance for Parent Centers
Type: Applications for New Awards
Summary: The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Training and Information for Parents of Children with Disabilities—Technical Assistance for Parent Centers, Catalog of Federal Domestic Assistance (CFDA) number 84.328R.
Date:
Applications Available: July 24, 2018
Deadline for Transmittal of Applications: August 23, 2018
FR Link: https://www.federalregister.gov/d/2018-15832
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Name: Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities-Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel
Type: Applications for New Awards
Summary: The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Personnel Development to Improve Services and Results for Children with Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, Catalog of Federal Domestic Assistance (CFDA) number 84.325D.
Date:
Applications Available: June 13, 2018
Deadline for Transmittal of Applications: July 30, 2018
Deadline for Intergovernmental Review: September 26, 2018
FR Link: https://www.federalregister.gov/d/2018-12717
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Name: Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs
Type: Applications for New Awards
Summary: The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Personnel Development to Improve Services and Results for Children with Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs, Catalog of Federal Domestic Assistance (CFDA) number 84.325K.
Date:
Applications Available: June 13, 2018
Deadline for Transmittal of Applications: July 30, 2018
Deadline for Intergovernmental Review: September 26, 2018
FR Link: https://www.federalregister.gov/d/2018-12718
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