This message contains images. If you don't see images, click here to view.
Advertise in this news brief.

Text Version    RSS    Subscribe    Unsubscribe    Archive    Media Kit August 31, 2015

Home   About CASE   Membership   Archives   Awards   Events   Resources   Legislative   Contact Us    



I am excited about...
One of the great things about being the ED of CASE is my exposure to some great information! Several years ago I met Dr. Reece Petersen, University of Nebraska-Lincoln, when we were both presenting for the CASE unit in Nebraska, NASES. Dr. Petersen was one of the authors of our sister division, the Council for Children with Behavior Disorders' extensive white paper on Restraint and Seclusion. This was back in 2009 and just as Restraint and Seclusion was once again becoming a real issue and interest to legislators and board members. I asked Reece if he wouldn’t be interested in taking the 21 page document and adapting it to the more "reader friendly" Lucky 21 format. He did and we are so proud of our Lucky 21 #3 that resulted from that collaboration. Since then, there have been several opportunities for us to work together. Last spring, Dr. Petersen sent me a couple of brief documents to critique and I was enthralled with the potential of these short, informative briefs. As soon as I completed my assignment, I emailed Reece and asked him to please let me share the information with our membership as I thought it would be so beneficial. He told me then the briefs I was reading were part of the Student Engagement Project at the University of Nebraska-Lincoln which provides resources to school personnel with the intent of improving student behavior, reducing exclusionary discipline and preventing student dropout. You can read more about the Project in a special article below. But what I am so excited about is starting with the Sept 7th update, we will be sharing 2 of the behavior briefs a month! Of course, you can go to the website and download them all, but will you? Maybe ... I hope so as I think these FREE resources are just what our teachers and students need. But then again, I am an "old" EBD teacher at heart!

Speaking of free resources... As you start your school year and for some of our students this will be the year to do serious post secondary planning, here are a couple of great resources for your teachers and the parents of these students. I received an email from Doug Jones from AffordableCollegesOnLine about their new guide to resources for students with disabilities. They have also recently published a companion to the above guide focused entirely on financial aid for students with disabilities. This guide details scholarships, grants and other methods students can use to fund their educations. If you know of other great resources for transition planning, post secondary, etc, post them on the CASE Facebook page or email me!

Speaking of MORE free resources AND Lucky 21... I started this article out mentioning the collaboration CASE did with CCBD and Dr. Reece Petersen on the CASE Lucky 21 # 3 on Restraint and Seclusion. As you read this update, the CASE Lucky 21 # 7 is being printed! ALL current members of CASE will be receiving a FREE copy of this Lucky 21 #7 once it is completed ... but only members get the FREE copy! Is your CASE/CEC membership up to date? If not, join now and you too will be able to get your FREE copy of Lucky 21 # 7: 21 Points — What all Principals Should Know About Special Education. All renewals and NEW memberships through the month of September will be sent the newest Lucky 21 # 7. So join now!

And of course there will be MANY free resources available at the CASE Annual Conference... Registration for the 26th Annual CASE fall conference is definitely a bargain at member price of only $400 considering the price includes all the handouts, lunches on Thursday and Friday, full breakfasts on Friday and Saturday, and Break on Thursday and Friday, and great free resources from vendors, CASE, and networking with your colleagues! We have over 40 breakout sessions; the schedule is still tentative. Be sure to register soon, and to get your hotel room at the Atlanta Hyatt Regency be sure to use the access code: case! Or go to the CASE home page!

Last week, the Poll asked, "How many new special education staff did you hire for this school year?" The answer that got the most votes at 67 percent of those answering the poll said they hired 6-20 new staff. Second place at 27 percent was 1-5 new staff and at third place at 7 percent was 20-50 new staff. Don't forget to consider using the CASE Career Center and the CEC CAREER Center as you look to fill any upcoming vacancies!

Enjoy this last day of August!


