December 2014 - vol. 29 no. 2
CCBD Elections: Call for Nominees
CCBD Nominations and Elections Committee Call for Nominees
Elections in February/March 2015
CCBD is a service organization led by those who are actively involved in the field of emotional and behavioral disorders. It is understood that the current open positions within CCBD will be filled by those elected by CCBD members and be those who want to provide service and volunteerism to the organization without compensation; that is, to volunteer one’s time, expertise, leadership, and resources to fulfill the mission and vision of CCBD as well as the specific, yet flexible, responsibilities of the position.
The CCBD Nominations and Elections Committee requests self nominees who are a CCBD member and suggested nominees by those who are CCBD members for the following positions:
Vice-President (1 year term July 1, 2015-June 30, 2016; then become President-Elect, 1 year term; then become President, 1 year term; and Past President, 1 year term)
Responsibilities as Vice-President include serving as chair of the honors and awards committee; actively participating in all CCBD Executive Committee conference calls and meetings whether they be via virtual or in-person; actively participating in CCBD professional development activities including CCBD conferences; and actively participating in or leading CCBD activities as deemed appropriate per the President. The responsibilities for President-Elect, President, and Past President are shared as matriculation occurs.
Secretary/Representative B (2 year term July 1, 2015-June 30, 2017)
The CCBD Executive Committee decided in 2014 to combine both of these positions with the elected individual assuming both titles and sets of responsibilities simultaneously. Responsibilities as Secretary include keeping a record of all proceedings of regular and special membership meetings of CCBD and the meetings of the Executive Committee both virtual or in-person and disseminate such record minutes within 30 days of the meetings (or prior to the next meeting, whichever is sooner); conduct CCBD correspondence as necessary for the division per the President; maintain the archive; distribute required information to incoming officers, committee chairs, and archivist per the President; be an active participant in all CCBD Executive Committee conference calls and meetings whether they be via virtual or in-person; be an active participant in CCBD professional development activities including CCBD conferences; and be an active participant in or leading CCBD activities as deemed appropriate per the President. Responsibilities as Representative B include serving as a communication channel between individual CCBD members and the Executive Committee by making personal contacts with individual members to solicit input; attending the Representative Assembly meeting at the International Council for Exceptional Children conference; attending any Representative Assembly virtual or in-person meetings outside the prevue of the conference; actively participating in all CCBD Executive Committee conference calls and meetings whether they be via virtual or in-person; actively participating in CCBD professional development activities including CCBD conferences; and actively participating in or leading CCBD activities as deemed appropriate per the President.
Student Member-at-Large (2 year term July 1, 2015-June 30, 2017)
This position is for a current undergraduate or graduate student. Responsibilities for Student Member-at-Large include attending the International Council for Exceptional Children conference through attendance as the CCBD representative of the Student Council for Exceptional Children, if held; establishing a communication network with student CCBD members between and among student members, membership-at-large, and the CCBD Executive Committee; promoting student sessions and activities at the CCBD conference under the guidance of the Professional Development Committee; contributing to the CCBD newsletter and social media activities; actively participating in all CCBD Executive Committee conference calls and meetings whether they be via virtual or in-person; actively participating in CCBD professional development activities including CCBD conferences; and actively participating in or leading CCBD activities as deemed appropriate per the President.
Nominations and Elections Committee Member (2 year term July 1, 2015-June 30, 2017)
Responsibilities as Nominations and Elections Committee Member include preparing nominations and conducting regular and special elections for officers of CCBD, and actively participating in or leading CCBD activities as deemed appropriate per the President.
Submissions:
Interested CCBD members for one of the above positions, should submit the following complete materials in a single email to Kristine Jolivette at [email protected] by January 25, 2015 – all nominations will be reviewed by the Nominations and Elections Committee prior to a slate bing presented to and voted on by the Executive Committee per our By-Laws prior to the slate being shared with the CCBD membership for a vote:
Statement accepting nomination whether nominated by self or other CCBD member;
CEC membership number of the nominee (if elected, the person must remain a CCBD member throughout their tenure in office)
Statement that presents, in 1,000 words or less, the following:
Issues for CCBD to address for our constituents,
Responses needed to deal with the identified issues, and
How the nominee, if elected in that role, would respond to the issues while a part of the CCBD Executive Committee
Condensed resume or vita (maximum of four pages) to include service, research/scholarly work, and teaching within the field of emotional and behavioral disorders; and
A 100 word ballot statement describing the nominee’s qualifications, active involvement in the field of emotional and behavioral disorders, perspectives, and/or goals (this will be included in the ballot).
