|This message contains images. If you don't see images, click here to view.|
Advertise in this news brief.
Last week the title of my article was FALL back in deference to the clock change-this week it refers to Veterans Day. Most of us are not veterans of the military but probably ALL of us know a few! At my grandchildren's elementary school they ask every student to bring in a picture of parents and/or grandparents who have served in the military to be posted on their "Wall of Honor!" They then celebrate Grandparents day in conjunction with this holiday. It is really special to see our grandkids pose in front of the Wall next to their "Papa's" picture from years gone by. I have always thought this was a great way to both honor our veterans and teach our students just what that day means. The school also encourages each class to do some kind of project to "give back" to their community just as the veterans gave of themselves as they served in the military! Does your school/district have a unique way to honor our veterans? Post it on our CASE Facebook page! Or tweet it and use the hashtag #casecec.
Speaking of Hashtags ... Did you know that if you go to the CASE website, you will see the running tweets from CASE and those that use the #casecec? I would urge you to start a twitter account, even if you don't ever decide to actually "tweet!" Just follow some of the "big" education names/associations and you will see quickly that this is a great medium for getting current information. It is a good way to keep your finger on the pulse ... you don't have to have followers to tweet but you can learn a lot from following others!
And speaking of getting current information ... As you read this update, the CASE office has already arrived in San Antonio for the Fall Executive committee meeting, Board of Directors meeting, and the 25th Annual CASE conference where we are sure to get a plethora of current information! We are so excited our fall Board of Directors meeting, Nov. 12-13, in San Antonio will have 37 of our 40 subdivisions represented, including both of our Canadian units! This representation is critical for CASE to truly be your voice! Make sure your voice is heard by contacting your subdivision president and letting them know what is important to you! One of the things we will be giving out at the BOD meeting this year is our CASE Biennial report. All members will be able to download the report after Nov. 17 behind our Members Only section. If you go there now, you can download a copy of the 2010-2012 and the 2008-2010 reports. Or if you would like a hard copy, you can contact the CASE office to purchase one for $5.
Have you learned all you need to know about Results Driven Accountability? I am betting not. The 4th Annual CASE Hybrid conference, Feb. 19-20 is going to be all about RDA! As it relates to student achievement and as it relates to legal issues and as it relates to partnerships! Click here for the flyer on the conference — remember you have two options: travel to the wonderfully warm Phoenix, Arizona, or be the host site for a virtual conference — same low price — and for just $50 you can have the DVD of the complete conference to use over and over and over! Watch the CASE website for registration and additional information in the days to come!
Speaking of Accountability! Last week's poll was about what your biggest concerns are about assessment — can't really be accountable without assessment, can you! Over 50 percent of those who answered the poll said their biggest concern was the accommodations for students with disabilities are not adequate. There was a tie for the next biggest concern — 16 percent of those who answered the poll said Teacher understanding/training and student understanding/practice were their biggest concern. I was personally a little surprised that only 11 percent were worried about the amount of electronic/computer infrastructure but it follows since no one was concerned about lack of access to computers for students. Be sure you answer this week's poll. It is helpful to the CASE committee chairs to see the answers. We are always looking for great polling questions, so if you have one, send it our way!
| Share this article:
Kick off your Hour of Code with Sheryl Sandberg or Bill Gates
Hour of Code
We just announced an exciting roster of Hour of Code ambassadors who will welcome classrooms to their first Hour of Code during Dec. 8-14.
New tutorials are coming soon
- If you sign up your class: 100 lucky classrooms will be selected for live video Q&As with a tech titan or tech-loving celebrity.
- If you sign up your school: You'll also qualify to win $10,000 worth of technology. One public school in every state will win. The deadline to qualify is Nov. 14, so register now.
We can't wait to share them. Let us know if you'll be doing the Hour of Code, we'll email you as soon as this year's activities are ready to try.
Anybody can participate. No experience needed, no computers either.
