March 2024 - Project LEER - lists.it.utsa.edu

by Sanchez, Lisa

For our CVs: Sanchez, L. Burke, M., Reynolds, V., Boon, R., Padilla, K., Bowman-Perrott, L. (2024). Using Practice-based Coaching to Improve Implementation Fidelity in Behavior Support. Oral Presentation at the 21st International Conference on Positive Behavior Support. Chicago, IL. March 6-9. Burke, M., Reynolds, V., Sanchez, L., Padilla, K., Blaies, C., Bowman-Perrot, L., Boon, R. (2024) Multi-tiered Systems of Support: Empirically-based Practices for Supporting Diverse Learners. Oral Presentation at the 21st International Conference on Positive Behavior Support. Chicago, IL. March 6-9. I don't remember who all the authors are for this poster, but Virginia will tell us 🙂 For CEC this is the title: MTSS and Effective Inclusion for English Learners with Disabilities. Poster Presentation at the Council for Exceptional Children Special Education Conference. San Antonio, TX March 13-16. Lisa Rodriguez Sanchez Postdoctoral Research Associate Baylor University, School of Education Department of Educational Psychology One Bear Place Waco, TX 76798-7304

1 year, 3 months

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SEL issues at CEC

by Burke, Mack

Thanks to everyone that turned out for CEC- we will try to do more to pull everyone together more often- maybe we need a social event/connect/engage committee…😊 I was trying to figure out what the SEL issues at the conference people were talking about since I have supported SEL and even framed several studies around it in the past- was surprised to hear that one…and was flipping through the internet headlines- https://www.apa.org/monitor/2023/09/social-emotional-learning-under-fire https://www.npr.org/2022/09/26/1124082878/how-social-emotional-learning-b... https://www.usatoday.com/story/news/education/2023/03/27/desantis-adminis... https://www.washingtonpost.com/education/2022/03/28/social-emotional-lear... All makes for interesting conversations- and you have other contrasts on it: https://www.the74million.org/article/social-emotional-learning-racial-rec... https://www.ascd.org/el/articles/why-sel-alone-isnt-enough https://www.edsurge.com/news/2021-02-17-citing-racism-and-years-of-bullyi... https://www.clasp.org/blog/unfounded-outrage-over-critical-race-theory-ri... https://nypost.com/2021/09/15/virginia-teacher-says-making-kids-behave-is... https://wisconsindailystar.com/news/national/virginia-teacher-says-positi... Just a small sampling really…and doesn’t include the academic literature- there is an internal conflict at Yale for some time where SEL mostly comes out of to indeed to tie SEL from being politically neutral and science based to jumping on the CRT bandwagon to avoid the withering criticism and shaming out of the activist wing- in doing so- it does politicize it- as CRT driven policies and practices is about forcing people often to take sides- that part of the ideology it comes out of is baked in- which is explicitly activist based and proponents often take anti-empirical positions. Which is much of my issue with it- we are having this same issue with PBIS. And the push back against it as a driver for public policy is not so nuanced- throws the baby out with the bathwater. It is a nuanced conversation in a time in education and public policy that doesn’t do nuance. One of the empirical concerns I actually have now over SEL is that if done poorly- might lead to intragenic effects. Intragenic being defined as when the person providing care does harm...sometimes inadvertently or as an unintended consequence. Those that have been around a while remember it was a problem that surfaced with drug prevention programs like DARE- that introducing the ideas too young developmentally had the oppositive effect and increased drug use. In this case- it is the promotion of emotional reasoning if the other parts like self-regulation aren’t taught well that is a problem- emotional reasoning is a cognitive error or distortion in cognitive behavioral therapy and can lead to attribution bias around interpretation of a triggering event and based on the attribution you give to it- in that the event is often misinterpreted in the least charitable way possible. In CBT- we focus on self-questioning- basically fact checking the event before acting. In EBD we talk about it in terms of social information processing problems- so think of the somewhat disagreeable student in the hall way that gets bumped and wants to start a fight thinking it was on purpose- when- well- it might have just been an accidental bump- see the same thing in bars and nightclubs by the way…my misspent 20s. Add another thing to the list for all of you to help us figure out and think clearly about…MDB

1 year, 3 months

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Marshall HS - IRB Forms

by Richard Boon

Hi Everyone, Please see below. 1st Period: 17 Assent / 14 Parental 2nd Period: 21 Assent / 13 Parental 6th Period: 21 Assent / 12 Parental 8th Period: 23 Assent / 14 Parental Thanks! Kind regards, Richard