Luann Purcell
Executive Director
   Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

CADRE announces registration is now open for The Evolving Landscape in Special Education Dispute Resolution: CADRE's Sixth National Symposium
CADRE is pleased to announce that registration is now open for The Evolving Landscape in Special Education Dispute Resolution: CADRE’s Sixth National Symposium, Oct. 20-22 in Eugene, Oregon. CADRE is very excited to be convening this event, their first since 2011. 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. Participants will have an opportunity to work closely with OSEP staff on dispute resolution policies, practices, and procedures, and will hear from Michael Yudin and Melody Musgrove about the importance of developing high-performing dispute resolution systems. Workshops and sessions of potential interest to local education agencies include: The IEP/IFSP Facilitation Journey: Facilitator as the Guardian of Team Collaboration with Chairperson Support; IEP Meeting Facilitation — Using Facilitation to Change District Culture; Making School Resource Officers a True Resource for Students and Families with Disabilities; Creating Change: Student-Led IEPs as a Dispute Resolution Option; Informing Whole School Climate: Lessons Learned from Effective IEP Meetings; Innovations in Local-Level Dispute Resolution Systems: A SELPA Case Study; Collaborative Practices Between Districts and Stakeholders to Enhance Dispute Resolution and many, many more.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Strategies to reduce exclusionary discipline and reduce student dropout
University of Nebraska-Lincoln
The Student Engagement Project at the University of Nebraska-Lincoln provides resources to school personnel with the intent of improving student behavior, reducing exclusionary discipline, and preventing student dropout. Project staff have created a multitude of “briefs” which provide educators a quick overview of a wide range of strategies to accomplish these goals. The briefs define the strategy, identify the status of research and related literature on the topic, and its tier of intervention in a multi-tiered system of supports. They are intended to assist school teams focused on individual students, as well as school improvement teams developing school-wide plans which could incorporate components based on these topics. The briefs are intended to be short and practitioner friendly. Forty-eight strategy briefs, eleven program briefs, seventeen policy documents, and three documents on behavior screening and dropout early warning signs are currently available, with others still being created. All strategy briefs are free and other documents can be downloaded at The CASE Weekly Update will be spotlighting one of these Strategy Briefs about twice a month.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article


The Survival Guide for the First Year Special Education Teacher
Your new teachers need nurturing through every stage of their professional growth — help them survive and thrive in their classrooms with two new publications from CEC. Give them the how-tos they need to get through their first year with "The Survival Guide for the First Year Special Education Teacher" and prepare them for their entire career with CEC's famous Red Book, "What Every Special Educator Must Know: Ethics, Standards, & Guidelines." These books are coming in October, so pre-order now — use the code SURVIVETHRIVE at check-out to save 15 percent! P.S. — Buy them as a set and save even more!
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

  Are your struggling readers prepared for college and career?

READ 180, the leading blended learning solution, will prepare your students receiving Special Education services for the rigorous expectations of College & Career. Key program designs and state-of-the-art planning and assessment tools help educators target specific skill deficits and unique instructional needs as outlined in an IEP.
Learn more

Midwest Symposium for Leadership in Behavior Disorders
Conference on Behavior Issues for School Leaders
Oct. 8-9
12604 Quivira Road, Overland Park, Kansas

Midwest Symposium for Leadership in Behavior Disorders
The Conference on Behavior Issues for School Leaders sponsored by Midwest Symposium for Leadership in Behavior Disorders provides evidence-based information for building leadership teams to build positive student behavior and work effectively with difficult students.

Conference features: Vern Jones, Ph.D., author and co-author of books including, "Comprehensive Classroom Management: Creating Communities of Support and Solving Problems", and "Creating Effective Programs for Students with Emotional and Behavior Disorders." Sessions will focus on what school leadership teams can do to support teachers in their work with challenging students. David Bateman, Ph.D., co-author of "A Principal's Guide to Special Education" and "The Special Education Program Administrator's Handbook" will talk about what special education teachers want/need from their school leaders and what administrators need to know about the 504 process.

