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Lost anything lately?
For most of our readers, you "lost" an hour on Sunday morning. I have always wondered how you lose an hour. I do have to admit, there have been many occasions I would be working on a project at my desk when I suddenly realized I had "lost" track of time. But, the time was still there, I just was so involved, I forgot to pay attention to the time. And I guess technically this weekend's "lost" hour is just hanging out there somewhere until this fall when it will reappear. Why is it that we miss it so much in the spring and yet in the fall we use it as an excuse to stay up even later? When I think about that one hour, I realize there are actually many hours and opportunities every week I "lose" because I am either too focused on one project or a "fire" pops up that must be put out, or I am just too tired to remember what I need to be doing. Do these things ever happen to you? It is great to have smart phones, intrusive computers, and good friends to remind me but even then, I must admit, I "lose" opportunities much more often than I lose weight!
Speaking of missed opportunities, you only have the rest of this week left to vote in the CASE election! If you cannot find your emailed ballot, please contact me and we can check. It may be a function of you having a different email from what CEC has on their records or it may mean your membership has lapsed. We get our member list from CEC. If you didn't get your ballot, you may be missing other very important information! Just because you are receiving this email does not mean CEC has your correct email address. You can find the candidate information now on the CASE website but remember, you can only vote from your link in your email.
Have you made your plans to attend CEC and all of the CASE events! Make sure your plans include you arriving so you can attend the CASE member/board meeting on Wednesday, April 9. We will begin with a great, full breakfast buffet, sponsored by eSped at 7:30-8:30 and then the meeting starting at 8:30 and going until about 4:00. Awards will be sponsored by Stetson & Associates. We always have an awesome break in the afternoon and this year it is sponsored by Scholastic, Inc. During the annual member meeting we will be having an update on policy issues by the CEC Policy and Advocacy unit, hearing about the upcoming membership changes from the CEC Membership unit, hearing the results of the CASE election, and providing input to the CASE leadership on the upcoming projects and possible projects. Once again, this year our Showcase session will be on Thursday afternoon and will be Julie Weather, Esq with her great legal update! The Showcase will be sponsored by Scholastic, Inc. CASE Night, co-sponsored by C8Science and Star Autism Support, is going to be a great event as always this year! Just think, heading out to the ballpark with 174 of your colleagues on Thursday, April 10 for food and a great ballgame! We will have appetizers, dinner, cash bar and lots of fun at a pregame tent party at the Citizens' Bank Park and then we will be sitting together for the Phillies vs. Brewers game! Click here for the flyer and click here to purchase your tickets! CASE NIGHT sells out almost every year ... don't delay on getting your ticket! Did you know that CASE has been presenting a great session for the last 5 years on What Every Aspiring SPED ADMIN Needs to Know at the CEC Convention? Goal 3 of the CASE strategic plan states, "CASE will be active in the development and mentorship of special education administrators." The CASE leadership realized that what better opportunity to "expose" teachers to the joys and "how to" of the special education administration career ladder than at the CEC convention. So, if you have teachers attending CEC who would benefit from this great session, please encourage them to attend and if you are available at that time (Friday, April 11 10:30-11:30 room 204C in the convention center) come join us. It is always a well attended, exciting session filled with encouragement as we see ourselves as we were a "few" years ago! Lots of exciting things going on at CEC — See you in Philadelphia!
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Special discount offer to CASE members!
CASE is a national outreach partner on the Who Cares About Kelsey? film and education project. CASE members can receive a 50 percent discount on the Who Cares About Kelsey? Education DVD Kit, which contains the film, 11 mini-films and extensive educational materials. Who Cares About Kelsey? documents the lives of students with emotional/behavioral challenges, and shows innovative educational approaches that help these students to succeed — while improving the overall school culture and climate. All films included in the Project are directed by Dan Habib (creator of Including Samuel). To learn more and to purchase the Kit, go to www.whocaresaboutkelsey.com/dvd. To receive your 50 percent discount, please use the coupon code: Fledgling50. This opportunity is made possible by a grant to the Who Cares About Kelsey? project from the Fledgling Foundation, and will last only until the first 200 discount coupons are utilized.
