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We're back!
CASE
CEC is over for the year and the preparation for St. Louis in 2016 is already underway! The CEC convention week was a great success! At the CASE member meeting, we had over 85 people attending from 28 states, 2 provinces and D.C. Go to the CASE Facebook page for pictures of the various events. Honoring the CASE Award winners was a big part of the day. Dr. Sheila Carr (VA) received the Outstanding Special Education Administrator award. CASE Past President, Laurie VanderPloeg (MI) received the Harrie Selznick award, the highest CASE award, and Dr. Joanne Cashman received the very prestigious Outstanding Service to CASE award for the amazing work she has done on helping to transform the way CASE does business! The Leading by Convening philosophy can and hopefully will make a huge difference in the way special education and general education leaders work together with all stakeholders to make a difference in the lives of students with disabilities! The units that received the outstanding unit awards were: Communication-Nebraska (NASES), Awards-Virginia (VCASE), Legislative-Missouri (Mo-CASE), Membership-Kentucky (KY CASE), and Professional Development-Illinois (IAASE). The Exemplary Unit award was earned by Georgia (G-CASE). It was a great day, made even better by our sponsors for the week: Scholastic, Star Autism, VizZle, C8Sciences, Cathy Sartain Industries, and Master Teacher.

The CEC opening session was both informative and inspirational. CEC President Jim Heiden (WI) did an terrific job recognizing various people including the "largest gathering in the world of special educators" and hearing Brad Cohen tell his story had to be one of the best keynotes ever. If you have not read his book, "Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had," you need to do so! If you are a CEC Premier member, it was our book for the year — another great perk of being a Premier member! There is also a Hallmark movie, The Front of the Class, on Brad's story. This is an inspiring story every teacher and administrator should read/see.

As always, the CASE Spotlight session by Julie Weatherly, Esq had the room packed with over 300 attendees. Though a bit smaller room, the teacher focused "So you want to become a SPED Administrator?" panel on Thursday was also packed out with over 100 attending that session. CASE night 2015, a Wild time at the Zoo, more than lived up to its' name with 200 people having a great and wild time! Be sure you mark your calendar now and meet us in St. Louis, April 13-16, 2016, for the CASE events at CEC!

Don't forget the CASE Fall Call for Proposals is active and online! This year we have gone with a totally electronic format and we believe it will be even easier for submitting proposals and follow up on acceptance all the way through submitting bio and handouts! See the article below and follow the directions and links for submission! Click here for a one page intro on the RFP process with directions and a QR code to take you to the website or just go to the CASE website and follow those directions.

Last Week's Poll asked "Which issues would you most like to discuss if you were going to be at the town hall meeting with Dr. Melody Musgrove on College and Career Readiness for Children with Disabilities?" The first place answer was the connection between K-12 Services/adaptations and College services at 31 percent. There was a tie for second place with low expectations of students with disabilities and their ability to be successful in college and Perpetual Turnover of Teachers/Faculty and the need for ongoing professional development coming in at 23 percent. There was a three way tie for last place at 8 percent: Multi-Agency Collaboration, High School courses needed for students with disabilities to enter college, and High School Collaboration with local businesses for work experience. Your voice was well represented by CASE executive committee and board members at the Town Hall meeting in San Diego and all these topics were discussed with the OSEP Director and her staff.

As you read this issue of the CASE weekly update, Robin and I are back in the CASE office in middle Georgia — looking to continue to serve you as you serve the teachers, staff, families, and students in your district sphere of influence!

Signature


Luann Purcell
Executive Director
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Announcing the Call for Proposals for the 26th Annual Fall Case Conference on Oct. 29-31at the Hyatt Regency in Atlanta
CASE
Please mark your calendars and plan to join us at the 26th Annual Fall Case Conference on Oct. 29-31 at the Hyatt Regency in Atlanta. The theme will be, "Continuing to Take Care of Business." There will be motivating keynote speakers and presentations aligned to the theme focusing on innovative programming for students with disabilities or procedures for developing successful transformational change. As districts continue to evolve with common core standards, improved statewide assessments, and refined measures of teacher effectiveness, we are looking forward to highlighting successes from the field in these areas.
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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.
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SPONSORED CONTENT


April is Autism Awareness Month!
CASE
The National Center for Missing & Exploited Children has a new Autism Awareness Infographic to help communities increase awareness about the issues of wandering in Children with Autism, enabling them to better address these issues in communities.

For the graphic, please click: http://www.missingkids.com/en_US/documents/AutismAwareInfographic.pdf.