1 year, 3 months

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FW: [EXTERNAL] Project Amplify Working Meeting

by Richard Boon

Hi Everyone, Just a friendly reminder! Thanks! Kind regards, Richard -----Original Appointment----- From: Roth, Martin <martin.roth(a)ed.gov> Sent: Monday, February 12, 2024 12:38 PM To: Roth, Martin; Diana Gonzales Worthen; sr722(a)cabrini.edu; Kristen Lindahl; mmachadocasas(a)sdsu.edu; ahaulman(a)uco.edu; aliza.fones(a)uni.edu; edarwish(a)ensemblelearning.org; Leigh Mingle; ntnguyen8(a)wisc.edu; jtaylor(a)txcee.org; niucoope(a)gvsu.edu; vegag4(a)wpunj.edu; Van Pelt, Steve; smaldonado(a)sdsu.edu; Beth Dillard; Maria Dantas-Whitney; Annela Teemant; Edward Lyon; Ryan Pontier; swatson(a)odu.edu; Hillaryewalker(a)berkeley.edu; Mack_Burke(a)baylor.edu; jenavarro(a)txcee.org; Sandra Gaye Bowman; Jeanifer Caldwell; Christine Smart; dantasm(a)mail.wou.edu; Hong, Carrie; prattk(a)mail.wou.edu; Tajes, Maria; Eva Ileana Diaz; allison.briceno(a)sjsu.edu; malvarezcastro(a)scu.edu; M. Elizabeth Cranley; Angela Mooney; Regina Lopez; zzambrano(a)sdsu.edu; Richard Boon; ateemant09(a)gmail.com; Perrott, Lisa J; kjones(a)ensemblelearning.org; khamilton(a)ensemblelearning.org; Bedrettin Yazan; zcline(a)calstate.edu; kstoehr(a)scu.edu; Daniel Velasco; rrodriguez(a)ensemblelearning.org; Claudia Rodriguez-Mojica; Krey,; Cynthia.Rodriguez(a)untdallas.edu; Carrie.Wright(a)sfasu.edu; olsonbehk(a)sfasu.edu; nmaguirre(a)nabe.org Subject: [EXTERNAL] Project Amplify Working Meeting When: Wednesday, March 20, 2024 1:00 PM-2:00 PM (UTC-05:00) Eastern Time (US & Canada). Where: Microsoft Teams Meeting **EXTERNAL EMAIL** This email originated outside of The University of Texas at San Antonio. Please exercise caution when clicking on links or opening attachments. Hi Amplify Working Group, Our March meeting will be on March 20th between 1:00-2:00 pm EST. It will feature a presentation from Diep Nguyen from the University of Wisconsin on Rural Education. We look forward to seeing you there! Best regards, Steve and Martin ________________________________________________________________________________ Microsoft Teams meeting Join on your computer, mobile app or room device Click here to join the meeting<https://teams.microsoft.com/l/meetup-join/19%3ameeting_N2NiYzVjNmItNjhlYS...> Meeting ID: 219 233 336 670 Passcode: wffV3w Download Teams<https://www.microsoft.com/en-us/microsoft-teams/download-app> | Join on the web<https://www.microsoft.com/microsoft-teams/join-a-meeting> Or call in (audio only) +1 202-991-0393,,935918024#<tel:+12029910393,,935918024#> United States, Washington DC Phone Conference ID: 935 918 024# Find a local number<https://dialin.teams.microsoft.com/ee044638-d5bf-4256-b781-acd8a60a5d7c?i...> | Reset PIN<https://dialin.teams.microsoft.com/usp/pstnconferencing> Learn More<https://aka.ms/JoinTeamsMeeting> | Meeting options<https://teams.microsoft.com/meetingOptions/?organizerId=b4a82144-b483-4b4...> ________________________________________________________________________________

