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November 2003 Web site: Skills, Opportunities, and Recognition (SOAR): Through schoolwide initiatives that strengthen teacher instructional practices and increase family involvement, the SOAR program provides K-6 students with opportunities to apply prosocial skills, such as regulating emotions, listening and sharing, respecting others, cooperating in learning teams, and solving problems ( www.channing-bete.com ).
Web site: Fifty U.S. schools currently use the K-6 program Caring School Community ( www.devstu.org ), and an additional 55 schools will implement the program soon. The program helps elementary schools become "caring communities of learners." Article : Jennings, Jenni, Pearson, Glen, & Harris, Mark (2000). Implementing and Maintaining School-Based Mental Health Services in a Large, Urban School District. Journal of School Health , 70 (5): 201-206. This article explores the development of the first school-based mental health center in Texas in 1993 and the progression towards providing physical health, mental health, and other support services to students and their families. There are 10 school-based centers that are directed by licensed mental health professionals employed by the district who lead a multidisciplinary team of physical health and mental health providers. Students served by the centers have fewer discipline problems, course failures, and school absences. Article: Atkins, Marc, & McKay, Mary (1998). An ecological model for school-based mental health services for urban low-income aggressive children . Journal of Behavioral Health Services & Research , 25 (1): 64-76. This article describes an ecological model for school-based mental health services that targets urban low-income aggressive children. Limitations of school-based clinics for mental health services, alternatives to consultation and clinic models, and multisystemic therapy for aggressive children are presented. Article: National Association of Social Workers (1993). School-based mental health services. Social Work in Education , 15 (3): 187-193. This article explores the developments in school-based mental health services in New York State. It provides a comparison between national approaches and state approaches to mental health services. The role of the social worker in mental health delivery is also reviewed.
October 2003 Article: Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70 (5): 179-185. Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. This article describes selection criteria that are based on theory, research, and best educational practice and that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others, positive attitudes and values, responsible decision making, and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills. Internet document: Pittman, K. J., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2001). Preventing problems, promoting development, and encouraging engagement: Competing priorities or inseparable goals? Available at www.forumforyouthinvestment.org/preventproblems.pdf The paper helps to define a youth development approach that is grounded in prevention and research-based interventions. Article: Weissberg, Roger, Resnik, Hank, Payton, John, O'Brien, & Mary Utne. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60 (6). This article describes social and emotional learning and a framework for implementing an effective program. It provides strategies to sustain an effective program and provides an overview of three exemplary programs. Article: Voke, Heather (2003). Web wonders. Educational Leadership, 60 (6): 96. The article presents information on several Web sites that provide materials to help educators create and sustain caring school environments that support student learning. Topics such as bullying in schools, social and emotional learning, and holistic education are reviewed. Article: Elias, Maurice, Weissberg, Roger (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70 (5): 186-191. This article reviews education approaches that will enhance social and emotional learning. It is grounded in the work of primary prevention. Advances in research and field experiences confirm that school-based programs that promote social and emotional learning in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on social and emotional learning, key principles, and examples of programs.
September 2003 Secondary Transition BooksClark, H. B., & Davis, M. (2000). Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties . Baltimore, MD: Brookes Publishing. http://www.fmhi.usf.edu/cfs/policy/tip/files/toa_rusty.htm This link offers a summary of the book and PDF links to chapters 9 and 11. This new volume in the Systems of Care for Children's Mental Health Series is an excellent source of information regarding proven methods to help young people move into career-oriented education, work, and independent living. It covers interventions for drug and alcohol use, changing peer and family relations, anger and impulse management, and success in personal and community life. This book is unique because each chapter is co-authored by a youth; including the thoughts and feelings of youth adds a practical perspective. You can order this book online at www.brookespublishing.com for $29.95. ArticlesTransition to Adulthood: SAMHSA Helps Vulnerable Youth http://www.samhsa.gov/news/2003spring/index.html *** Alexander, L., & Riley, R. W. A compass in the storm. Education Week , October 9, 2002. http://www.bridges4kids.org/articles/10-02/EdWeek10-9-02c.html This article presents guiding principles for a new age of business and school partnerships. The authors present wonderful examples of business partnerships and the positive outcomes for students. As communities cope with funding needs and sustainability, looking to business partnerships such as these holds real promise. *** Robin H. Lock, & Carol A. Layton. Succeeding in postsecondary ed through self advocacy. Teaching Exceptional Children , 34 (2), Nov/Dec 2001, pp. 66-71. This article shows how young adults with disabilities can determine their cognitive strengths and weaknesses and develop their own "Self-Advocacy Plans." The article includes an advanced organizer for guiding discussions with individual teachers or professors. The article offers an excellent summary of the increasing need for postsecondary accommodations, provides a checklist of skills to improve communication with professors, and mentions some campus resources for students with disabilities. *** Transition PlanningWood, S. J., & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in the School , 36 (4). This article provides an excellent summary of the major studies and literature on post- school outcomes for children and adolescents with emotional and behavioral disorders. It reviews 22 studies following up on students with disabilities after leaving school. Eight of these studies were specifically on students with E/BD. A table summarizes participant profiles, the focus, and the findings of each study (i.e., what teachers can do and their role as part of the team). The end of the article offers a very good list of resources. *** Transition From School to Adult LifeLehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002, March). Transition from school to adult life: Empowering youth through community ownership and accountability . Journal of Child and Family Studies, 11 (1), 127-141. This article is part of a special issue of the Journal of Child and Family Studies dedicated to the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance, which was finalized in 1994. It documents the shift from a systems-driven to a youth-centered support approach in transition services for youth with disabilities. It also includes an excellent historical discussion of transition polices, as well as promising transition practices, self-determination, the wraparound approach, and recommendations for improving practice. WebsitesNational Technical Assistance Center on Youth Transition -This site has a wealth of information.http://ntacyt.fmhi.usf.edu/index2.htm National Center for Secondary Education and Transition- This site offers information on 28 different topics related to secondary transition.Other ResourcesPRIDE (Persons Realizing Independence & Developing Empowerment)-MNhttp://ntacyt.fmhi.usf.edu/partnership/sites_detail.cfm?siteid=2 Transition 101: A Basic Course on the Transition Requirements of Idea '97 http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm http://bridges4kidsnewsdigest.c.tclk.net/maabo3Gaa0b5JbboDsdc/
August 2003 This month, resources for school crisis planning and response are provided. 1. www.schoolsecurity.org/resources/crisis.html 2. www.schoolsecurity.org/resources/scott_poland.html Crisis Planning Resources • Practical Information on Crisis Planning: A Guide for Schools and Communities • School Emergency Response and Crisis Management Plan Discretionary Grant Program 4. http://www.nasponline.org/NEAT/crisis_0911.html Helpful Resources From the National Association of School PsychologistsTips for Parents and Teachers for Helping Children Deal With Tragic Events in Unsettling Times - HTML PDF
Resources for Mental Health Professionals Advice for Caregivers: A National Challenge Helping Children Cope with Loss, Death and Grief: Response to a National Tragedy Coping with Terrorism--Helping Children with Special Needs: Tips for School Personnel and Parents Children and Fear of War and Terrorism: Tips for Parents and Teachers 5. http://www.ed.gov/PressReleases/05-2003/05162003.html Practical Information on Crisis Planning: A Guide for Schools and Communities This guide provides schools, districts, and communities with the key concepts and components of good crisis planning. Crisis plans should address state and local school safety laws and be customized to meet the unique needs of local communities. Using research conducted by experts in school crisis planning, the guide lists four areas of crisis management that all school crisis plans should address: Mitigation-Prevention, Preparedness, Response, and Recovery. 6. http://www.ed.gov/PressReleases/03-2003/03072003.html To provide school leaders with more information about emergency preparedness, the U.S. Department of Education has developed a web site- www.ed.gov/emergencyplan -as a one-stop shop to help school officials plan for any emergency, including natural disasters, violent incidents, and terrorist acts.