Contact "School Leaders’ Conference" for session descriptions, registration and hotel information. Early Bird discounts are available through Sept. 25, 2015. Teams of 3 or more receive a 15 percent discount. This is a conference you don't want to miss!

Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

CEC Division for Research 2016 Awards: Call for nominations
The following awards are open for nominations. Self-nominations are welcome. The deadline for all award nominations is Oct. 15. Information on previous recipients of each award can be found at:
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Teacher Workshops
Near You!

Learn to develop reading, spelling, and comprehension.

Back by Popular Demand, Lindamood-Bell® Workshops in Canada!

Join us for highly interactive Lindamood-Bell Workshops, where our experienced presenters will instruct you in the steps of our programs.

Voyager Passport
Voyager Passport® gives you a dynamic blend of print instruction and technology to help more of your struggling learners master priority skills and strategies to reach grade-level performance. A Teacher's Resource Kit includes everything you need to accommodate diverse learners, including instructional support for English learners and flexible grouping strategies.
AutismPro provides online tools to help school districts meet state compliance and due process requirements in supporting students with Autism and Related Disorders. It's a comprehensive suite of professional development and case management resources for educators and professionals working with students with ASDs.

IDEA changes lives: 40 years of parent training and support
U.S. Department of Education
2015 marks the 40th anniversary of the Individuals with Disabilities Education Act. In the same year, the first center to help parents understand IDEA and how to advocate for their children with disabilities was born.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

HHS, Education Department and Too Small to Fail release the 'Talk, Read, Sing Together Every day!' toolkit
"We know that right now during the first three years of life, a child born into a low-income family hears 30 million fewer words than a child born into a well-off family. By giving more of our kids access to high-quality pre-school and other early learning programs, and by helping parents get the tools they need to help their kids succeed, we can give those kids a better shot at the career they are capable of, and a life that will make us all better off."

-President Obama

During the first few years of life, children's brains develop at a rapid pace, influenced by the experiences they have at home, in their early care and education settings, and in their communities. Their experiences include the quantity and quality of words they are exposed to through talking, reading and singing. Research has found that providing infants, toddlers and preschoolers with rich early language experiences can have important benefits on their brain development and school readiness.

Today, the U.S. Departments of Health and Human Services and Education, in partnership with Too Small to Fail, are releasing "Talk, Read, Sing Together, Every Day!," a suite of resources that can help enrich children's early language experiences beginning from birth. This toolkit is the result of a commitment made at the 2014 White House convening focused on bridging the "word gap."

The suite of resources includes tip sheets for families, preschool teachers, and infant/toddler teachers and caregivers, as well as a fact sheet that highlights the evidence behind the benefits of being bilingual and embracing children's home languages. All tip sheets are available in English and Spanish, and can be downloaded for free at

We hope you find these resources helpful and share them with your networks!

A matter of equity: Preschool in America
All parents hope their child will start school ready for success. Unfortunately, not every parent can find the high-quality early learning opportunity that sets their child up for success.

Recently, the U.S. Department of Education released a new report outlining the unmet need for high-quality early learning programs in America. Roughly 6 in 10 4-year-olds are not enrolled in publicly funded preschool programs, and even fewer are enrolled in the highest quality programs.

Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

50 Ways to Test: A look at state summative assessments for 2014-2015
Education Commission of the States
Has the frenzy around Common Core State Standards impacted decisions on which state summative assessments are being administered this year? That's the question on many minds as we approach spring testing time. As many states began adopting college and career ready standards, such as the Common Core State Standards, there became a subsequent need to develop new summative assessments — tests that measure the new skills and knowledge outlined in the new standards.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

504 Management System for Schools
How can you be sure you are effectively managing your district’s 504 data and documentation? What if
there was a better way? There is
A web-based system that addresses the challenge of intervention scheduling in the schools. It's designed for anyone who needs to schedule and document interventions. MORE

