International inclusive education issues
by Burke, Mack
Nice “hot off the press” paper by Doug Fuchs on international issues related to inclusive education. Cited Crockett and Martin from the special issue we did not long ago…MDB
https://journals.sagepub.com/doi/10.1177/07419325241268867
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year, 5 months
teacher’s union recommendations
by Burke, Mack
Here is a couple more to share…unfortunately, we are in a field that is on the front line of politics.
The Chicago teacher’s union voting proposition is an example of some of the “institutional stupidity” going on…and one of the most powerful chapters of teachers unions in the country. - they include DIBELS and AimsWeb in the list- the premise is that tests are racist because black/brown kids can't pass them- from this perspective regarding the social construction of reality- the test creates the deficit rather than showing the need that objectively exists.
Funny quote:
“Districts and school boards use these tests for other purposes: to stratify schools, blame teachers and parents and to categorize as failing the schools in Black and Brown communities that they have deprived of adequate and equitable resources for decades.”
https://www.ctulocal1.org/rights/concerns/workload/testing/
If they are providing assessment tools like AimsWeb and DIBELS (I am biased because I know the developers for sure),those are at least some of the resources they need…some in the field seem to think that if the test goes away, somehow, the deficit will also (rather than just being ignored as it usually is or issuing a referral to special education). And then….somehow the union isn’t engaging in bias and discrimination and is off the hook because they refuse to use or aren't teaching or using the tools to teach kids how to read, which promotes inequity and makes disparity gaps even worse.
And this op ed I shared earlier is quite true and has been an issue for a very long time…hopefully something some of you can help us figure out.
https://thehill.com/opinion/education/579750-many-of-americas-black-youth...
“According to the National Assessment of Educational Progress (NAEP), a sector of the U.S. Department of Education, 84 percent of Black students lack proficiency in mathematics and 85 percent of Black students lack proficiency in reading skills. This astonished me, and the hour-long show became dedicated to examining what’s behind these numbers.”
Fortunately, the NEA and AFT, despite having some problematic views in other areas I think- seem to be still promoting MTSS. Which is a good thing as they are powerful influencers of education policy.
https://www.nea.org/professional-excellence/student-engagement/tools-tips...
State tests- they don’t like so much… people have talking about this for a long time- somehow- it is overlooked that if you can’t read, well- you aren’t going to do well on any type of test (so of course they are biased toward people who can’t read) and somehow, it then gets generalized that black/brown people can’t learn how to read rather than they haven’t been taught how to read, and of course- the kids then come to us in special education- now they have a learning disability (rather than a curricular disability).
https://www.nea.org/nea-today/all-news-articles/racist-beginnings-standar...
“Many of these same communities have suffered the most from high-stakes testing. Since their inception almost a century ago, the tests have been instruments of racism and a biased system. Decades of research demonstrate that Black, Latin(o/a/x), and Native students, as well as students from some Asian groups, experience bias from standardized tests administered from early childhood through college.”
You can parallel this conversation in math as well- with the movement to get rid of Algebra for black and brown kids- rather than, well, actually teaching them algebra (I don’t buy into this view that somehow based on skin color one group is less able to learn than another…where many seem to be landing somehow). And somehow, that will help improve disparities in STEM…strange times and recommendations from those that one would least expect it to come from… more for all of you to help us figure out…MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year, 5 months
Re: Full Inclusion and Early Childhood
by Burke, Mack
Sorry- still not right- I am at OSEP in DC and was mentioned- it is the joint statement between Health and Human Services which funds Head Start and the Department of Education.
Page 42 has language on PBIS and language:
* Promoting language development and language acquisition, including sign language and native language development for bilingual children;
which is good- as there has been some discussion of what PBIS looks like within the context of developmentally appropriate practices:
* Promoting social-emotional and behavioral development and mental health, by promoting behavioral screening and referral, implementing positive behavior supports and trauma-informed practices facilitating social learning opportunities and peermediated interventions between children with disabilities and their peers, and addressing challenging behaviors and mental health needs appropriately;
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Tuesday, August 6, 2024 at 10:36 AM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: Full Inclusion and Early Childhood
Here is the joint statement between Department of Education and OSEP on full inclusion in early childhood settings... not bad- it is when you hit K-12 and likely after 3rd grade that things get complicated. MDB
1 year, 5 months
Re: Full Inclusion and Early Childhood
by Burke, Mack
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.acf.hhs.g...