June/July 2003 EDC Releases Study on Early Education Partnerships A new study of early childhood education programs across the country explores different ways that states and local early education programs have used their funding and resources to improve child-care services. The study, Early Care and Education Partnerships: State Actions and Local Lessons , was released today by the Partnership Impact Research Project (PI), based at Education Development Center, Inc. (EDC), and is expected to help decision makers improve programs, especially for low-income parents, who continue to have difficulty finding accessible, high-quality child care despite increases in public funding for these services. The report, prepared for policymakers, program administrators, and early childhood professionals, presents user-friendly information that can inform the way that child-care services are provided across the country. The yearlong study highlights how states and local early education programs support local partnerships. The study was funded by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), Child Care Bureau. Its findings are based on an analysis of state and local partnership data compiled by the EDC-based QUILT (Quality In Linking Together: Early Education Partnerships) project. The executive summary and the 150-page report are available on the website of EDC's Center for Children and Families: http://ccf.edc.org/partnership_report.asp *** Safe and Secure: Guides to Creating Safer Schools (CD) Northwest Regional Educational Laboratory, Portland, Oregon: www.safetyzone.org 1-800-268-2275 This CD contains eight guides with great information for developing safer schools: Creating Schoolwide Prevention and Intervention Strategies; School Policies and Legal Issues Supporting Safe Schools; Implementing Ongoing Staff Development to Enhance Safe Schools; Ensuring Quality School Facilities and Security Technologies; Fostering School-Law Enforcement Partnerships; Instituting School-Based Links With Mental Health and Social Service Agencies (this guide was written by David Osher and Sandy Keenan of the TA Partnership and contains many references to Systems of Care); Fostering School, Family, and Community Involvement; and Acquiring and Utilizing Resources to Enhance and Sustain a Safe Learning Environment . *** Report: Malignant Neglect: Substance Abuse and America's School National Center on Addiction and Substance Abuse This 100-page report is based on 6 years of analysis, surveys, focus groups, and field investigations. This intensive examination of substance abuse and the nation's schools contains a wealth of information for school personnel, related service providers, families, and students. It examines the data on prevalence and programs that have been tried and their outcomes as well as a look forward at indications for future interventions. Every school in this country should have these results and make this information a comprehensive part of schoolwide strategic planning. You can access a copy of the report at http://www.casacolumbia.org/usr_doc/malignant.pdf *** Journal: Teaching Exceptional Children, Vol. 35, No. 5, May/June 2003 The entire journal this month is devoted to Functional Assessment and Behavioral Disorders. It contains nine articles that provide practical information that teachers and parents will find helpful. *** Curriculum: Positive Behavioral Interventions: Parents Need to Know This curriculum introduces families to a new way of thinking about their child's behaviors and about the need to advocate for behavioral instruction. It introduces and provides an overview of the concepts of functional assessment and positive interventions. This product was produced by the Pacer Center and can be ordered online at www.fape.org or by calling 888-248-0822.
April/May 2003 DEC Recommended Practices Video: Selected Strategies for Teaching Young Children With Special Needs Ages 2 through 5 This video demonstrates different learning environments and several teaching procedures from DEC Recommended Practices in Early Intervention/Early Childhood Special Education and DEC Recommended Practices Program Assessment , including the use of
These effective strategies are based on an extensive literature review and information gleaned from focus groups of parents, teachers, and administrators about what best promotes learning for young children with special needs. To order, please see Sopris West's Web site at www.sopriswest.com or call 800-547-6747. Cost: $20.00 *** The Young Exceptional Children Monograph Series No. 1 Practical Ideas for Addressing Challenging Behavior Sandall & Ostrosky (Eds.) (1999) Most challenging behaviors can be addressed without removing young children from inclusive settings. This monograph shows how you can more effectively prevent, identify, and address challenging behaviors by taking a positive approach that
Articles cover such topics as staying on task, transitioning to the next activity, learning positive social interactions, and communicating wants and needs appropriately. To order, please see Sopris West's Web site at www.sopriswest.com or call 800-547-6747. Cost: $12.00 *** Center on the Social and Emotional Foundations for Early Learning Training Modules: Promoting Social and Emotional Competence These modules were designed on the basis of input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. Available at http://csefel.uiuc.edu/modules.html . *** Center on the Social and Emotional Foundations for Early Learning What Works Briefs Summaries of Effective Practices for Supporting Children's Social-EmotionalDevelopment and Preventing Challenging Behaviors. The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief. Available at http://csefel.uiuc.edu/whatworks.html . *** Raven, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. Social Policy Report, 16 (3), Pages 3-18. This report considers the importance of young children's emotional development for their school readiness. It reviews a recent and persuasive body of research to determine whether children's emotional adjustment can be affected by interventions implemented in the preschool and early school years. Results of this review suggest that family, early educational, and clinical interventions offer policymakers a wide array of choices in ways that they can make sound investments in young children's emotional development and school readiness. This research suggests that although young children's emotional and behavioral problems are costly to their chances of school success, these problems are identifiable early, are amenable to change, and can be reduced overtime. Available at http://www.srcd.org/spr16-3.pdf .