Check your email for Voting in February/March 2015
Nominations and Elections Committee
Chair, Kristine Jolivette (Past-President)
Member, Sara McDaniel
Member, Corey Pierce
Member, Katherine Terras
Announcements from the Publications Committee
Announcements from the Publications Committee
** WHY NOT GIVE YOUR LOCAL SCHOOL THE GIFT OF BEYOND BEHAVIOR ALL YEAR!
For just $29.95 you can get a school-subscription to the only evidence-based practice magazine for professionals of students with Emotional and Behavioral Disorders.
BB makes a great Christmas gift!
Send an email to [email protected]
**Institutional subscriptions to Behavioral Disorders are the lifeblood of CCBD. If you work with or at a University please take the time to check with your librarian to see if they subscribe. It makes a difference!
________________
**Note from the Publications Committee -
Dear CCBD members and friends,
Did you know that CCBD is the only CEC division to publish both a research journal and a practitioner magazine? Decreasing membership in CEC and CCBD means that more of the overhead costs for producing the journals are absorbed by fewer members. You may have noticed some changes in the binding and paper on our journals in an effort to defray costs. Be on the lookout for more changes as we move toward fiscally responsible operations of both journals, changes to the website, and updated access to previous issues.
Our journals are now indexed in JSTOR, ERIC and EBSCO and in 2015 online pre-publication releases and Table of Contents Alerts will be available to all members.
Concerned about our ability to continuing offering these journals? You can help out by checking with your library to ensure they have an institutional subscriptions email [email protected] for more information.
CCBD 2015 Conference - Don't Miss It!!
CCBD 2015 Conference - Keynote Speaker
News from RSM: Regional Services and Membership
News from RSM: Regional Services and Membership, Lonna Moline
Winter is here! The Holidays are coming! This is a busy time of year.
Here is what is happening around the regions:
REGION 3:
In an effort to establish or reactivate state chapters in Region 3, Chad Rose, the Regional Coordinator, is actively recruiting CCBD members from Iowa, Kansas, North Dakota, and South Dakota who are interested in serving in state-wide leadership positions. If you are interested, please contact Chad Rose at [email protected].
REGION 8: All states have subdivision presidents. Three states have re-organized this fall: NC, SC, and AL! We are very excited about the response to re-organize in these states. NC and SC will be an active part of their state CEC Annual Conference by providing a Behavior Strand at the conference. This consists of coordinating 6 or 7 workshop sessions all related to behavioral issues. We are very proud of the CCBD energy in Region 8 this year! Thank you Linda Phillips for all your hard work!!
Below are President names and email addresses. Get in touch if you want to get to know folks in your state and if you want to be active in your state’s subdivision.
Alabama Nicole Swoszowski, [email protected]
Florida Ken Campbell, [email protected]
Georgia Kraig Howell, [email protected]
Mississippi Sabrina Singleton, [email protected]
North Carolina Cayce McCamish, [email protected]
South Carolina Judith Ramsey, [email protected]
Tennessee James Fox, [email protected]
NC-CCBD will be presenting a BEHAVIOR STRAND at the NC-CEC Annual Conference, JAN 28-30, 2015 in Pinehurst, NC
See details here: http://community.cec.sped.org/nc/chapters
SC-CCBD will be presenting a BEHAVIOR STRAND at the SC-CEC Annual Conference, FEB 5-7, 2015 in Myrtle Beach, SC
See details here: http://community.cec.sped.org/SC/conference
OPPORTUNITY
We continue to look for Regional Coordinators for Regions 6 and 7. Please contact me if you or someone you know would be interested in becoming more involved.
Region 6: New York, Vermont, Conneticut, New England-not active (CT, DE, MA, ME, NH, RI).
Region 7: Maryland, New Jersey, Virginia, Washington, DC, West Virginia
Pennsylvania President – Dr. Kelly Carrero [email protected]
I hope to hear from people who are ready to increase their engagement with CCBD. [email protected]
Enjoy the season!
Lonna Moline
Senate Prepares to Move ESEA Bill
Myrna Mandlawitz, CCBD Legislative Consultant
The 113th Congress has left a good deal of unfinished business for its successors in the 114th. The only two pieces of legislation related to education that passed the last Congress were the reauthorizations of the Child Care and Development Block Grant (CCDBG), which provides subsidies to low income families for high quality child care, and the Workforce Investment Act, addressing job training, vocational rehabilitation, and transitioning youth. Key K-12 programs – including the Elementary and Secondary Education Act (ESEA, currently known as No Child Left Behind), the Perkins Career and Technical Education Act, the Individuals with Disabilities Education Act, and the Education Sciences Reform Act (ESRA) – are all past due for reauthorization. In addition, the Higher Education Act also is due for reauthorization.
