BSE Bulletin for Educators
feb 2023
Every student who is eligible for special education has an IEP that describes the programs and services necessary for the student to receive FAPE.
One of the issues discussed and decided upon at the IEP team meeting is whether or not the student requires Extended School Year (ESY) services as part of the student’s special education program. ESY must be considered each year for every student with a disability.
Remember - A determination for the Armstrong Target Group of students must be made by February 28.
For more information on ESY, access the Teachers' Desk Reference: Extended School Year (ESY) and Extended School Year Services in Pennsylvania.
How can we de-escalate a behavior of concern before it becomes a crisis?
Teach and regularly practice regulation strategies with all students as part of Tier 1 support. Initially, teach these strategies when all students are calm and relaxed, gradually working toward practicing in settings or situations that can lead to dysregulation for some students (e.g., before quizzes and tests).
Emotional scales, such as a 0-10 “feelings thermometer,” can be used to teach students to rate their feelings/stress/anxiety and prompt coping and relaxation strategies.
Regulation strategies:
- Deep breathing
- Progressive muscle relaxation
- Taking a break in the classroom
Choice:
Provide the student with a small number (2-3) of acceptable options for completing the task. Example: “You can complete the worksheet independently or with a partner. Which would you prefer?”
Co-regulation:
Assist students in regulating their emotions by expressing empathy, acknowledging and labeling their emotions, modeling desired behavior, and providing positive reinforcement for following expectations. Example: “Rosa, I want to make sure you are okay. I see that you are angry because your face is red, and your fists are clenched. When I feel angry, I like to take three deep breaths and count to 10. Watch me and we can do it together.”
Provide Space:
Give the student room while remaining close enough to monitor behavior. When signs of dysregulation occur, prompt student to go to a break space or a safe space to cool down.
Example: Continue to actively supervise student while moving around the classroom to check in with other students. Teacher moves close to student: “Jamie, you seem frustrated. You are welcome to take time to cool down in the break space.”
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This 45-minute podcast episode from PBISApps.org features Ami Flammini and Brian Meyer from the Midwest PBIS Network to help us answer questions regarding when prevention strategies do not work and maladaptive behaviors start to emerge. They are co-authors on the new practice brief from The Center on PBIS titled, Strategies for De-escalating Student Behavior in the Classroom. Ami and Brian share how they've used these strategies to stop the escalation cycle and help students return to a place of calm.
Ready to understand how assessments are designed? Want to know some of the fundamental components of assessments?
In this video from CAST, information is given to help you effectively evaluate assessments to ensure they (1) accurately measure the intended learning goal and (2) measure what students really know and can do.
Make more informed decisions about teaching by analyzing how and what you ask of students:
- What is the main goal of the assessment?
- What are the constructs (i.e., knowledge, skills or abilities) being measured?
- Are there any construct-irrelevant tasks built into the assessment that create barriers for some students, preventing us from measuring their ability to show what they know/learned? For example, a math assessment that includes word problems to assess the student's understanding of the math concept can be impacted by the student's ability to read fluently.
This video provides numerous examples of how an assessment can "fail" and what can be done to make it successful.
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Developed by CAST (Originally called Center for Applied Special Technology. Now the center is officially called CAST) , this 12-minute video is part of a series that focuses on assessments in K–12 learning environments. Each video is designed to support educators in planning and implementing effective assessments that inform the design of instruction.
Do you or someone you know have three or less years of experience as a school psychologist, special education administrator, or special education teacher?
Would you like guidance and support to assist you in building your skills in this important role? Take advantage of the mentor/mentee program!
Apply before February 15 to be matched with a mentor. As a mentee you will need to commit to meeting at least once per month through May, for a minimum of 30 minutes.
This is a great opportunity you do not want to miss! Complete an application today!
To better support professionals assisting individuals on the autism spectrum and their families, the Office of Developmental Programs (ODP), and the Autism Services, Education, Resources and Training Collaborative (ASERT) want to learn more about the training needs of professionals.
The data collected from this survey will be used by ODP to inform training to reflect the needs of provider and professional organizations throughout the Commonwealth of Pennsylvania.
This survey should take less than 10 minutes to complete. Please complete this survey by February 10, 2023. If you have any questions, please feel free to contact us at info@paautism.org.
Note: This survey is anonymous and any contact information that you provide will be kept separately from your survey responses.
Are you a general or special educator who teaches students with significant cognitive disabilities?
If so, the PASA DLM (statewide alternate system of assessment and instruction) at the University of Kansas (KU) is recruiting professionals with knowledge in the fields of English Language Arts, Mathematics, Science, and special education.
KU recruits educators from over 20 states to participate in instruction and assessment related activities throughout the year that are in-person and on-line. When selected participants have the opportunity to network with others in their profession from across the country and provide a national voice for Pennsylvania students. Participants frequently receive stipends for their time and expertise.
To sign up, log in at the link provided, register as a 'new user', and complete a survey about your area of expertise.
What do educators need to understand about families of children with disabilities? How can educators engage these families?
The IRIS Center offers a family engagement module, Collaborating with Families of Students with Disabilities, that addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement.
Image used with permission from The IRIS Center. (2008, 2020). Family engagement: Collaborating with families of students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/fam/)
Stay up-to-date on the latest happenings related to secondary transition.
Be sure to pass along the information to others who could benefit from these important details. This newsletter is developed by the Pennsylvania Community on Transition.
Join the mailing list by emailing pasecondarytransition@gmail.com
Listen to your colleagues share how special educators impacted them.
The field of special education, like all career paths, has its challenges. What keeps staff committed and showing up day after day? Stories and sage advice from Pennsylvania educators, family members, and conference presenters have been captured to highlight the impactful work of special educators. Take some time to listen to the messages they have to share.
Stop by the APR exhibit table at the 2023 PDE Conference to add your story to these motivating clips.
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.