Good IDEA(s) Newsletter
A Professional Development Newsletter for Special Educators
A Publication of the Montgomery County ESC and
Western Ohio Service Collaborative
May 2018
Volume 2, issue 7
New Autism Prevalence Rate from CDC
In the past, the prevalence of autism in black and Hispanic children was significantly lower, Now the number is closer to the number for white children; although the prevalence is still higher for white males. It is thought that this increase might be due to more awareness being focused on minority communities.
Also noted in this study, 31% of children with ASD fell in the range of intellectually disabled while 25% were in the borderline ability range and 44% had IQ scores in the average to above average range.
If you would like to read the entire report from the CDC, go to:
https://www.cdc.gov/mmwr/volumes/67/ss/ss6706a1.htm?s_cid=ss6706a1_w
Teacher Appreciation Week May 6-12, 2018
Here are a few inspirational quotes about teachers and their impact.
"One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child." Carl Jung
"I think the teaching profession contributes more to the future of our society than any other single profession." John Wooden
"The direction in which education starts a man will determine his future life." Plato
"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." Maya Angelou
"I like a teacher who gives you something to take home to think about besides homework." Lilly Tomlin (Edith Ann)
2015-16 Civil Rights Data Collection Report Released
According to the Data Highlights on School Climate and Safety in our Nation's Public Schools:
- Students with disabilities under IDEA represent 12% of the total student enrollment. The percentage distribution of students receiving one or more out-of-school suspension by disability (IDEA) was 26%.
- Students with disabilities (IDEA) represented 12% of the total students enrolled and 24% of students who were expelled.
- Approximately 82,800 of the 291,100 total students referred to law enforcement or arrested were students with disabilities. Students with disabilities under IDEA) represented 12% of the overall student enrollment and 28% of students referred to law enforcement or arrested.
- Students with disabilities, which includes students identified under IDEA and Section 504 comprised 14% of the total student enrollment but were 18% of students harassed or bullied on the basis of sex, 16% of the students harassed or bullied on the basis of race, and 51% of the students harassed or bullied on the basis of their disability.
- Most students restrained and secluded were students with disabilities (IDEA) who comprised 12% of all students enrolled. Students with disabilities represented 71% of all students restrained and 66% of all students secluded.
The CDC also reports these statistics by race and ethnicity. To examine the 2015-16 Civil Rights Data Collection School Climate and Safety report in its entirety, go to:
https://www2.ed.gov/about/offices/list/ocr/docs/school-climate-and-safety.pdf
New Study on Importance of Executive Functioning Skills
The study, Executive function Deficits in Kindergarten Predict Repeated Academic Difficulties Across Elementary School, focused on the impact of deficits in cognitive flexibility, working memory, and inhibitory control. According to the study, "kindergarten children with working memory deficits had odds of experiencing repeated academic difficulties that were about 10 times greater than children without working memory deficits". The study also found "deficits in cognitive flexibility, working memory or inhibitory control predicted repeatedly low mathematics achievement and had odds of experiencing repeated reading difficulties about three times greater than otherwise similar kindergarten children who did not have working memory deficits".
This study suggests, "that remediating deficits in executive functions may have added value over interventions that only attempt to remediate deficits in academic skills, even interventions targeting academic skills deficits across multiple domains".
If you would like to read a Study Snapshot of this research, go to: http://www.aera.net/Executive-Function-Deficits-in-Kindergarten-Predict-Repeated-Academic-Difficulties-Across-Elementary-School12
Upcoming Professional Development Opportunities
WOSC Summer Institute
Monday, June 4, 2018 at the Piqual Jr. High School
Self-Regulation in the Classroom to Support Positive Behaviors (full day)
Developing Executive Functioning Skills PreK-1 (AM session) All participants will receive a Certificate of Attendance. Preschool Teachers will receive a SUTQ Professional Development/LPDC Registry form which can be uploaded to your OPR profile.
Wednesday, June 6, at MCESC Keowee St.
Implementing Self-Regulation and Zones in your Building (AM session)
UD credit will be available. For information about all the sessions being offered, go to:
Teaching Kids To Thrive with co-author Dr. Dedra Stafford
Don't miss this great opportunity to hear this nationally recognized author and teacher on August 6, 2018 at the Miami Valley Regional Center. Information about registration and cost can be found: https://www.smore.com/apd9g or by going to the MCESC PD Calendar or the WOSC PD Calendar.
Teaching the Tornados, Space Cadets, and Students Refusing to Learn with Ann Anzalone
Ann will be presenting at the Miami Valley Regional Center on Thursday, Sept. 27 from 8:30 - 3;30. Information, cost and registration can be found here: https://www.smore.com/0kwun
Summer Readings
The last edition of the newsletter will have information concerning some great summer reading material and a look at all the scheduled upcoming Regional Center Professional Development for the 2018-19 school year.