With 5 weeks to go, give your students a chance to learn foundational 21st-century skills and help the Hour of Code get to 100 million students!
A new free resource on teletherapy for you
Despite its growing popularity, many special education administrators, educators and parents still wonder what online therapy looks like and how well it works. To answer the many frequently asked questions about online therapy, PresenceLearningpublished "HOT Questions, COOL Answers About Online Therapy." The new quick guide addresses questions about online therapy's effectiveness, how it works and the logistics of providing services. For your copy of this resource, click here.
[NOTE: This is not an endorsement of a particular service or program but an opportunity to share a no cost resource to our members]
Leadership opportunity for CEC diverse members
Are you a CEC member from a diverse ethnic or multicultural group who is a problem-solving networker, loves a challenge and wants to contribute to the success of your professional organization?
If so, please apply to join the Nominations Standing Committee, which ensures that all CEC constituent groups have opportunities to participate in leadership development, creates a greater awareness of CEC leadership opportunities and encourages member involvement in various governance activities within the organization. The Committee also solicits nominations and prepares a slate of candidates every year to fill positions on the Board of Directors.
The Committee needs at least 2 members* from a diverse ethnic or multicultural group to submit an Interest Form for the Ethnic and Multicultural Groups** position on the NSC. All candidates are slated for election by the CEC's Representative Assembly.
Put your leadership and networking skills to great use by submitting your application by Nov. 13.
Contact Sharon Rodriguez (firstname.lastname@example.org) for more information about the NSC.
P.S. If you're not able to commit at this time, please share this with another CEC member from a diverse ethnic or multicultural group who might be interested. Thanks!
* With the exception of the Immediate Past President, no member of the Representative Assembly or the Board of Directors, except for the two Board members required to sit on the Nominations Standing Committee, may concurrently be a member of the Nominations Standing Committee.
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.
READ 180 Next Generation is the leasing blended learning solution that prepare your students for the rigorous expectations of College & Career. 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
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.
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.
A Principal's Guide to Special Education, Third Edition now available
Council for Exceptional Children
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.
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.
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.
A web-based system that addresses the challenge of intervention scheduling in the schools. It's designed for anyone who needs to schedule and document interventions.
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!
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.
Missed last week's issue? See which articles your colleagues read most.
Save the date! OSERS webinar on Preparing for Postsecondary Education and Employment
CEC Policy Insider
Please mark your calendar! On Tuesday, Dec. 2 from 2:00 p.m. to 3:30 p.m., the Youth Transitions Collaborative, in partnership with the U.S. Department of Education, Office of Special Education and Rehabilitative Services will host an educational webinar entitled, Determined to Succeed: Preparing for Postsecondary Education and Employment.
The Office of Special Education Programs releases 2 awards for applications
CEC Policy Insider
The following Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities; Personnel Preparation in Special Education, Early Intervention and Related Services was published in the Federal Register on Wednesday, Oct. 22, 2014.
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.
Voyager Passport® gives you a dynamic blend of print instruction and technology to help more of your struggling learners master priority skills and strategies to reach grade-level performance. A Teacher's Resource Kit includes everything you need to accommodate diverse learners, including instructional support for English learners and flexible grouping strategies.
Student self-assessment: Understanding with purpose
By: Pamela Hill
Student assessments drive education. Academics are carefully measured with every student to determine at what level he is learning and if any interventions are needed to assist him for improved learning. If a student demonstrates learning difficulties that persist after a systematic plan of interventions has been used and measured, the student may be referred for special education services. It is at this point that a student is examined in a deeper manner.
Brain 'architecture' differs in kids with dyslexia
The brains of children with dyslexia may be structured differently, according to neuroimaging of the thalamus, the part of the brain that serves as its connector. The behavioral characteristics of dyslexia — a reading disorder that affects up to 17 percent of the population — are well documented, including struggling to recognize and decode words as well as trouble with comprehension and reading aloud.