How safe is the schoolhouse?
Autism National Committee
The updated 2015 edition of How Safe Is the Schoolhouse? An Analysis of State Seclusion and Restraint Laws and Policies, written by Jessica Butler, has been published by the Autism National Committee. The report describes and examines state restraint and seclusion statutes, regulations, rules, and policies/guidelines in effect as of March 2015.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Teacher Educators and Accomplished teachers
Pearson is in need of educators to score edTPA! edTPA is designed for the profession by the profession, edTPA was developed by teachers and teacher educators from across the nation, in collaboration with faculty and staff from Stanford University, to support candidate learning and preparation program growth and renewal. Aligned with the Common Core State Standards and InTASC Standards, edTPA assesses teaching that promotes student learning in diverse contexts.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Bridging the gap between educators and policy experts
The Teacher Voice Project
From NCLB to IDEA to FERPA, we see the impact of decisions by Congress on a daily basis in our schools. Too often, the voices of teachers and administrators are absent from the table when these momentous decisions are made, though their wisdom and experience are imperative to making them work. For those who are interested in joining the policy debate at the state or federal level, a new report (Teacher Voice: The Current Landscape of Education and Policy Expert Communication) may help. Through case studies and survey results, it explores how educators and policy experts currently communicate and offers tips for teachers and administrators hoping to get more involved in policy discussions.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

The Raising of America
OSERS Office of the Assistant Secretary
The screening for The Raising of America early childhood documentary was a great success! We had a strong turnout for the event with over 100 participants, including many online. Our panelists, Libby Doggett, Linda Smith and Christy Kavulic, led a lively discussion about the state of early childhood education in America and how the Administration is working to address the most critical issues faced by families with young children. Thank you to all who joined us to view The Raising of America documentary. If you missed the screening, you can view it on EDSTREAM until July 31.

To learn more about The Raising of America, you can also visit the website at:

Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Making a shift in the public workforce system
U.S. Department of Education
July 1, 2015, marks the day that many of the provisions of the Workforce Innovation and Opportunity Act take effect. This new law has the potential to make a tremendous difference for tens of millions of workers, jobseekers and students across this country. WIOA's transformation of our publicly-funded workforce system means that all of us — federal and state partners, governments, nonprofits and educational and training institutions, must be pressing for innovations.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Missed last week's issue? See which articles your colleagues read most.

    When good eyesight is a privilege, learning suffers (Good Magazine)
Special education training efforts to get millions (Disability Scoop)
States can play a role in improving school discipline, guide says (Education Week)
Rural district turns to online speech therapy (eSchool News)
Raising autism awareness on the school bus (School Transportation News)

Don't be left behind. Click here to see what else you missed.

Hot Topics: Subject line featured story

New rule ends 'modified' tests for students with disabilities
Disability Scoop
The U.S. Department of Education is doing away with a policy that allowed states to consider some students with disabilities academically proficient without meeting grade-level standards. The agency said in a final rule published in the Federal Register that states will no longer be allowed to administer tests to students with disabilities that are based on modified academic achievement standards. Previously, states could count up to 2 percent of their students as proficient under the No Child Left Behind Act for taking such exams. But now the Education Department is saying no more to the policy known as the "2 percent rule."
   Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article


New law requires schools to screen students early for dyslexia
Portland Tribune
The first time Lincoln High School senior Emery Roberts realized she was different was in kindergarten. She and a "frenemy" were neck-and-neck in a reading contest. Emery even remembers which book proved an insurmountable hurdle; it had a tiger on the cover. "I remember it very specifically," says Emery, founder of the LHS Dyslexia Student Union. "I didn't pass that book for months." The 17-year-old, who wasn't diagnosed with dyslexia until the end of fourth grade, will graduate soon with a high GPA and a substantial amount of private tutoring under her belt. She's hoping that the next generation of Portland Public Schools students will have an easier time of it than she did. Two bills passed during the 2015 Oregon legislative session should help.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