Special Education Symposium — July 21-25
The Bresnahan-Halstead Center
The Bresnahan-Halstead Center at the University of Northern Colorado is sponsoring a week long Special Education Symposium the week of July 21-25 at the Lion Square Lodge in beautiful Vail, Colorado. Participants in the Symposium will have the opportunity to hear and interact with Don Deshler, Steve Kukic, Beth Harry, Michael Epstein, and Harvey Rude who address the topic of: "Instructional Excellence for Improving Learner Outcomes." Session attendees will walk away with an action plan to apply innovative strategies that work, and produce the outcomes of results and learning for individual learners, including those with disabilities. To receive additional information, please contact Bresnahan-Halstead Center Business Manager, Lorae Blum at Lorae.Blum@unco.edu or visit our website at: http://www.unco.edu/bresnahan-halstead.
Don't miss out on getting your CASE Night ticket
This year we are taking you out to the ballpark on Thursday, April 10 when CEC will be in Philadelphia! We will have appetizers, dinner, cash bar and lots of fun at a pregame tent party at the Citizens' Bank Park and then we will be sitting together for the Phillies vs. Brewers game! Click here for the flyer and click here to purchase your tickets! CASE NIGHT sells out almost every year ... don't delay on getting your ticket! See you in Philadelphia!
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• Adhesive backed fasteners
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Contact us at 800-645-3256 or email email@example.com.
Special Education Resource Center
CASE endorsed, VizZle2014 reshapes the learning experience for special education PreK-12 students with customizable apps, interactive supplemental curriculum, data tracking, professional development, and behavioral/social supports. MORE
Great opportunity for students with ADHD and autism
Yale School of Medicine
Activate was developed the Yale School of Medicine in a NIH (National Institute of Health) funded project designed to target Executive Function skills in children with ADHD and Autism. We currently have pilot programs deployed in over 100 districts across the U.S. and Canada and the results so far have been very good. Over the last few years the program has proven exceptionally successful in the SPED classroom. The results have been so promising that last year the NIH gave the program the NIH Directors Award and $4 million to continue research and development. As part of the research program they have also required us to set up additional pilots in schools in every state.
Loudoun County Public Schools, a large district in Northern Virginia/DC metro area, is piloting the C8 Sciences program "Activate" in one elementary school this year. After a site visit and presentation on the program that included related case study research from Ken Coleman, President, and Dr. Bruce Wexler, Yale Neuroscientist and Researcher, key leadership of the Department of Pupil Services were optimistic regarding the potential benefits for our students. Based on principal and staff interest, technology access and school based and pupil services staff support, LCPS agreed to pilot the program for 50 selected general and special education students identified with attention deficit disorder and/or challenges with executive functioning skills. School staff also decided to add the physical activity component to the program with the support of their physical education teacher to maximize benefit. At this time data is not available since participation for the prescribed number of weeks has not yet been completed but school staff are excited and optimistic about the prospect of positive results and students are enjoying their participation in the activities.
Click here for a brief presentation on Activate.
For more information about becoming one of the Pilot Districts, contact Donna Ellis, Ed.D or telephone 904-647-8607 and mention you found out about this opportunity from CASE!
The Viscardi Center announces call for nominations to honor distinguished leaders of the disability community
The Viscardi Center via CASE
The Viscardi Center issued a Call for Nominations for the Henry Viscardi Achievement Awards, which pay tribute to exemplary leaders in the disability community who have had a profound impact on shaping attitudes, raising awareness and improving the quality of life of people with disabilities. The Award recipients will be announced on Monday, May 5, 2014.
Fourth Annual Elmer'sÒ Teacher Grant Program
Kids In Need Foundation
The Kids In Need Foundation, a national, nonprofit organization dedicated to providing free school supplies to economically disadvantaged school children and under-funded teachers, is launching its fourth annual teacher grants program sponsored by Elmer'sÒ Products Inc., an industry leader in adhesives, arts and crafts, office and educational products. Beginning Feb. 14, teachers nationwide can visit the Kids In Need Foundation website to apply for an Elmer's Teacher Tool Kit grant that can range from $100 to $500.