March 2003 In the Best Interest of All, a Position Paper of the Children's Behavioral Alliance (a group of more than 15 national organizations interested in the education of children with behavioral needs) Facilitated by CHADD, January 2003 (For more information on the paper, contact CHADD at www.CHADD.org or call 1-800-233-4050.) This group prepared the position paper to document the positive behavioral support needs of students with significant social, emotional, and behavioral differences. Given the current review of special education law and regulations, the Alliance thought that it was important to document both the current state of the field and the areas that need to be addressed. Particularly at risk of not receiving needed instructional and related services are those youth who are significantly affected by their mental health needs. The document provides an excellent summary of the historical needs and services, current best practices, school-based interventions, positive behavioral supports, and ways to build capacity in schools. It includes suggestions for early and accurate assessment; better training in evidence-based practices;increased collaboration between schools and other agencies; increased intervention, not exclusion; and parents as meaningful partners. Those of us involved in system of care development can certainly see what a significant contribution this position paper is and can be to our work. You may want to use portions of the document for your own public relations or marketing resources. *** Technical Assistance Guide: No Child Left Behind Act of 2001, by the Council for Exceptional Children, Public Policy Department 20 pages/PDF format This is an excellent resource for reviewing the No Child Left Behind Act. Each section of the Act is summarized with areas of particular interest to special education highlighted. It gives direct links to Internet addresses for more specific information on each section. Available at http://www.cec.sped.org/pp/OverviewNCLB.pdf *** No Child Left Behind Act of 2001: Implications for Special Education Policy and Practices: Selected Sections of Title I and Title II, by theCouncil for Exceptional Children, Public Policy Department 69 pages/PDF format This guide is a side-by-side comparison of Title I, Title II, and NCLB. Each section contains specific guidance and implications for policy and practice. Available at http://www.cec.sped.org/pp/NCLBside-by-side.pdf *** The National Center on Education Disabilities and Juvenile Justice sponsored a live videoconference on March 6, 2003. For this conference, the Center prepared several resources. Of particular note is the Participant's Guide, which contains excellent information about three model programs: Project SHIELD in Louisville, KY; Ferris School in Wilmington, DE; and the Massachusetts Department of Youth Service Re-Entry Model. Additionally, it has seven pages of Internet resources on a variety of topics related to EDJJ. Available at http://www.trc.eku.edu/edjj ; click Resource Page. *** Panecek, L. J., & Dunlap, G. The social lives of children with emotional and behavioral disorders in self-contained classrooms: A descriptive analysis. Exceptional Children , 69 (3), 333-348. Luanne J. Panecek, Children's Board of Hillsborough County, Tampa, FL, and Glen Dunlap, University of South Florida, review a study to examine the social lives of children with emotional and behavioral disorders whose education occurred in segregated self-contained elementary classrooms. They conducted detailed interviews with two groups: one in self-contained settings and a comparison group in general education classrooms. The findings indicate that the children with E/BD had little opportunity to engage in integrated school activities and that children and adults who were part of their special education environment dominated their social networks in school. In contrast, the social networks of the same children in their homes and neighborhoods were similar in size and composition to the networks of the general education children. In addition, children with E/BD identified their important friends as being from their home networks, whereas the general education children's important friends came from school. There are implications for placement decisions and educational practice as well as further research. February 2003 PROFESSIONAL DEVELOPMENT OPPORTUNITY: Council for Children with Behavioral Disorders Forum on School Based Programming for Preventing and Treating Non compliant, Acting Out and Aggressive Behavior: Promoting Positive Educational Outcomes February 14-16, 2003 - Las Vegas, Nevada (Riviera Hotel) For more information: contact bullock@tac.unt.edu or call 940/565-3583. *** Johnson, Lawrence J.; Zorn, Debbie; Kai Yung Tam, Brian; LaMontagne, Maggie; & Johnson, Susan A. (2003) 'Stakeholders' Views of Factors That Impact Successful Interagency Collaboration by Johnson et.al, Exceptional Children, 9(2), 195-209. This article reviews a study that investigates factors related to successful and unsuccessful collaboration. It outlines problems encountered, and identifies solutions. It clearly delineates seven factors related to successful interagency collaboration. *** Bartz, Solveig A. (2003). Runaway reaction: Solving for X. Teaching Exceptional Children 35(3), 62-67. This article examines the runaway reaction. It identifies some common characteristics of this response and proposes ways the school could intervene in order to help the student. It provides an excellent outline of a Functional Behavioral Assessment, Behavior Intervention Plans and Strength Based Assessments. *** MeGahee-Kovac, Marcy (2002). A Student's Guide to the IEP, 2 nd Edition. NICHCY. www.nichc.org. This is an excellent resource to share with students and families. It is a 12 page guide, that walks the student through the IEP process, and makes many good suggestions as to their involvement. It is available on line for downloading. *** Bartz, S. A. (2003). Runaway reaction: Solving for X. Teaching Exceptional Children 35(3), 62-67. This article examines the runaway reaction. It identifies some common characteristics of this response and proposes ways the school could intervene to help the student. It provides an excellent outline of a Functional Behavioral Assessment, Behavior Intervention Plans, and Strength Based Assessments.
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