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Tuesday, August 6, 2024 at 10:36 AM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.diverse] Full Inclusion and Early Childhood
Here is the joint statement between Department of Education and OSEP on full inclusion in early childhood settings... not bad- it is when you hit K-12 and likely after 3rd grade that things get complicated. MDB
1 year, 5 months
Full Inclusion and Early Childhood
by Burke, Mack
Here is the joint statement between Department of Education and OSEP on full inclusion in early childhood settings... not bad- it is when you hit K-12 and likely after 3rd grade that things get complicated. MDB
1 year, 5 months
Greater Tater
by Burke, Mack
You have to like anything called “Greater Tater”
https://www.twincities.com/2024/07/25/new-food-truck-greater-tater-is-a-w...
The motto of Greater Tater, a new Stillwater food truck run by two lifelong friends, is “It’s what’s inside that counts.”
But the motto has a figurative meaning, too, especially for David Kaetterhenry, who has Down syndrome.
“I want to let [our customers] know that I may have this Down syndrome, I want to show them that I don’t want to be different,” Kaetterhenry said. “I think special needs need to be out there, so we can show the world that we can do it.”
Kaetterhenry and Chas Lecy, both 28, met as elementary schoolers at Stillwater Evangelical Free Church and quickly became friends. They went to school together, worked at summer camp together and are both passionate about food, Lecy said. They’d been bouncing around the idea of opening a food business for years, he said.
So in February, when Lecy and his father saw another food vendor was selling their trailer, the two friends jumped on the opportunity.
MDB
1 year, 5 months
FW: Student Supports Division Newsletter - August 2024
by Burke, Mack
See below on update on discipline/restorative practices/mental heath. There isn’t a lot of data in the literature on the effectiveness of restorative practices although I like the idea- likely means different things to different people and as always- the devil is in the details. MDB
From: Texas Education Agency <TXTEA(a)public.govdelivery.com>
Date: Thursday, August 1, 2024 at 8:01 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Student Supports Division Newsletter - August 2024
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August 2024
Student Supports Division
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A Message from the Director
Dear Fellow Educators,
As we gear up for the upcoming school year, filled with anticipation and enthusiasm, the Student Supports division has curated an array of programs, trainings, and initiatives designed to empower ESCs and LEAs in preparing for a successful 2024-2025 academic year. We invite you to delve into the wealth of resources offered by our dedicated student supports, student discipline and mental health teams.
In the spirit of new beginnings, I am thrilled to share some personal news with all of you. After close to two fulfilling years as the division director, I have made the bittersweet decision to resign from my position at TEA. This move will herald the start of an exciting adventure as the Superintendent of Schools for the Kwajalein Schools in the Marshall Islands.
Serving the 5.5 million students of Texas has been a profound honor, and I am immensely proud to have had the privilege of collaborating with such a talented team of directors including Hank Weikert, Julie Wayman, and Dr. Gaye Lang. The impactful work being spearheaded by our division, spanning initiatives such as the Safe and Supportive School Program, Community Partnership grant, Stronger Connections Grant, Project AWARE, Mental and Behavioral Health Resources, Statewide Partnerships, Restorative Practices, and Chapter 37 Training and Resource Supports, continues to make a positive difference in schools across Texas.
As I embark on this new chapter, I am filled with gratitude for the invaluable experiences and relationships cultivated during my time here. Please know that I am only a message away if you need any assistance or wish to connect before my departure. It has been an absolute pleasure working alongside each and every one of you.
Wishing you continued success and progress in all your endeavors.