In the News

Report: More than half of students struggle with reading
eSchool News
Nearly half of minority students and students from low-income families enter the fifth grade without basic reading skills, according to a new report urging Congress to focus on students' literacy development beginning in early childhood. Noting that 60 percent of both fourth- and eighth-graders currently struggle with reading, the report from the Alliance for Excellent Education notes that Congress should put an emphasis on students' literacy development from the early years and up through grade twelve as it works to rewrite the No Child Left Behind Act.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Can musical training help overcome dyslexia?
Psychology Today (commentary)
David Ludden Ph.D., a contributor for Psychology Today, writes: "Did you hear the one about the dyslexic agnostic who lay awake nights wondering if there was a dog? I first encountered this joke in a biological psychology textbook I used more than a decade ago. Yet the author's attempt at comic relief reflects a prevailing misunderstanding about the nature of dyslexia. Developmental dyslexia is a reading disability that cannot be accounted for by visual or cognitive deficit nor by a lack of opportunity to learn. It affects an estimated 5 percent to 17 percent of schoolchildren, depending on the cutoff reading score used to diagnose the disorder."
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

District sued over translation services for families of students with disabilities
Philadelphia Public School Notebook
The School District of Philadelphia is facing a lawsuit alleging that thousands of children are denied special education services due to a lack of translation and interpretation services for families that don't speak English. The class action suit was filed in federal court. Plaintiffs are represented by the Education Law Center, the Public Interest Law Center, and the private firm of Drinker Biddle & Reath LLP. District spokesperson Fernando Gallard said it is the District's practice not to comment on active legal cases. The complaint says that the District repeatedly fails to translate documents in a timely manner so that parents can participate in meetings concerning their child's Individual Education Plan, or IEP.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

A lesson plan for helping young children learn to accept differences
How do we get young children to accept differences? First, we have to recognize that for many young children, "differences" are disconcerting. Even though a pre-K or kinder student may not be able to articulate it, they are often put off by differences. Sometimes it's because they can't explain what they perceive. Other times, they are not sure of the implications of the differences and may fear for their own safety.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Testing doesn't measure up for Americans
PDK/Gallup Poll
Student engagement at school and whether students feel hopeful about their future are far better factors to consider when evaluating schools than using standardized test scores, according to the results of the 47th annual PDK/Gallup Poll of the Public's Attitudes Toward the Public Schools. Overall, most Americans believe there's too much emphasis on standardized testing in public schools, and they rank standardized testing lower than other approaches to measuring student progress such as examples of student work, grades awarded by the teacher, or written observations by the teacher.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Helping students with mental-health issues return to school
Education Week (commentary)
As we prepare this August for the start of another academic year, it's important to acknowledge an often invisible, seldom-talked-about population of students: young people who are recovering from mental-health disorders and are transitioning back to school after a time away. Mental-health challenges in young people are common, and they create major barriers to learning. But as is true with adults suffering from such problems, the young can and do recover — even those with serious challenges. As educators, we can provide critical support in their recovery and help them as they work to integrate back into classes and get on with learning and with life.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Small study shows high school music classes improve language skills
The Hechinger Report
A tiny study of 40 high school students in Chicago perked up some ears recently. It found that a small amount of musical instrument instruction — only two to three hours of band class a week — improved how the teenage brain processed sound. Neuroscientists from Northwestern University made the case that the kind of brain maturation they documented was not only important for becoming a better musician, but also for developing non-musical verbal skills.
Share this article:   Share on FacebookTwitterShare on LinkedinE-mail article

Federal Announcements

OSERS Notices

Office of Assistant Secretary (OAS)

The following Notice of List of Correspondence From April 1, 2014 Through June 30, 2014 and July 1, 2014 Through September 30, 2014 was published in the Federal Register on Monday, July 20, 2015.