1 year, 3 months

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Franz Boas- Father of Anthropology/Cultural Relativism

by Burke, Mack

Doing research on a paper I am revising- really fascinating overview of Franz Boas- the father of anthropology- and of cultural relativism. https://en.wikipedia.org/wiki/Franz_Boas …which is a thorn for many of us right now and a bit of a mixed bag- of course- the opposite would be cultural absolutism- which isn’t so popular either- this social-cultural stuff- very thorny and it isn’t so surprising: “At the time, Boas had no idea that speaking at Atlanta University would put him at odds with a different prominent Black figure, Booker T. Washington. Du Bois and Washington had different views on the means of uplifting Black Americans. By supporting Du Bois, Boas lost Washington's support and any chance of funding from his college, Carnegie Mellon University”- Booker T Washington who founded the Tuskegee Institute in Alabama is viewed as the more conservative person of the day- and being friends with Theodore Roosevelt- who was both Republican and Progressives of the day- but at odds with Du Bois- who was a Marxist- actually a Stalinist, even after the abuses of the Bolsheviks became known- which has tainted the better parts of his legacy up until present day. The fights between Booker T Washington- Dubois, and the Black nationalist Marcus Garvey (who is cited frequently in CRT literature with Du Bois) are legendary- neither of the three liked each other very much up until death- and three very different visions for African-Americans following reconstruction that you can see still in current discourse. From the paper I am working on: Cultural Relativism Sasso (2001) provided some of the most cogent and forceful discourses against the extremes of cultural relativism, which in many ways, is as problematic as cultural absolutism. In his now seminal paper describing the retreat in the field from empirical inquiry and objective knowledge, Sasso (2001), expressed many concerns that he, and others in the field of special education were having regarding the relativistic influences of post-modern ideologies. Sasso (2021) noted that the initial, largely liberal, civil and disability rights movements of the 1960s and 1970s were characterized “by a faith that logical inquiry, reason, and knowledge would support their positions and bring about needed change in society.” (p. 178). This “liberal spirit” according to Sasso “informed the 1960s and early 1970s and provided the energy and impetus for the civil rights and women’s movements, as well as the science of behaviorism in education and psychology.” (p. 178). Overtime, these movements began to “espouse forms of cultural relativism, which, for want of a better term, can be called postmodernism, an intellectual current characterized by the more-or-less explicit rejection of the rationalist tradition of the Enlightenment, by theoretical discourses disconnected from any empirical test, and by a cognitive and cultural relativism that regards science as nothing more than a myth or a social construction.” (p.178). And Gross and Levitt (1998) describe a hard break after the civil rights movement between the intellectual old and new left regarding the role of science, the nature of reality, and how issues of justice should be conceptualized and pursued. Gross and Levitt refer to the intellectual left in academia collectively (and somewhat cautiously) as “The Academic Left” (p. 2), although to be more precise, the term and competing viewpoints should be divided into the largely activist and non-empirical “postmodern left” and the “empirical left.” In this break, the postmodern left largely rejected a scientific and empirical viewpoint and instead embraced a strong form of social-cultural constructivism whose epistemological position is: “science is a highly elaborated set of conventions brought forth by one particular culture (our own) in the circumstances of one particular historical period; thus it is not, as the standard view would have it, a body of knowledge and testable conjecture concerning the “real” world. It is a discourse, devised by and for one specialized “interpretive community,” under terms created by a complex net of social circumstances, political opinion, economic incentive, and ideological climate that constitutes the ineluctable human environment of the scientist. Thus, orthodox science is but one discursive community among the many that now exist and have existed historically…science deludes itself when it when it asserts a particular privileged position in respect to its ability to “know” reality (Gross and Levitt, 1998, p. 45). We should talk about during a meeting sometime the difference coin terms nomothetic<https://en.wikipedia.org/wiki/Nomothetic> and idiographic<https://en.wikipedia.org/wiki/Idiographic> because they are used in educational psychology still in regards to research. All the grand “meta” theories, ideologies, and narratives the post-mods said are dead are back again- in force…trickling down to us in education- a minefield. 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, 3 months

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Project LEER at UTSA (Spring 2024)

by Richard Boon

Hi Everyone, Please see our enrollment numbers below. SPE 3603 001 (22482) 49 SPE 3603 002 (22690) 39 SPE 3603 003 (29816) 49 SPE 3603 004 (23047) 49 Total = 186 Thanks! Kind regards, Richard

1 year, 3 months

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Project LEER at UTSA (Thursday, March 21, 2024 from 4:00pm-6:30pm)

by Richard Boon

Hi Everyone, Please see the Zoom link below. https://utsa.zoom.us/j/94174227084 Thanks! Kind regards, Richard