Dr. Blakey
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Restorative Discipline Practices
Dr. Gaye Lang: Restorative Discipline Practices Statewide Director
Mary Scott: Student Discipline Specialist
Victoria Rossi: Educator Training Specialist
Restorative Discipline Practices
Dr. Gaye Lang has launched a brand-new series, Restorative Practices Made Simple: Families as Partners<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDIsIn...>, a video series dedicated to empowering parents with the tools needed for effective communication and restorative practices at home. This series is designed to align home environments with the restorative approaches taught in schools, ensuring a consistent and supportive experience for children. It focuses on providing parents with resources and strategies to foster better understanding and relationships with their children, emphasizing the importance of collaboration between families and educational institutions. Below are the two latest episodes:
Watch episode 5<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDMsIn...>, which explores "Positive Parenting Support", featuring guest speakers Stefani Stewart, Behavior Program Specialist, and Erin Pacheco, Principal at Montclair Elementary, both from Garland ISD. They share firsthand accounts of their efforts to engage and empower parents in their children's educational journey. This episode illuminates the collaborative strategies implemented to bridge the gap between home and school, offering parents practical tools and strategies to positively impact their children’s academic and behavioral outcomes. Viewers will see the transformative power of effective communication and resource sharing, fostering a thriving educational environment where families are true partners in education.
Watch episode 6<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDQsIn...>, where Dr. Lang hosts a discussion with Cindy Rodriguez and Jackie Trevino from Garland ISD. Cindy, a Behavior Program Specialist, and Jackie, a parent from Montclair Elementary, share their experiences and insights on implementing restorative strategies. Discover how these methods can transform disciplinary approaches, create a supportive community, and positively impact both students and parents. This session is a must-watch for parents and teachers eager to enhance their understanding and application of restorative practices.
Please submit all questions regarding Restorative Discipline Practices to rdp(a)tea.texas.gov<mailto:rdp@tea.texas.gov>.
Student Discipline
The 2024-2025 Student Discipline Trainings will be held:
* August 7, 2024 Administrators
* August 21, 2024 PEIMS Coordinators
You can register for either training with the following link
Student Discipline Professional Development Training Registration<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDUsIn...>
NOTE: The 2024-2025 trainings are the same trainings offered the past 2023-2024 school year.
You can find the following technical resources on the TEA Student Discipline Webpage.<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDYsIn...>
* PEIMS Discipline Data - Questions and Answers
* PEIMS Discipline Data - Disciplinary Action Reason Codes and Definitions
* PEIMS Discipline Data - Chart for Determining Mandatory and Discretionary DAEP Placements and Expulsions
* Behavior Supports and Guidance for Students with Disabilities
* Discipline flowchart for Students with Disabilities
* Monthly Supportive Schools Newsletter Subscription
For questions regarding student discipline policy and procedures please email:
StudentDisciplineSupport(a)tea.texas.gov<mailto:StudentDisciplineSupport@tea.texas.gov>
________________________________
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Mental Health and Wellness Team
Julie Wayman: Director of Mental and Behavioral Health
Tammy Gendke: Mental Health Program Coordinator
Ashton Millet: AWARE Texas Expansion Consortium State Coordinator
Mental Health and Wellness Team Updates
House Bill 3 Mental Health Training Commissioner Rule Open for Public Comment
The proposed Commissioner of Education Rules concerning HB 3’s Mental Health Training Requirements are now available and open for public comments.
This link will provide you with more information to view the proposed rules and submit public comment:
Proposed Commissioner of Education Rules | Texas Education Agency<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDcsIn...>
Register for the Texas Health and Human Services Commission Texas Suicide Prevention Symposium:
* IN PERSON ONLY (select sessions will be recorded) – it is free to attend and will be in Mesquite, TX
* September 18, 2024 – General Sessions, 7:45 a.m. – 5:30 p.m.
* September 19, 2024 – Texas LOSS Team Conference, 7:45 a.m. – 12:00 noon
* Learn More and Register Here: Texas Suicide Prevention Symposium 2024 | Texas Suicide Prevention<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDgsIn...>
District Spotlight: San Marcos CISD Utilizing Community Partnerships to Support Student Mental Health
San Marcos CISD has utilized their partnership with the City of San Marcos, Hays County, and Texas State University to support their MTSS for school mental health. This collaboration named the Core 4, has supported San Marcos CISD by training over 336 school community members using various evidence-based programs like Youth Aware of Mental Health (YAM)<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDksIn...>, Youth Mental Health First Aid<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTAsIn...>, and Applied Suicide Intervention Skills Training (ASIST)<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTEsIn...>.
Visit https://schoolmentalhealthtx.org/highlights/spotlights/core-four-communit...<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTIsIn...> to learn more about San Marcos CISD’s work with the Core 4.
