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Recognition is critical to sustained success!
Do you know a new special education administrator who routinely "stick their neck out" for teachers and students? CASE has a new award just for you! It is called the "G"AWARD for Rising Special Education Administrators and was instituted for a member of CASE who is early in her/his career as an administrator. This individual may be nominated within their first 3 years of administrating special education programs/services and the award will be accompanied by a night on the town in their home area (limo, dinner, movie, child care, etc.) up to a $500 value. This award is acknowledgement for the administrator for sticking his/her neck out to better support their teachers to enable them to make a difference in the lives of the students they serve. This award will continue as long as the benefactor continues to provide the monetary award. Click here for more information.
The deadline is Oct. 31 and is an absolute deadline! Click here for the nomination form. Send the application and any questions to Emilie Maule. The G Award will be announced and presented at the 25th Annual CASE Fall Conference in San Antonio.
Still haven’t registered for the 25th Annual CASE Fall Conference? Well, there is still time! The room block is filling up but there are still rooms available. Professional Development Chair, Will Gordillo has put together an amazing program for our CASE members for the 25th Annual CASE fall conference! Our three keynotes will definitely inspire you but they also will provide you with a wealth of practical tools you can use in your everyday work ASAP. Drs. Stevan Kukic, Randy Sprick, and Frances Stetson will totally blow you away with the quality of their presentations! I have heard each of these 3 professionals on many occasions and I have always left with new ideas, new tools and a feeling that the job I do is important and necessary! The 30+ breakout sessions are also full of practical, evidenced based information. Click here for a list of the breakout sessions. If you want to learn what's new, connect with your colleagues from around the U.S. and Canada, and experience some quality professional learning that is both inspirational and content laden, then join us in San Antonio Nov. 13-15! Registration is up at www.casecec.org.
We will be at the Hyatt Regency San Antonio which is located on the amazing River Walk. The group room rate of $139 is one you will not want to pass up! Click here for the hotel registration which is good through Oct. 19. See you in San Antonio!
A Call To Action on making Comments on the ISLLC Leadership Standards Refresh Project. This is a very quick turnaround and we apologize for this but we do know some of you will want to make "a statement" on this very important issue. You have two ways to make an impact but you have to hurry.
It has come to our attention that higher educational faculty in Educational Administration have been asked to provide feedback on the revision of national standards for educational leadership preparation programs (Interstate School Leaders Licensure Consortium Leadership Standards Refresh Project). These preparation standards are used by national, regional and state accreditation and review bodies to provide guidance for the development, review, revision, and, in some cases, the closure of preparation programs. Leadership preparation programs have been found to be lacking in providing adequate & appropriate content relevant to special education law, policies, and procedures to future school and district leaders. CASE would like to weigh in on this shortcoming & provide a solid voice & response to help change the current gap that exists in leadership preparation programs.
Click here to read the "refreshed" standards.
Speaking of issues. What are other issues you are facing this year that you need more information on? Thank you to those of you who took the CASE research committee survey last week, but for those of you who meant to but haven't, please take a moment and let us hear from you what we need to be digging deeper on for your benefit! Click here to take the quick survey!
Did you get your CEC Ballot? ... CEC's membership-wide election for the 2015 Board of Directors opened last Monday, Sept. 29.
CEC leadership must represent the beliefs and values of its members — and you have a voice in electing CEC's future leaders. Vote for YOUR 2015 Board of Directors during the membership-wide election period from Sept. 29 - Oct. 27.
Did you take the POLL last week? Last week's poll asked who supervises Special Education teachers in your districts. Almost 60 percent of you said it was the principal! Are you reading the continuing series What All Principals Should Know About Special Education in the CASE quarterly Newsletter? If you are a member of CASE, you should have gotten your electronic copy of the Fall newsletter (Vol 56 No. 1) back on Sept. 19 or you can go to the CASE Members Only section on the CASE website and down load the back issues. Dr. David Bateman is the author of this series and it will eventually be our CASE Lucky 21 #7! But, it is also based on his A Principal's Guide to Special Education, Third Edition and it is now available. A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities and responding to students' special education needs within a standards-based environment. Get your copy today! Enter code PRCASE at checkout.