Home page of NCMEC is here at: http://www.missingkids.com/home.

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Did you missed the 4th annual Hybrid?
CASE
If you missed the 4th annual Hybrid, you can still get the great content by purchasing the DVD! They will be delivered to you within 4 weeks of the end of the conference. Click here for the Schedule-in Eastern Time, click here for a flyer, and click here to purchase the DVD!
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A matter of equity: Preschool in America
OSERS
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.

Earlier today 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.

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Connecting Kids to Coverage
National Alliance for Medicaid in Education
The National Alliance for Medicaid in Education Governmental Affairs & Public Relations Committee, in collaboration with CMS Connecting Kids to Coverage Initiative, is sponsoring a national webinar on Monday, March 30 from 1:00 p.m. to 2:00 p.m. Eastern Time. The purpose is to discuss ways NAME members and other interested parties can engage in the Campaign and remind families that enrollment in Medicaid and the Children's Health Insurance Program is open year-round.
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SPONSORED CONTENT


NCSI and NCII Webinar annoucement
NCII and NCSI
Upcoming NCII and NCSI Webinar: Results Driven Accountability and Intensive Intervention: Using MTSS to Improve Outcomes for Students with Disabilities How can state education agency staff, district leaders, and school staff use MTSS to improve outcomes for students with disabilities? As part of the new Results Driven Accountability initiative the Office of Special Education Programs launched the National Center for Systemic Improvement to help states transform their systems for supporting students with disabilities. Together with NCSI, the National Center on Intensive Intervention will host the webinar, Results Driven Accountability and Intensive Intervention: Using MTSS to Improve Outcomes for Students with Disabilities on Wednesday April 22, from 3:00-4:15 EST. MTSS offers an organizational framework for providing a continuum of interventions and supports based on student need. Within a MTSS framework, intensive intervention supports students with disabilities who are not making adequate progress, students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems, and students nonresponsive to secondary intervention delivered with fidelity. In this webinar, Dr. Chris Lemons, Dr. Chris Riley-Tillman, and Dr. Laura Kuchle will describe the contextual factors for successful implementation of intensive intervention including evaluation of key components, the importance of fidelity implementation, staff and stakeholder training, and addressing barriers to implementation. State education agency staff, district leaders, special educators, classroom teachers, interventionists, school psychologists, instructional coaches and technical assistance providers are encouraged to attend and learn what Results Driven Accountability means for school-based staff and all stakeholders who serve students with disabilities. Click here to register for the webinar.
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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.
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The Office of Special Education and Rehabilitative Services has a twitter account!
OSERS
Please follow us at @ED_Sped_Rehab.
Please share with all interested stakeholders.

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Teacher Educators and Accomplished teachers
Pearson
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.
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TRENDING ARTICLES
Missed last week's issue? See which articles your colleagues read most.

    Using choice to motivate and differentiate (By: Savanna Flakes)
Disability-related education complaints trending up (Disability Scoop)
Online course-taking evolving into viable option for special education (Education Week)
Intellectually gifted kids and learning disabilities often go hand in hand (Science 2.0)
Report: More states adopting restrictions on restraint and seclusion (Education Week)

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


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Hot Topics: Subject line featured story

Determining individualized instruction for students with special needs
By: April Smith
We all know that students are different and learning is not one-size-fits-all. Some students need more academic assistance and support than others because of documented physical or cognitive disabilities. To accommodate the variety of special needs present in today's classrooms, schools have created a variety of tiered placements and intervention strategies based on the severity of needed assistance. Two instructional models dominate special education services to be given in the general education classroom: inclusion and pull-out.
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Legislation


