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Who is not talking about the weather? Last week was devastating to many of our CASE members! CASE PD chair, Gary Myrah (WI) has a saying, "There is no bad weather, just inadequate clothing!" He sent me a text this past week where he revised that statement after all the severe storms in Arkansas, Oklahoma, Louisiana, Alabama, Florida and so many other places. There are times when all the preparation in the world will not protect you. Our hearts go out to all who have been so affected by the weather this spring!
This is the time of year budget really is a big part of your life. According to our poll last week, no one is "in the best financial shape" and 43 percent of you indicated you are pretty much in the same boat your were in last year! There was a tie between needing additional teachers but no additional funds and those of you who are truly tired of "creative budgeting!" CASE and CEC continue to advocate for additional IDEA funds at the federal level and hopefully we give you tools to help you advocate at the local/state/provincial level. One of those tools is the CASE Educational Legislative Leadership Summit, July 13-16. Have you got a team attending the 12th Annual CASE Educational Legislative Leadership Summit, July 13-16, 2014? If not, make sure your state is represented in July. Go to the CASE website to register and click here for the flyer. This year as every year, it is very important for CASE to have as many different states represented up on the Hill for our visit on Tuesday, July 15. There are several really important national issues we will be working on in D.C., this year with our other association partners. Don't miss this great opportunity. And, with a hotel group rate of $149 at the Hilton Old Town, right across from the King Street Metro stop, this might be a great time to do a DC excursion for you and the family! Group rate ends June 17 so click here to make your hotel reservations! Click here to download a flyer. Be sure to read the article below about CEC's efforts on funding advocacy, Lawmakers press Duncan for more special education funding.
And Don't Forget the CASE Career Center! If you haven't visited the CASE interactive job board at the CASE Career Center, now is a good time to do so! With its focus special education administrators and professionals, the CASE Career Center offers members, and school districts, a highly targeted resource for online recruitment. Both members and non-members can use the CASE Career Center to reach qualified candidates. Employers can post jobs online, search for qualified candidates based on specific job criteria, and create an online resume agent to email qualified candidates daily. They also benefit from online reporting providing job activity statistics to track each job posting's return on investment.
For job seekers, CASE Career Center is a free service providing access to employers and jobs in education. In addition to posting their resumes, job seekers can browse or view jobs based on the criteria they find matches their goals best. Job seekers can also post confidentially with confidence or search anonymously by creating a Job Agent. Job Agents notify job seekers via email when jobs matching their criteria are posted eliminating the need to visit their online accounts daily to track new postings. Click here to go to the main site to either learn of new jobs, post your resume, or post your positions. There is a modest fee for posting positions on the site but we believe you will have a greater reach with this dedicated career center on our website — click here to become a job poster.
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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.
READ 180 Next Generation is the best solution to prepare your students for the rigorous expectations of the Common Core. Only READ 180 delivers a personalized learning path, daily practice in argument writing, hundreds of content-rich texts, and an individualized staircase of text complexity. Learn more
Bookshare has just launched a social media blog on staying connected
In this blog, you'll get the scoop on all your favorite online hotspots like the Bookshare blog, Facebook, Twitter and Pinterest so that you can quickly reach our staff, get timely answers to your questions, learn about Bookshare products, trainings and events and connect with the broader community that supports people with print disabilities. Are you fully connected? If not, join us now!
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.
IEP/ARD Facilitation & Conflict Prevention Training
Ed21 Consulting Services
Key2Ed, Inc., in partnership with Ed21 Consulting Services, is sponsoring a training on IEP/ARD Facilitation & Conflict Prevention, June 25-26, 2014, in Arlington, Texas. IEP/ARD Facilitation & Conflict Prevention Training focuses on the value of a facilitated IEP meeting and how when it is used proactively and routinely, it benefits school personnel, parents, and, most importantly, students! As a result of participation in this training, attendees will have (1) an understanding of the FIEP process; (2) an understanding of the value and use of the FIEP process; and (3) actionable information necessary for process implementation in their program. This training has been developed by Key2Ed, Inc., foremost experts and practitioners in the field of facilitated IEP. Registration is limited to 70 participants, so please act quickly to secure your spot. Participants will receive a continuing education certificate in IEP/ARD Facilitation & Conflict Prevention. Download the Registration Form. For more information about the training, contact Cassie Velasquez at email@example.com.
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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
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!
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.
New mathematics sample lessons and activities focused on fractions
NCII has posted a new resources to assist special education teachers, interventionists, and others working with students with intensive mathematics needs. The materials include intervention guidance, sample activities and companion materials necessary to complete the activities. The mathematics materials are aligned with the Common Core State Standards and cover a range of skill areas. These materials are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs. At this time, NCII has posted collections focused on Fractions as Numbers and Computation of Fractions. Additional collections as well as resources focused on reading and behavior will be added to the NCII website on a rolling basis. View the sample math lessons and activities on the NCII website.
Missed last week's issue? See which articles your colleagues read most.
Registration is open for next NCII webinar: So What do I do Now? Strategies for Intensifying Intervention when Standard Approaches Don't Work
Register now for NCII's next webinar on Tuesday April 29, 2014 from 3:00–4:15 p.m. ET. The webinar, So What do I do Now? Strategies for Intensifying Intervention when Standard Approaches Don't Work, will be presented by Dr. Sharon Vaughn of the University of Texas Austin and Dr. Rebecca Zumeta of NCII. In the webinar, Drs. Vaughn and Zumeta will discuss approaches to intensifying academic interventions for students with significant and persistent needs. The presenters will address four categories of practice for intensification, with an emphasis on combining cognitive processing strategies with academic learning. Special educators, school psychologists, interventionists, classroom teachers, and school and district leaders are encouraged to attend. Click here to register.