TEA’s Mental Health Resources
General School Mental Health Resources: https://schoolmentalhealthtx.org/<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTMsIn...>
Mental Health Resources Database: https://schoolmentalhealthtxdatabase.org/<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTQsIn...>
Mental Health Best Practice Repository: https://schoolmentalhealthtx.org/best-practices/<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTUsIn...>
Contact the Mental Health and Wellness Team: mentalandbehavioralheatlh(a)tea.texas.gov<mailto:mentalandbehavioralheatlh@tea.texas.gov>
________________________________
Student Supports Team
Hank Weikert: Director of Student Supports Implementation
Carroll Sadler: Community Partnerships Specialist
Sarah McCaslin: Stronger Connections Grant Specialist
Community Partnerships
Hearne ISD is the Community Partnerships Grant spotlight district for the month of August. Hearne Independent School District is a rural 2A school district located about twenty-five miles north of Texas A&M University. The district serves approximately 900 students across three campuses and is largely economically disadvantaged, with 95.5% of students falling into this category.
Historically, the district faced challenges in fostering positive relations with families, resulting in limited support and involvement from the community. However, the district has made significant strides in building partnerships with families and the broader community, and it has expanded its services for students.
Hearne ISD has established the Hearne ISD Community Partners Committee comprised of district and community stakeholders who collaboratively plan events to engage the community. The district also frequently surveys the community seeking feedback about their perception of and access to various programs. A number of Town Hall meetings were also held last school year to share the state of affairs in Hearne ISD and receive in-person feedback. These efforts have helped repair and improve the relationship between families, the community, and the school district.
In addition to informal partnerships with local businesses and community members, Hearne ISD has several formal agreements with organizations to support student growth academically, socially, and emotionally. Some of these organizations are Big Brother Big Sister of Brazos Valley, Texas A&M College of Education, Texas A&M Health Science Center, Baylor School of Journalism, Public Relations, and News Media, and Tarleton State University.
As a result of Hearne ISD's proactive outreach and community involvement, students have access to a wider range of resources and opportunities, contributing to their overall success in school and beyond. Families have expressed greater satisfaction with the educational experience, noting increased communication and involvement in their children's learning journey. The effort by Hearne ISD and its community partners underscores their commitment to fostering a supportive and nurturing the educational environment for all students.
Safe and Supportive School Program
As LEAs prepare for the new school year, the SSSP team that serves the campus should be finalizing improvements to the SSSP plans for each campus they serve. The SSSP team should be making data-based decisions to improve school climate, coordinating with other teams that serve the campus to align MTSS processes, ensuring that team members have completed behavioral threat assessment training, determining the training for staff and students on identifying and reporting concerning behavior, reviewing SSSP data from previous years to improve school safety, and supporting the School Safety and Security Committee with planning and implementation of the campus multihazard emergency operation plan and safety training for school staff. Resources that support the development and implementation of the SSSP can be found on the Safe and Supportive Schools webpage<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTYsIn...>. Questions regarding the Safe and Supportive School Program can be addressed to safeandsupportiveschoolprogram(a)tea.texas.gov<mailto:safeandsupportiveschoolprogram@tea.texas.gov>.
Stronger Connections
We are excited for the 24-25 SY and to officially launch the first implementation year of the Stronger Connections Grant! During this school year, awardees will continue to utilize effective local advisory committees, implement climate and culture surveys using a suite of research-based best practices, receive training on the Student Support Framework (SSF)- including a level-set on student and staff safety, supportive discipline, mental and behavioral health and wellbeing, and physical health and wellness, prepare for SSF diagnostics, launch parent and family engagement efforts, and so much more! As we prepare for a BUSY school year ahead, we also want to reflect on the past 6 months of hard work. Districts finalized grant negotiations, established local advisory committees, attended the April roadshow with the Texas Center for Students Supports, heard from approved vendors during TCSS’ virtual vendor fair, and participated in two quarterly submissions of their Fidelity of Implementation (FOI) tool. In quarter 4, we had 100% participation in the FOI! Our data team at TEA has created an interactive dashboard that ESC SCG leads will utilize in their FOI check-ins with districts this next school year.
For more information on the Stronger Connections work, please visit the TEA webpage<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTcsIn...> and the Texas Center for Student Supports webpage<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMTgsIn...>. Questions can be sent to sarah.mccaslin(a)tea.texas.gov<mailto:sarah.mccaslin@tea.texas.gov>.
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1 year, 5 months