PowerUp WHAT WORKS
Center for Technology Implementation
We're excited to share our news about PowerUp WHAT WORKS (www.PowerUpWhatWorks.org), developed by the Center for Technology Implementation at the American Institutes for Research. PowerUp WHAT WORKS is a free professional learning website that offers teachers, PD facilitators, and administrators' resources for helping struggling students, especially those with disabilities, meet the Common Core State Standards. The focus is on linking evidence-based practices and technology in English language arts and math.
Join CEC, lawmakers in urging Obama to invest in IDEA
Does your Representative in Congress support increasing funding for IDEA?
Now's the time to find out!
Use CEC's Legislative Action Center to ask your Representative to join a bi-partisan group of lawmakers in urging President Obama to increase funding for IDEA in his FY 2015 budget proposal, which is expected next month.
Led by Congressmen Huffman, D-Calif., Polis, D-Colo., McKinley, R-W.Va., and Harper R-Miss., this letter to President Barack Obama recognizes that Congress has failed to fulfill its pledge to fully fund IDEA and presses the President to get IDEA on a path to reaching full funding in ten years.
Please join CEC in advocating for increased IDEA funding by asking your lawmakers to sign this letter — it only takes a minute using CEC's Legislative Action Center!
Missed last week's issue? See which articles your colleagues read most.
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.
Journal: East African Journal of Disability and Rehabilitation: Pwani University: Kenya: Editor Professor Richard Zigler: Department of Educational Psychology/Special Needs
Peer Reviewed, International Editorial Board
First Edition May 15th. 2014
Call for papers: Categories
1. Academic Staff Articles: Practices, Community Based Rehabilitation and Research
2. Post -graduate Research Articles
3. Topical Announcements: Projects, Collaborations, Conferences in East Africa
Article Length (MAX): 30 double spaced pages
Abstract: One single spaced page
Current abbreviated CV
Format: APA style
Send as an attachment to firstname.lastname@example.org
Please pass this information on to those who may have interest in contributing
Note: The EAJDR will accept continuous submissions, however the review process takes time
Kila la kheri (all the best)
Note: This is from long time CEC/CASE member Dr. Richard Zigler, former CASE Canadian Rep, who in his retirement is now a professor of Special Education at Pwnai University, Kenya.
Let CASE post your job positions
CASE will be glad to post job positions each week — Please send to Luann Purcell, executive director by Tuesday of each week for posting the next week. It should be about a paragraph in length, but you can attach a PDF document that interested persons can then click through to for more information or you can provide a URL link for the same purpose. Please indicate at what date the post should be pulled not to exceed six weeks.
Spokane Public Schools
The Director, Special Education & English Language Development provides leadership and support of the implementation of the instructional programs and related services for all students with disabilities and students needing language development support to reach K-12 standards. This position will work closely with and in support of building educational teams.
The American School For The Deaf Announces an opening for Executive Director
The American School for the Deaf is located in West Hartford, Connecticut. Established in 1817 as the first permanent school for the deaf in America, the current school is a comprehensive center-based and community-based educational institution serving deaf and hard-of-hearing students from preschool through high school, and providing an adult service program, utilizing a total communication philosophy. The American School for the Deaf is approved by the Departments of Education in ten states including Connecticut, Massachusetts and New York and serves students from ten states as well as international students.
South Central Community Services Inc.
Under the direct supervision of the Day Treatment Site Supervisor, the Teacher adopts the major responsibility for the academic learning, social and emotional growth of students. This includes the use of teaching techniques and tools which stimulate an interest in learning and covering the basic academic
For more information click here.