Summary: The Secretary is publishing the following list of correspondence from the U.S. Department of Education (Department) to individuals during the second and third quarters of 2014. The correspondence describes the Department's interpretations of the Individuals with Disabilities Education Act (IDEA) or the regulations that implement the IDEA. This list and the letters or other documents described in this list, with personally identifiable information redacted, as appropriate, can be found at:

Rehabiliation Services Administration (RSA) (4 Notices below)

The following Notice of Comment Request: Office of Career, Technical, and Adult Education; Rehabilitation Services Administration; Information Collection for the WIOA Performance Management, Information, and Reporting System (OMB Control No. 1205-0NEW), New Collection was published in the Federal Register on Wednesday, July 22, 2015.

Summary: The U.S. Departments of Labor and Education (the departments), as part of their continuing effort to reduce paperwork and respondent burden, are conducting a preclearance consultation to provide the public and Federal agencies with an opportunity to comment on the proposed collection of information in accordance with the Paperwork Reduction Act of 1995 [44 U.S.C. 3506(c)(2)(A)] (PRA). The PRA helps ensure that respondents can provide requested data in the desired format with minimal reporting burden (time and financial resources), collection instruments are clearly understood and the impact of collection requirements on respondents can be properly assessed. Currently, the Departments are soliciting comments concerning the collection of data for the WIOA Performance Management, Information and Reporting System (OMB Control No. 1205-0NEW). The data collections included in this reporting system fulfill requirements in WIOA Sec.116(d)(1) for the development of report templates for the State Performance Report for WIOA core programs, the Local Area Performance Report, and the Eligible Training Provider Report. Previously, a supporting statement was provided for this data collection under OMB Control No. 1205-0420, which was made public on April 16, 2015. The sole difference between the aforementioned supporting statement and the subject of this notice is that OMB Control No. 1205-0NEW does not include the non-WIOA related, currently cleared burden.

Dates: Click here to submit written comments to the office listed in addresses the on or before Sept. 21.

The following Notice of Applications for New Awards; American Indian Vocational Rehabilitation Services — Training and Technical Assistance was published in the Federal Register on Wednesday, July 22, 2015.

Notice inviting applications for new awards for fiscal year (FY) 2015. Catalog of Federal Domestic Assistance (CFDA) Number: 84.250Z.

Applications Available: July 22, 2015.
Date of Pre-Application Webinar: July 30, 2015.
Deadline for Transmittal of Applications: Aug. 21, 2015

The following Notice of Applications for New Awards; Independent Living Services for Older Individuals Who Are Blind--Independent Living Services for Older Individuals Who Are Blind Training and Technical Assistance Program was published in the Federal Register on Wednesday, July 22, 2015.

Notice inviting applications for new awards for fiscal year (FY) 2015. Catalog of Federal Domestic Assistance (CFDA) Number: 84.177Z.

Applications Available: July 22, 2015.
Deadline for Transmittal of Applications: Aug. 21.

The following Notice of Applications for New Awards; Rehabilitation Services Administration, Disability Innovation Fund--Automated Personalization Computing Project was published in the Federal Register on Thursday, July 23, 2015.

Notice inviting applications for new awards for fiscal year (FY) 2015. Catalog of Federal Domestic Assistance (CFDA) Number: 84.421A.

Dates: Applications Available: July 23, 2015.
Date of Pre-Application Webinar: Aug. 5, 2015.
Deadline for Transmittal of Applications: Sept. 8.

CASE Weekly Update
Colby Horton, Vice President of Publishing, 469.420.2601
Download media kit

Hailey Golden, Senior Education Editor, 469.420.2630   
Contribute news

Articles appearing in CASE Weekly include recent stories in the media related to Special Education and may not directly reflect the views and position of CASE. The appearance of advertising in CASE Weekly does not constitute CASE endorsement of any product, service or company or of any claims made in such advertisement.

This edition of CASE Weekly Update was sent to ##Email##. To unsubscribe, click here. Did someone forward this edition to you? Subscribe here — it's free!
Recent issues
Aug. 24, 2015
Aug. 17, 2015
Aug. 10, 2015
Aug. 3, 2015

7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063