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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.
Have you filled all your vacancies yet?
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 on special education administrators and professionals, the CASE Career Center offers members, and school districts, a highly targeted resource for online recruitment. Both members and nonmembers 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.
Leading by convening: A method for meaningful partnership and authentic engagement
Leading by convening is an evidence based strategy that moves away from traditional expected behavior for interacting in collaborative practice. The framework will provide strategies to help stakeholder engagement become more comprehensive, holistic, result in long term sustainability and establish a foundation for authentic engagement in supporting improved student achievement. Participants will be provided with resources, tools, information and skills to assist them in understanding and implementing collaborative partnerships that build connections and foster authentic engagement through leading by convening.
Free access to the Life Centered Education Transition curriculum and assessment
As a special education administrator, you want the best outcomes for your students. Here's a chance for your teachers to gain free trial access to the Council for Exceptional Children's Web-based transition planning curriculum and assessment, Life Centered Education. Developed by a group of 18 authors, LCE is an evidence-based, nationally-normed curriculum designed to build real-life skills in daily living, self-determination, and employment working with students in middle school and high school. LCE contains over 450 assessment items and 1200 lesson plans aligned with the Common Core State Standards. To sign up for a free trial to LCE, please send an email to Anu Prabhala at email@example.com. The free trial starts right away and allows you try out both the teacher and student portal of LCE.
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
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.
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.
Kids In Need Foundation announces Dollar General Literacy Foundation
The 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 pleased to announce grants sponsorship by the Dollar General Literacy Foundation to improve preK to 12th grade students' reading levels.
The Kids In Need Foundation announces 2014 Teacher Grants Program with National Sponsor: Jo-Ann
Kids In Need Foundation's
For the seventh year, Jo-Ann Fabric and Craft Stores is sponsoring the Kids In Need Foundation's teacher grant program. Certified teachers in the US can apply for these grants online at www.kinf.org from July 15 - Sept. 30.
Follow the National Center on Intensive Intervention on Twitter @TheNCII
Are you looking to find resources about special education, intensive intervention, progress monitoring, diagnostic assessments, adapting interventions to meet student academic and behavioral needs? Are you looking for sample lessons and activities to support students that are struggling in math? Do you have questions for NCII? NCII is excited to announce that we have joined twitter. Please follow us at @TheNCII. We will be sharing our own updates and relevant partner resources. NCII has also created a National Center on Intensive Intervention YouTube Channel where you can find NCII videos including archived webinars, ask the expert videos, and more. In addition to these two new social media outlets, we have made it easier for you to share NCII resources on Twitter, Facebook, Linked In, email and more. Look for the icons on the bottom of each page to share NCII resources in your networks.
Missed last week's issue? See which articles your colleagues read most.
It pays!—Invest in your students’ preparation to succeed. Positive Action is a Pre-K—12 program that is proven to help students learn. Endorsed by CASE and rated top program on What Works Clearinghouse for improving academics, behavior, and character; is a CASEL program for social & emotional and more!
Every child deserves the chance for growth. Mobility can be difficult to achieve for children with special needs, even after years of rigorous therapy. While children are simply enjoying a nifty, exciting new toy, parents are amazed at the continuous improvement of motor skills, coordination, balance and more.
The National Center on Intensive Intervention Releases New Multipart DBI Module on Using Informal Academic Diagnostic Assessment Data to Guide Intensive Interventions
NCII has released the final module in the DBI Training Series, Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Intervention! The multi-part module covers four parts. Part 1 provides an overview of administering common general outcome measures for progress monitoring in reading and mathematics; part 2 reviews graphed progress monitoring data; part 3 introduces error or miscue analysis of curriculum-based measures for the purpose of identifying skill deficits in reading and mathematics; and part 4 offers guidance on identifying what type of skills the intervention should target to be most effective in reading and mathematics. The module is intended to be delivered by a trained, knowledgeable professional. It includes a PowerPoint presentation with speaker notes and handouts. View the multipart module and resources, as well as the entire DBI Training Series!