The John F. Kennedy Center for the Performing Arts, Education Division, Office of VSA and Accessibility, seeks a special education professional to be a catalyst for improving arts education for students with disabilities and students in special education. The person in this position will be expected to have and maintain an expertise and in-depth knowledge of education and special education policy and practice; the field of disability; and arts education, special education, inclusion, differentiated learning and universal design for learning. They will be responsible for executing VSA's 2014 Intersections: Arts and Special Education conference.
For more information, as well as instructions on how to apply please go to: http://www.kennedy-center.org/jobs/. The position opened on September 14, 2013 and will remain open until filled.
Council for Exceptional Children
The Council for Exceptional Children invites applications for the editor of its peer reviewed, practitioner-oriented journal, TEACHING Exceptional Children. Applications from co-editors also will be accepted. Designed for special education professionals, TEC links research and practice, showing the application of research to special education classroom and administrative activities and decisions.
To receive application instructions: Send an email to email@example.com. Please include your full name, current position and preferred phone number.
Corning-Painted Post Area School District
Position description: Supervises and coordinates programs that serve children with special needs; including special education, tutorial and enrichment programs. Coordinates the district health services and student screening programs. Implements the district guidance plan. Shares supervision with building administrators of district special education teachers, speech therapists, school-nurse teachers, guidance counselors, school psychologists and teachers in the enrichment programs.
For more information click here.
C8 Sciences, one of the fastest-growing brain research companies in the world, is seeking an inside sales consultant to help implement our researched based programs into the education and healthcare markets. This position has six-figure earnings potential, full benefit package, extensive training program and great working culture for the right candidate.
For more information click here.
The Mico University College Child Assessment and Research in Education Centre, established since 1981 to meet the needs of children requiring special education in Jamaica and the English speaking Caribbean seeks School Psychologist, and Special Educators at the graduate or doctoral level. Candidates must be able to diagnose and apply prescriptive remediation for children with learning disabilities and behavioral disorders, should have strong leadership skills with the ability to organize, train and develop and guide a clinical team. Strong research and analytical skills are also required.
For further information you may email us at firstname.lastname@example.org.
The Association of University Centers on Disabilities, a national not-for-profit organization, seeks an executive director to lead and guide activities that fulfill its mission to advance policies and practices that improve the health, education, social and economic well-being of people with developmental and other disabilities, their families and their communities by supporting its members in research, education, health and service activities. AUCD is governed by a 19-member Board of Directors that includes professionals, individuals with disabilities and family members. It has an annual budget of approximately $5 million and employs a staff of 21. For additional detailed information, click here
and visit www.aucd.org.
Berkshire Hills Music Academy, a private post-secondary residential school for young adults with a love of music who have learning, cognitive or developmental disabilities, is seeking a new executive director. Located in South Hadley, Mass., the academy uses a strength-based, music-infused curriculum to promote gains in self-efficacy as well as to cultivate performing arts abilities. www.berkshirehills.org.
The executive director will lead the school, oversee staff and programs, and be responsible for fiscal health and fundraising. Requires experience working with individuals with disabilities, management and fundraising experience.
For more details, click here. Send cover, resume and salary history to Susan Egmont, Egmont Associates, email@example.com.
Obama's Fiscal Year 2015 Budget Proposal
CEC Policy Insider
On Tuesday, March 4, President Barack Obama released his Fiscal Year 2015 Budget Proposal. Read CEC's response to the President's proposal and its plan for continued advocacy with the U.S. Congress to ensure that children and youth with disabilities and the professionals who work on their behalf have sufficient resources to deliver high quality early intervention and special education.
CEC: $250 million for new federal early childhood, preschool program must support children with disabilities
CEC Policy Insider
Recently, when Congress approved funding for the U.S. Department of Education, it established a new $250 million program to focus on expanding high-quality early learning opportunities, but lawmakers were light on the details of the program.
US Department of Education releases report on improving reading outcomes for students with or at-risk for reading disabilities
CEC Policy Insider
This month, the Institute of Education Sciences, the research arm of the U.S. Department of Education, released a report that describes what has been learned regarding the improvement of reading outcomes for children with or at-risk for reading disabilities.
