The COSSA Compass

Handling stress as a paraprofessional or teacher in special education requires additional focus on emotional resilience and adaptability, given the unique challenges associated with supporting students with diverse learning needs. One of the first steps in managing stress is understanding the specific demands of the role, such as dealing with behavioral issues, adapting lesson plans to meet individualized education program (IEP) goals, and fostering inclusive classroom environments. Developing patience and flexibility is key, as progress can be slow and setbacks are common.

Effective time management becomes even more crucial in special education, where balancing instructional responsibilities with paperwork and collaboration with specialists is part of the routine. Breaking down tasks into manageable chunks and setting realistic goals can help prevent feeling overwhelmed. Collaboration with colleagues, such as other special education teachers, therapists, and aides, is essential not only for shared workload but also for emotional support. These professionals often face similar challenges and can offer practical solutions or simply be there to listen.

Self-care is another critical component in managing stress. Special education teachers and paraprofessionals often put their students' needs ahead of their own, leading to burnout. It’s important to carve out time for relaxation, whether through hobbies, mindfulness exercises, or simply spending time with loved ones. Regular physical activity, proper nutrition, and getting enough rest are vital to maintaining energy and focus throughout the day.

Additionally, maintaining a positive mindset by celebrating small victories—whether it's a student mastering a new skill or successfully navigating a challenging day—can make a huge difference. Keeping perspective and reminding oneself of the impact being made, no matter how small, helps maintain motivation. Building a strong support system with colleagues and open communication with supervisors helps create a collaborative environment, making it easier to address challenges. Lastly, remember you are not alone, we are in this together.

When retired staff return to COSSA, it's a moment worth celebrating. These individuals not only bring back a wealth of experience but also a deep sense of loyalty and connection to COSSA’s journey. Welcoming them back offers a chance to honor their past contributions while embracing the new perspectives they’ve gained during their time away. Their presence can rejuvenate the team, offering mentorship to newer employees and reinforcing COSSA’s commitment to our staff. By celebrating their return, COSSA can inspire a culture of respect, longevity, and mutual growth, creating a workplace where experience and innovation thrive together. Help me celebrate these three individuals for their dedication and loyalty to COSSA and the students we serve!

Recent changes to Idaho's Specific Learning Disability (SLD) requirements are part of a broader overhaul of the state's special education system, prompted by both federal pressure and local advocacy. Key adjustments in 2024 involve streamlining the criteria for identifying students with learning disabilities and aligning more closely with federal standards under the Individuals with Disabilities Education Act (IDEA).

One major revision removes the requirement for students to meet two distinct criteria for special education eligibility (using both a Response to Intervention (RTI) model and evidence of weaknesses in psychological processing). This simplifies the process, making it easier for students, particularly those with dyslexia, to qualify for support. The changes also aim to improve parental notification requirements and ensure better communication and training for educators and families navigating the new criteria (Boise State Public Radio) (Idaho Education News). Although it may appear to simplify the process according to some, the Evaluation Team must first consider at referral the research based general education interventions and the students response. During evaluation the team must also rule out any cognitive concerns that might qualify a student under the category of Intellectual Disability. In addition, the exclusionary factors such as effectiveness of the core curriculum at 50% +1 students being proficient in the Tier 1 population and attendance at 90% or better also becomes a bigger factor in the eligibility process.

These updates follow a federal mandate, given after a complaint revealed that Idaho's previous special education criteria created obstacles for families seeking services for their children, especially compared to other states(Boise State Public Radio).

In summary, Idaho is working to make SLD identification more inclusive and transparent, while also reducing administrative burdens for educators. The state continues to seek input from stakeholders during this transition (Idaho Education News).

The COSSA Academy students and staff ended quarter one with a celebration of success and a character recognition ceremony for the first four recipients of the RISE award. Marine Staff Sergeant Torres kicked off the RISE celebration by discussing the importance of one of our core values resilience. Along the way, we had some fun awarding the winning advisory challenges class, Mr. Ramirez’s “The Regulators,” with a ‘winner-winner-chicken-dinner’ trophy. Very coveted, to be sure. We also recognized five students for perfect attendance in the first quarter. Our RISE recipients received a certificate and a new COSSA Cruisers hoodie and are invited to a special luncheon with Superintendent Frahm. The first award winners were Anthony R. - Resilient, Isaac C. - Innovative, Jared M. - Supportive, and Cypress S. - Ethical. Student pictures will be posted on our RISE board, and recognition slips continue to flood in to be posted on our appreciation board. We have also rolled out our logo on banners throughout the school. Students have been excited by the new direction, and even the ‘too-cool-for-school’ kids like the logo and sweatshirts. Now that is saying something!