CCSSO wants your comments on draft refreshed standards for education leaders
The Council of Chief State School Officers is seeking feedback from the public on draft standards for education leaders that aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations. The standards detail the leadership skills and knowledge effective district and school leaders need in order to influence teaching and student learning.
The Institute of Education Sciences calls for feedback on research centers!
Institute of Education Sciences via CEC
The Institute of Education Sciences, the research arm of the U.S. Department of Education, has issued a request to the field for feedback (http://ies.ed.gov/pdf/2014-NCERfeedback.pdf) on the work of its two research centers: the National Center for Special Education Research and the National Center for Education Research. IES intends to use the input it receives to help plan the future work of these research centers. The deadline for submitting comments to IES is Oct. 31.
Study: ADHD can hamper school performance as early as 2nd grade
HealthDay News via U.S. News & World Report
Attention-deficit/hyperactivity disorder can harm a child's academic performance and social skills as early as the second grade, a new Australian study contends. Children between 6 and 8 years old who were tested and scored high for ADHD symptoms were more likely to get lower grades in elementary school and have trouble fitting in with other kids, compared with children without ADHD, the study authors reported. Kids with ADHD also were more likely to have other mental health or developmental disorders, including anxiety, depression and autism, according to the study.
Educational accommodations for learning disabilities and mental illness
For parents of children struggling with mental illnesses or learning disabilities, the return to school can be cause for panic. Parents of children with special needs frequently find that standard classrooms aren't equipped to meet those needs. This is where parents come in. It's your job to be a strong advocate for your child's rights, and understanding the basics of the various laws that protect children with special needs is a prerequisite to being a strong advocate for your child. Schools don't always do a good job of educating parents about their children's rights, and a few schools may even actively ignore the law. Knowledge is power, and if you are the parent of a special needs child, you need to know that your child is entitled to a quality education and reasonable disability accommodations.
The LOGAN® PROXTALKER® communication device is ideal for any picture exchange system user, of any age and is being used for communication or as a classroom tool.
MRI research at UCSF could help diagnose dyslexia even earlier in children
For many, the word dyslexia represents painful struggles with reading and speech that impact their self-confidence — 20 percent of school-aged children and over 40 million adults in the U.S. are dyslexic. Dyslexics are often very intelligent and can learn successfully with appropriate teaching methods, but early diagnosis and intervention are critical. UC San Francisco researchers in the Dyslexia Program aim to predict whether children will develop dyslexia before they show signs of reading and speech problems, so early intervention can improve their quality of life.
An hour of after-school exercise linked to better cognitive functioning
Medical News Today
A new study finds that at least 60 minutes of physical activity after school every day is not only beneficial for children's physical health, but it may also improve their cognitive functioning. The research team, led by Prof. Charles Hillman of the University of Illinois at Urbana-Champaign, publish their findings in the journal Pediatrics. The U.S. Department of Health and Human Services recommend that children and adolescents aged 6-17 years engage in at least 60 minutes of physical activity a day. But last year, a survey of high school students found that only 29 percent had met this recommendation within the last 7 days.
U.S. Education Secretary announces fuidance to ensure all students have equal access to educational resources
U.S. Department of Education
All students — regardless of race, color, national origin or zip code — deserve a high-quality education that includes resources such as academic and extracurricular programs, strong teaching, technology and instructional materials, and safe school facilities.
Due process hearings on decline
Fewer special education disputes between parents and school districts are escalating to due process hearings, a new government report finds. The number of due process hearings nationwide declined from over 7,000 during the 2004-2005 school year to 2,262 by the 2011-2012 academic year, according to a review released Wednesday from the Government Accountability Office. The shift was largely due to "steep declines" in New York, Puerto Rico and Washington, D.C. — locations which accounted for over 80 percent of the nation's hearings — the report indicated.