ADHD: To medicate or not
MedPage Today (commentary)
Dr. Iris K. Lesser, a contributor for MedPage Today, writes: "When someone asks me what a developmental pediatrician does, I tell him or her that I treat children who have a variety of developmental problems, such as attention deficit hyperactivity disorder. Without fail, that disclosure elicits some sort of an emotional reaction. Many people have strong opinions about whether the disorder really exists. Parents are still being told, by family and so-called friends, that it's 'their fault,' and that all these children need is discipline, sometimes defined as 'a swift kick in the you-know-what.'"
Wealthy schools restrain, isolate more students
District Administration Magazine
Disabled students in wealthy, less-diverse districts are twice as likely as their low-income peers to be restrained or placed in isolation in school, according to new research by the University of New Hampshire. Restraint and isolation have been used primarily on students who pose a threat to themselves or others. And few schools resort to these physical solutions: Some 95 percent of districts reported fewer than 10 instances of restraint or seclusion per 100 students with a disability in 2009-2010.
Is 'Dyslexia' a meaningless label that should be ditched?
For millions of parents, a dyslexia diagnosis not only unlocks the door to extra help, but also allows them to understand why their child has problems reading. So it is no surprise that a suggestion the term is overused and should be ditched has been greeted with howls of protest. But once the initial furore has died down, it is worth wondering whether affixing a label makes any real difference. Perhaps we should spend more time making sure children get the help they need than working out whether they fall into a neat category.
Lawmakers push to end 'scream rooms' for punishing students
When a high school teen acted up in an Indiana classroom a few years ago, his teachers sent him to an isolated room, where he was left unmonitored for hours. He wasn't allowed to leave, for any reason, and was forced to urinate on the floor. As punishment, he was dragged to that exact same room the following day where he screamed, pleaded and banged on the door for someone to let him out. When no one came, he tried to hang himself.
Education Department to schools: Protect student data online
The Associated Press
The Education Department encouraged school districts to use more scrutiny to protect student privacy when using online educational services. Online companies provide services such as the collection of school lunch money, portals for homework assignments and sites to watch video demonstrations. Concerns have been raised that private information collected by the companies could be shared publicly or used to market products and services to students or their families.
The side of learning disabilities no one considers
Psychology Today (commentary)
Donna Flagg, a contributor for Psychology Today, writes: "It's always about the kids, right? They have a problem, a defect, a deficiency. Something is wrong with them. They're not normal. We must fix them! Special classes, 'accommodations,' and even worse, drugs. But what if none of those things were what these kids really needed? What if I told you that what they really need are adults who don't openly or covertly, wish they were or expect them to be, the same as other kids. Just that, right there, would change everything."
Beyond knowing facts, how do we get to a deeper level of learning?
As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach — deeper learning. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.
The history of Common Core State Standards
U.S. News & World Report
For some, the Common Core State Standards seemed to come from nowhere, and appeared to be a sneaky attack on states' rights to control local education. But for those involved in writing the standards, it was nothing short of an exhaustive and collaborative years-long effort aimed at raising the achievement levels of students across the country.
Brain differences between genders
It's no secret that boys and girls are different — very different. The differences between genders, however, extend beyond what the eye can see. Research reveals major distinguishers between male and female brains. Scientists generally study four primary areas of difference in male and female brains: processing, chemistry, structure, and activity. The differences between male and female brains in these areas show up all over the world, but scientists also have discovered exceptions to every so-called gender rule.
'Early implementers' of Common Core grapple with aligning tests, curriculum
If you want a primer on the sink-or-swim implementation issues for the common core, you should read a new cluster of reports. They profile the work of four school districts that jumped into the new standards earlier and more aggressively than most. The collective portrait that emerges from the work of these districts maps the long, slow climb up the peak of putting the Common Core into practice in ways that drive positive change.
CASE Weekly Update
Colby Horton, Vice President of Publishing, 469.420.2601
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Hailey Golden, Senior Education Editor, 469.420.2630
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.
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