CEC 2014 Strand I Presentations: Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners
Did you miss the Strand, Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners, that NCII presented at CEC 2014 Convention and Expo? The Strand provided participants with an overview of how principles of intensive intervention may be applied to students with severe and persistent learning needs across reading, mathematics, and behavior and included three content-oriented sessions focused on reading, mathematics, and behavior and one panel session covering common implementation issues associated with provision of intensive services. The presentations and handouts for each of the sessions is available for download on the NCII website.
Advocate, advance and transform at CEC's National Legislative Conference
CEC Policy Insider
Register now for CEC's National Legislative Conference and make YOUR advocacy footprint on the Hill this summer.
CEC partners with the CEEDAR Center to transform teaching of students with disabilities
CEC Policy Insider
School districts and special education interests in five states — Florida, California, Connecticut, Illinois and South Dakota — are partnering with a new, federally funded center at the University of Florida on an ambitious effort to transform their preparation of effective teachers and leaders serving students with disabilities.
Lawmakers press Duncan for more special education funding
CEC Policy Insider
A recent hearing on President Barack Obama's FY 2015 budget proposal in the House Education & the Workforce Committee had one recurring theme — funding for special education is far too low for school districts across the nation.
Learning with disabilities: One effort to shake up the classroom
This is what an inclusive classroom looks like: Children with disabilities sit next to ones who've been deemed "gifted and talented." The mixing is done carefully, and quietly. Students don't necessarily know who's working at what level. Despite a court ruling 25 years ago that gave children with disabilities equal access to general education activities, change has been slow. Today, about 17 percent of students with any disability spend all or most of their days segregated. Children with severe disabilities can still expect that separation.
More than 7 percent of kids on behavioral meds
A new survey finds that 7.5 percent of children aged 6–17 are taking some sort of prescription medicine for emotional or behavioral difficulties. It's a first look at the problem, and supports evidence that more and more U.S. kids are getting drugs for conditions like attention deficit hyperactivity disorder. The good news is that more than half of their parents said the medication helped their children "a lot." The troubling news is that low-income kids were more likely to be given such drugs. LaJeana Howie and colleagues at the National Center for Health Statistics used data from interviews of the parents of 17,000 children in 2011-2012 for the study.
How playful learning will build future leaders
The Christian Science Monitor
In order for our global society to develop solutions to pressing problems in an increasingly technology-driven and constantly changing world, we need to re-train our workforce to do what machines can't: to be enterprising, independent, and strategic thinkers — to be purposeful creators. This starts with changing the way students, especially the youngest ones, learn.
Graduation rates fall short for students with disabilities
More Americans are graduating high school than ever before, but students with disabilities remain far behind their typically-developing peers, a new report finds. Nationally, 80 percent of public high school students earned a diploma on time during the 2011-2012 school year, according to data released Monday from the U.S. Department of Education’s National Center for Education Statistics. While the number of students with disabilities obtaining diplomas also ticked up that year, just 61 percent of those with special needs graduated, the findings indicate.
New Jersey lays out guidelines for complying with new dyslexia law
The state Department of Education sent a memo to school districts about how to comply with new legislation that requires schools to specifically screen for reading disorders like dyslexia and to provide services for students and training for teachers. It is the first directive the state has sent out regarding what will likely be an extensive array of requirements related to the package of dyslexia-related legislation laws enacted last year. Advocates have said that the new laws are only the first step, and that implementation and enforcement by the state and school districts will be critical. The law goes into effect next fall.
The surprising upside of a dyslexic brain
What we think of as a learning disability could translate into real-life skills. The word “dyslexia” evokes painful struggles with reading, and indeed this learning disability causes much difficulty for the estimated 15 percent of Americans affected by it. Since the phenomenon of "word blindness" was first documented more than a century ago, scientists have searched for the causes of dyslexia, and for therapies to treat it. In recent years, however, dyslexia research has taken a surprising turn: identifying the ways in which people with dyslexia have skills that are superior to those of typical readers.
Bullies come from all socioeconomic sectors
A new systematic literature review on the association between socioeconomic status and involvement in childhood bullying has led researchers to recommend universal policies to combat bullying. Investigators say the behavior occurs among all socioeconomic sectors and that nearly one-third of all children are involved in bullying. This finding suggests bullying is a significant public health issue which can cause long-lasting health and social problems. The new review, published in the American Journal of Public Health, advises that policymakers should be wary of assuming that bullies are more likely to come from lower socioeconomic backgrounds.
Physical activity empowers kids to achieve personal bests
Physical activity is a fundamental building block for psychological and physical well-being throughout a lifespan. Unfortunately, most Americans are sitting more and moving less. This is especially a problem for our children who are being forced to sit still and cram for standardized tests while being deprived of physical activity.
Why getting teacher accountability right is essential to Common Core's success
The Hechinger Report
Most Americans agree that U.S. schools should be judged by how effectively they educate all of their students, including those from low-income families or with disabilities, and English language learners. Making sure that accountability systems support these goals is especially important as states move to assessments aligned with Common Core State Standards. Based on our research and observations of innovative programs in Chicago and New York, we have seen large-scale success in systems of schools that focus on essential elements. For starters, leaders of these schools focus relentlessly on improving the quality, consistency, and coherence of instruction, and have the time and resources to make real improvement possible.
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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