ESEA reauthorization: How we can build upon No Child Left Behind's progress for students with disabilities in a reauthorized ESEA
Center for American Progress
On April 11, 1965, President Lyndon B. Johnson signed the Elementary and Secondary Education Act, or ESEA, into law with the intention of achieving "full educational opportunity" for all students. While Johnson's vision has yet to become a reality, historically disadvantaged groups of students have made significant progress under the most recent reauthorization of ESEA: the No Child Left Behind Act of 2001, or NCLB. In particular, students with disabilities experienced marked gains after NCLB increased academic standards and expectations for this group. As Congress once again considers the long-overdue and much-needed reauthorization of ESEA, lawmakers must take into account the improvements made by students with disabilities under provisions of NCLB.
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Senate education leaders close in on bipartisan ESEA rewrite
Education Week
After nearly two months of negotiating behind closed doors, Sens. Lamar Alexander, R-Tenn., and Patty Murray, D-Wash., the chairman and ranking member of the education committee, appear to be nearing consensus on major pieces of a bipartisan draft to overhaul the Elementary and Secondary Education Act, according to sources. In what seems to be a departure from Alexander's original draft legislation, unveiled in January, the version being negotiated likely wouldn't allow Title I dollars for low-income students to follow them to the school of their choice, sources said.
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NEA campaign aims to shift ESEA away from 'testing, labeling and punishing schools'
THE Journal
A new multi-pronged campaign from the National Education Association will try to shift the focus of federal education policy away from high-stakes testing and back toward students, with a special emphasis on "children living in poverty, students with disabilities and English language learners." The campaign, called "Wave of Action," coincides with the 50th anniversary of the signing of the Elementary and Secondary Education Act of 1965 by Lyndon Johnson (reauthorized under George W. Bush as No Child Left Behind, or NCLB), which is currently undergoing another reauthorization process in Congress.
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    In the News


    Nearly half of all preschoolers with ADHD are on medication
    The Washington Post
    The first national survey of children with attention deficit/hyperactivity disorder shows that nearly half of preschoolers are on medication for the condition, and more than a fifth were receiving neither of the recommended therapies. American Academy of Pediatrics guidelines call for the use of behavioral therapy first with children younger than 6 because the long-term impacts of medications on developing brains are not well known. But the data show that 46.6 percent of the preschool aged children with the disorder had taken medication alone or with behavioral therapy in the previous week, and 53.2 percent had used behavioral therapy in the previous year. Another 21. 4 percent received neither therapy. The data come from the 2009-2010 National Survey of Children With Special Health Care Needs.
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    Lawmakers call for tougher truancy penalties for special education
    Disability Scoop
    Illinois parents of truant students can be fined up to $500 and jailed up to 30 days, but a bill in the state legislature would increase the maximum penalties to a $1,000 fine and six months in jail for some parents — those whose children are in special education. The maximum penalty would be unchanged for parents of students in regular classes. Opponents of the bill say it makes no sense to single out the parents of students in special education. Supporters of the bill say attendance is especially important for students in special education. One parent says the bill is an attempt by schools to retaliate against frustrated parents who are pulling their children with special needs out of public schools.
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    5 useful apps for students with autism
    eSchool News
    Mobile technology has opened up a plethora of resources for students with special needs, including students with autism. For Autism Awareness Month in April, we're highlighting resources and tools that educators might find useful in helping engage students with autism. The autism spectrum disorder rate in children is about 1 in 68, according to current CDC research. As more students on the autism spectrum enter classrooms each year, technology has the potential to help those students have equal access to educational opportunities.
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    ADHD in school: Finding the right learning environment for your child
    ADDitude
    If your child has been diagnosed with attention deficit disorder, one of your top priorities is finding a school that matches his learning style. It may seem like a scavenger hunt, but armed with the right tools, you can find the prize: a school that understands ADHD. The key to finding the right school is to start early and to do your research. If you know what to look for in a school — and the right questions to ask — you'll be up to the challenge. Here, we tell you everything you need to know to find the right school for your ADHD child. Consider it a little help with your homework.
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    Communication devices enable children with disabilities
    Phys.org
    An interdisciplinary group of Northeastern University students and faculty have combined their knowledge of engineering and physical therapy to design, develop, and then deliver two low-cost communication devices to disabled children living at a pair of orphanages in Ecuador. Undergrads in Northeastern's Enabling Engineering student group created a so-called communication button and an iPad touchscreen guard, both of which allow kids with cognitive and physical disabilities to more effectively interact with their caretakers. Physical therapy students then delivered the devices to kids living at the For His Children Orphanage, which runs residential care facilities in Quito and Latacunga.
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    Classroom behavior and dyslexia research
    Bournemouth University via Science Daily
    The significance of copying and note-taking in the classroom has been studied by researchers including a view on how it affects the learning of Dyslexic children. "Classroom learning is the bedrock of school education, which relies heavily on copying and note-taking. Copying from a board presents serious difficulties to learners with dyslexia," said the main study's author.
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    Meeting the needs of diverse learners: 6 differentiation strategies for new teachers
    Teaching Channel (commentary)
    Lily Jones, a contributor for Teaching Channel, writes: "As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students' needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching."
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    CASE Weekly Update
    Colby Horton, Vice President of Publishing, 469.420.2601
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    Hailey Golden, Senior Education Editor, 469.420.2630   
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    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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