Common Core math can be a mystery, and parents are going to school to understand it
The Washington Post
Jennifer Craig stared at her daughter's fifth-grade math homework. It was a three-digit multiplication problem, and it seemed simple enough. But her 10-year-old was supposed to solve it by drawing a chart, breaking apart numbers, multiplying, adding and maybe more. "I'm lost," said Craig, a 31-year-old stay at home mother of three. And that's how she found herself in her daughter's classroom Monday night, sitting alongside other parents in child-size chairs and listening as teacher Alyshia Thomas explained new math strategies.
Intervention programs target students with dyslexia
While listening to a dyslexia interventionist specialist this spring, Tracie Luttrell started to see the faces of students who were struggling in her elementary school — faces of past students who never really thrived but ones Luttrell knew were intelligent. It was a light bulb moment for the educator. "I knew right then there was something we could do for these students," said Luttrell, principal at Flippin Elementary School.
States backtrack on student tracking technology
The Pew Charitable Trusts
Do you know where your student is? At school? On the bus? Paying for lunch in the cafeteria? Principals in thousands of the nation's schools know the answer because radio frequency chips are embedded in students' ID cards, or their schools are equipped with biometric scanners that can identify portions of a student's fingerprint, the iris of an eye or a vein in a palm. Such technologies have become increasingly common in schools, which use them to take attendance, alert parents where their children get off the school bus or speed up lunch lines.
Teachers favor Common Core, not the testing
The large majority of U.S. public school teachers, 76 percent, react positively to the primary goal of the Common Core — to have all states use the same set of academic standards for reading, writing and math in grades K-12. However, this positivity fades when the topic turns to using computerized tests to measure student performance (27 percent) and linking those test scores to teacher evaluations (9 percent).
Study: High schoolers with ADHD receiving few evidence-based supports
A little over half of high school students with attention deficit hyperactivity disorder are receiving some kind of services from their schools, such as additional time on tests or extended time to complete homework assignments, a recent study finds. But those particular supports have no reported effectiveness in improving the academic performance of students with ADHD, according to the study published in the journal School Mental Health.
These are the states with the most students for every teacher
The Huffington Post
There are substantially more students per every teacher in California than there are in Vermont. New data released this week from the National Center for Education Statistics shows how student-teacher ratio varied by state in the 2012-2013 school year. On average, there were 16 students per every public school teacher in the country that year.
Prevention is key to stopping bullying, several experts say
Some psychologists and child development experts are concluding that many efforts to thwart bullying in schools and online have failed. New approaches are needed, they say, and the key to reducing bullying is instilling emotional intelligence in children early, as a preventative measure against becoming a bully or being victimized by one.
Dyslexia in the general education classroom
Kelli Sandman-Hurley, a contributor for Edutopia, writes: "The following passage is about dyslexia. I want you to assume that I will be asking you a comprehension question or two when you are done. You have one minute. Go! The bottob line it thit it doet exitt, no bitter whit nibe teotle give it (i.e. ttecific leirning ditibility, etc). In fict, iccording to Tilly Thiywitz (2003) itt trevilence it ictuilly one in five children, which it twenty tercent."
Eye-opening ads show what it's like for kids with learning and attention issues
The Huffington Post
According to the National Center For Learning Disabilities, one in five kids have learning and attention issues. These two PSAs give parents a glimpse into what it's like inside the minds of their kids with learning and attention problems. The ads show parents asking their Siri-esque smartphone assistants questions about their children's problems with school and learning — only to be constantly misunderstood and given answers to completely different questions.
What is your district's biggest impediment to learning?
Scholastic Administrator (commentary)
Mike Looney: "Our biggest impediment is lack of time," says Looney, superintendent of Williamson County Schools in Tennessee. "We're asking students and teachers to accomplish more and to master more content than ever before." What we're doing is being creative and trying to find ways to expand opportunities for kids. We're doing before- and after-school programming. Some of our schools are actually piloting extending the school day.
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.
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.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063