1 year, 3 months

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Cognitive Load and Dual Coding Theory

by Burke, Mack

Was looking over Wiki on both Cognitive load theory https://en.wikipedia.org/wiki/Cognitive_load and Dual Coding- https://en.wikipedia.org/wiki/Dual-coding_theory I know they talk a lot about dual coding in dyslexia- and I am more familiar with working memory issues that cognitive load- sounds like cognitive load is an extension of working memory- mainly at issue is how malleable working memory is? the consensus for a long time was that it isn’t very malleable- might include for assessment of LD or something- but not for instruction- for those that attended the talk by the candidate from the west coast here at Baylor- there was quite a bit of discussion around it as she was developing interventions around reading and working memory for autistic children if I remember correctly. MDB

1 year, 3 months

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Re: MTSS/SPED Frameworks

by Perrott, Lisa J

Hi all, Just a note that I will not be able to make the CEC conference after all. My daughter has been experiencing chest pain. I took her to the doctor this morning, and need to take her back this afternoon for an EKG. Grace Ko will bring my posters and present for me. I have a QR code on each poster for interested participants to contact me with questions and/or to request copies of the articles. Enjoy the conference - I look forward to hearing about it. 🙂 Lisa Bowman-Perrott, Ph.D. Associate Professor Haynes Faculty Fellow Department of Educational Psychology Special Education Division Texas A&M University College Station, TX 77843-4225 (979) 862-3879 (office) (979) 862-1256 (fax) ________________________________ From: Burke, Mack <Mack_Burke(a)baylor.edu> Sent: Monday, March 11, 2024 3:33 PM To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu> Subject: [Project.leer] MTSS/SPED Frameworks We just got back from APBS (Chicago as always was cold and dreary this time of the year- but the Pizza was good!)- Virginia was great at stepping in and doing almost half of a presentation I put together- and only briefly looked at! And Dr. ZjQcmQRYFpfptBannerStart This Message Is From an External Sender This message came from outside your organization. ZjQcmQRYFpfptBannerEnd We just got back from APBS (Chicago as always was cold and dreary this time of the year- but the Pizza was good!)- Virginia was great at stepping in and doing almost half of a presentation I put together- and only briefly looked at! And Dr. Sanchez’s presentation skills are way better than mine! I am going to have to play catch up- thanks to you both for letting me ride your coattails… Also- I have been inserting a couple of slides in presentations similar to this in PD/presentations- hoping to prompt greater discussion about the interaction between MTSS and sped- inspired a bit by Garry Hornby from the UK’s views on “Inclusive Special Education”- see attached. I think it was Hill Walker who said special education is on “life support”- maybe for some time now- and Doug Fuchs has commented on the “Devolution of MTSS”- Attached are a couple related also that illustrate the devolution- some from unlikely sources…and as Mike Nelson said a while back-many of us are hoping to get the “farmers and the ranchers to talk to one another” about a renewal of both. For this particular group- one big question is how do we think about CLD/EL learners with disabilities in this? That is something we have to keep wrestling with…or the part of the country where I come from ”wrasslin.” Mack [cid:image001.png@01DA73C7.264A2350]

1 year, 3 months

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MTSS/SPED Frameworks

by Burke, Mack

We just got back from APBS (Chicago as always was cold and dreary this time of the year- but the Pizza was good!)- Virginia was great at stepping in and doing almost half of a presentation I put together- and only briefly looked at! And Dr. Sanchez’s presentation skills are way better than mine! I am going to have to play catch up- thanks to you both for letting me ride your coattails… Also- I have been inserting a couple of slides in presentations similar to this in PD/presentations- hoping to prompt greater discussion about the interaction between MTSS and sped- inspired a bit by Garry Hornby from the UK’s views on “Inclusive Special Education”- see attached. I think it was Hill Walker who said special education is on “life support”- maybe for some time now- and Doug Fuchs has commented on the “Devolution of MTSS”- Attached are a couple related also that illustrate the devolution- some from unlikely sources…and as Mike Nelson said a while back-many of us are hoping to get the “farmers and the ranchers to talk to one another” about a renewal of both. For this particular group- one big question is how do we think about CLD/EL learners with disabilities in this? That is something we have to keep wrestling with…or the part of the country where I come from ”wrasslin.” Mack [cid:image001.png@01DA73C7.264A2350]

1 year, 3 months

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2025

2024

Project LEER March 2024

2025

2024

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Project LEER March 2024