Category: Updates

On Tuesday, the Federal Commission on School Safety released its report on how to prevent, mitigate and recover from acts of violence in schools. President Trump established the commission in March, following the horrific shooting at Marjory Stoneman Douglas High School in Parkland, Florida.  READ MORE

Frustrated by little pay and better opportunities elsewhere, public school teachers and education employees in the United States are quitting their jobs at the fastest rate on record. During the first 10 months of the year, public educators, including teachers, community college faculty members, and school psychologists, quit their positions at a rate of 83 per 10,000, Labor Department figures obtained by The Wall Street Journal show.  READ MORE

Jessica Cabeen, a contributor for Edutopia, writes: “‘The moment you want to retreat is the exact moment you have to reach in.’ As an administrator, I use this mantra when the work feels too difficult or the feedback seems too tough, to remind myself that the challenge is also a moment of opportunity. For some school leaders, it is counterintuitive to think that they might need to ask for help. But in order to thrive, it’s vital that school leaders reach out and create pathways for support. How do they seek support?”  READ MORE

In September of 2018 the CEC Board of Directors approved a new policy concerning the prevention of and response to maltreatment (i.e., neglect & abuse). The policy is designed to improve the safety and well-being of all children with disabilities through enhancements in research, teacher preparation standards, professional development opportunities, school policies, advocacy programs, curricular resources, and instructional strategies. This policy was designed to expand the current professional focus upon recognition and reporting, to a focus upon prevention of and response to maltreatment. The change in focus is supported by a broad coalition of agencies and organizations, including the CEC Board of Directors, several CEC Divisions, IDC members and the CEC Representative Assembly. The new CEC policy is guided by data concerning the long term risks associated with child maltreatment and the fact that children with disabilities are three times more likely to be maltreated than their nondisabled peers.

CASE is collaborating with the IDC Maltreatment Work Group in the design, development and dissemination of K-12 policies, professional development opportunities and curricular resources. At this initial stage of the work CASE is seeking to identify “Bright Spots,” i.e., school leaders who have existing expertise concerning maltreatment as experienced by children with disabilities. CASE members with this expertise are asked to contact Dr. Harold Johnson/CoChair of the IDC Maltreatment Work Group (3hjohnson@nullgmail.com) or Jamie Hopkins (jamiehopkins777@nullgmail.com), member IDC Maltreatment Work Group. Dr. Johnson or Ms. Hopkins will then follow up to provide more information concerning the “Bright Spot” initiative.

Additional information and collaborative opportunities regarding the new CEC policy on maltreatment will be provided in subsequent CASE communications.  R

Washington CASE will be hosting virtual conference venues throughout Washington State on March 7 and March 8. These locations will be hosting live presentations of the CASE Winter Conference that will be occurring in New Mexico. A key presenter for this conference is Julie Weatherly, ESQ, who will be presenting on Thursday Morning. Additionally, there will be a team from the National Association of School Psychologists presenting on Thursday and Friday. Options for attending one or both days will be available. Please watch this space and Facebook for further information, including registration information.

The Guidance for Individualized Education Program Teams: Student Participation in Statewide Assessments for Accountability and Graduation has been posted to the Special Education Resource Library and on the Technical Assistance page for Statewide Assessment. The purpose of the updated document is to provide guidance to Individualized Education Program (IEP) teams on their authority related to decisions around accountability and graduation and to help guide IEP teams in determining the appropriate assessment for accountability or graduation purposes.  

The Office of the Superintendent of Public Instruction has released an Online SEL Module. This CASEL-aligned training tool came out of the work done by an OSPI SEL workgroup, with WSASP participation and representation. This module is designed for educators, administrators, school staff, other professionals and parents who interact with youth as a means to help them build and improve their understanding of social emotional skills. This online module has been designed in five distinct learning segments: Introduction to SEL, Embedding SEL Schoolwide, Creating a Professional Culture Based on SEL, Integrating SEL into Culturally Responsive Classrooms, and Identifying and Selecting Evidence-Based Programs. READ MORE

6.7 million young people are disconnected from school and work. Only one in three adults with a disability is employed. CAST partners with education and training providers that are working to change this reality—agencies, schools and postsecondary institutions working with talented young people to help them build the skills and habits they need to access middle and high income careers.  READ MORE

Kimberly Jay, a contributor for eSchool News, writes: “When Florida State Assessment scores revealed that our third-graders were under-performing in reading, my colleagues and I analyzed the data to determine the root cause of performance. The data showed a need for an explicit, phonics-based approach to literacy for our young students. Unless they develop foundational reading skills early, students will experience literacy deficits across all subjects, and phonics instruction embedded in comprehensive reading instruction is the most effective way to teach them how to read.”  READ MORE