School spending decisions: Are you getting the best value for dollars spent?
District Administration Magazine
Student achievement, teacher quality, school safety, 21st century teaching and learning — these are but a glimpse into the areas of need each administrator must consider when making school spending decisions. Add to each of these spending decisions the impact of student productivity, and your efficiency and financial anxiety might increase. As the 2014-2015 school year heads into full swing, are you left wondering how to spend your tight budget on the right things?
Study: Lack of sleep increases risk of failure in school
Medical News Today
A new Swedish study shows that adolescents who suffer from sleep disturbance or habitual short sleep duration are less likely to succeed academically compared to those who enjoy a good night's sleep. The results have recently been published in the journal Sleep Medicine. In a new study involving more than 20,000 adolescents aged between 12 and 19 from Uppsala County, researchers from Uppsala University demonstrate that reports of sleep disturbance and habitual short sleep duration (less than 7 hours per day) increased the risk of failure in school.
To best serve their students, schools need to be realistic about their special-ed capacity
Chalkbeat New York
A group of eighth-grade teachers sat down to review a student's data in preparation for an upcoming meeting. The student was reading at approximately a third-grade level. She struggled with determining the sounds and meaning of even basic words, and it was clear she could benefit from practice in phonics and fluency.
Common Core assessment group revises testing time
The PARCC testing consortium has announced that schools will need to schedule about 10 hours of testing time this spring for elementary school students, and nearly 11 hours or more for middle and high school students. Recently released, the new time projections are higher than the estimates that PARCC issued in March of 2013: eight to 10 hours of testing. But that's because the earlier figures reflected something different: the amount of time "typical" students would need to complete the English/language arts and mathematics tests.
Study: Deeper learning approach shows positive student gains
The idea that students need to develop a deeper understanding of content and the ability to apply what they learn in one area to another area are major premises of new learning standards, such as the Common Core State Standards and Next Generation Science Standards. A new study now shows that schools promoting the practices of what's called "deeper learning" are getting better results from their students. For example, those students are more likely to graduate on time, are more likely to attend four-year colleges and achieve higher test scores.
Flippin schools implement dyslexia intervention
The Baxter Bulletin
"I know you're smarter than this." "Why aren't you trying?" "You just have to do this." This criticism stems from teachers and parents who pull their kids aside in the midst of another homework session. Frustration ensues between the child and the adult. The problem may not lie in the student's work ethic, it may not lie in the teacher's ability, nor the parent's guidance. No one is to blame because what the child may be experiencing is a brain-processing problem. Making sense of the reading, the letters or the sounds could pose a challenge for anyone who shows markers for dyslexia, a language-based disorder.
Office of Special Education Programs:
The following Notice of Agency Information Collection Activities; Comment Request; State and Local Educational Agency Record and Reporting Requirements Under Part B of the Individuals With Disabilities Education Act was published in the Federal Register on Tuesday, Sept. 16.
Summary: In accordance with the Paperwork Reduction Act of 1995 (44 U.S.C. chapter 3501 et seq.), ED is proposing a reinstatement of a previously approved information collection.
Dates: Interested persons are invited to submit comments on or before Nov. 17.
Rehabilitation Services Administration:
The following Notice of Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Annual Protection and Advocacy of Individual Rights Program Assurances was published in the Federal Register on Tuesday, Sept. 16.
Summary: In accordance with the Paperwork Reduction Act of 1995 (44 U.S.C. chapter 3501 et seq.), ED is proposing an extension of an existing information collection.
Dates: Interested persons are invited to submit comments on or before Oct. 16.
Office of the Assistant Secretary:
The following Notice of List of Correspondence From July 1, 2013, Through Sept. 30, 2013 was published in the Federal Register on Thursday, Sept. 18, 2014.
Summary: The Secretary is publishing the following list of correspondence from the U.S. Department of Education to individuals during the previous quarter. The correspondence describes the department's interpretations of the Individuals with Disabilities Education Act 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: http://www2.ed.gov/policy/speced/guid/idea/index.html.
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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