With the change in majority in the Senate, Senator Alexander (R-TN) will assume the chairmanship of the Health, Education, Labor and Pensions (HELP) Committee. Although not official, it looks like Senator Patty Murray (D-WA) will be the HELP Committee ranking member. Both these individuals have a history of working across the aisle, making every effort to engage in a bipartisan legislative process.
Senator Alexander has announced his intention to move quickly to reauthorize the ESEA, a process which should have been completed in 2007. His staff is in place and already working to draft a bill, with the goal of having the legislation before the HELP Committee by early February. They have begun their discussions with a bill the Senator introduced last year titled the Every Child Ready for College or Career Act. That bill only looked at parts of the ESEA, whereas the bill Alexander will introduce in this Congress is expected to be a full reauthorization. In contrast to Every Child Ready, last year's Democratic majority bill was extensive. Most likely the new legislation will fall somewhere in between.
Alexander says he will continue to focus on the same principles he enunciated in Every Child Ready and other pieces of education legislation. Those principles include more State and local control of education, high standards and quality assessments, and no "national school board" mandates. As an example of the "national school board" concept, last year's bill eliminated the federal mandates for States and local districts to identify low-performing schools and adopt one of several turnaround models. Instead, the bill asked States to develop their own methods of identifying schools in need of assistance and local districts to come up with improvement strategies. Along with these proposed changes to current law, Senator Alexander will look to rein in the authority the Secretary of Education has used to grant waivers of ESEA regulations. While Alexander recognizes the role of the Department of Education in implementing the ESEA, he will look more closely at where congressional and implementation or regulatory authority should be distinguished.
He also supports more school choices for low-income families, more freedom for teachers and principals, and greater flexibility in spending federal funds. Last year's bill consolidated 62 federal programs into two block grants. Thus far, he has not stated whether he will include the same in a new bill. However, the Republican philosophy of streamlining and providing greater flexibility to States and local districts would suggest we will once again see a move to consolidate and eliminate programs.
Regarding process, Senate staff has said they expect to have several ESEA hearings in January, but the topics have yet to be determined. They will probably begin with a hearing that outlines their principles for the reauthorization and may also look at some specific issues such as over-testing and teacher preparation. While the Republican staff has not had formal discussions with the Democrats, it is expected those talks will get underway shortly.
Representative John Kline (R-MN) will continue as chairman of the House Education and the Workforce Committee. Joining him as ranking member will be Representative Bobby Scott (D-VA). The Democrats will need to fill a number of slots vacated through retirement, losses in the recent election, and other attrition. The Republicans also have several seats to fill. The House committee generally has been more conservative than the Senate, with less bipartisanship. Regarding ESEA, Mr. Kline appears to be watching and waiting to see how things go in the Senate. Most likely, he will reintroduce or at least begin the reauthorization discussions with the House bills passed in the last Congress.
The question many of you may be asking after this long explanation is whether or not we will actually see an ESEA bill signed into law this year. Much depends on how well the parties work together, what agendas individual members inject into the discussions, and whether the leadership will schedule floor time to fully debate the bill. This author can only say that at least the Senate seems to be starting off on the right foot!
The Janus Project: A Conversation with James Kauffman
The Janus Project: Capturing Conversations From Leaders in the Field
A Conversation with James Kauffman
Teagarden, J., Zabel, R., & Kaff, M.
Kansas State University
The Janus Project, now in its 8th year, is an ongoing oral history project sponsored by the Midwest Symposium for Leadership in Behavior Disorders. The Janus Project, which takes its name from the Roman god, Janus, whose two faces looked both to the past and future, is charged with collecting and disseminating the perspectives of leaders in the education of children with emotional/behavioral disorders (EBD).
Each participant in the Project has been asked to describe their professional career, to identify people and events that have influenced the field, to reflect on the current state of the field and the future, and to offer advice to persons entering the field. These conversations are collected in video format and disseminated through the MSLBD website: http://www.mslbd.org/stories_and_information_interviews_with_profession…
What follows are excerpts from a 2011 conversation with James M. Kauffman, Professor Emeritus of Education at the University of Virginia. Dr. Kauffman is a former teacher in both general elementary and special education for students with EBD. He has served in a variety of faculty and administrative roles at UVA, including chair of the Department of Special Education, director of graduate studies in special education, Associate Dean for Research, Charles S. Robb Professor of Education, and William Clay Parrish, Jr., Professor of Education. He is a past president of the Council for Children with Behavioral Disorders (CCBD) and was co-editor (with Frederick Brigham) of Behavioral Disorders from 1999-2002. In addition, he has authored or co-authored numerous publications, including the following books: Exceptional Learners: Introduction to Special Education (12th ed., 2012), Characteristics of Emotional and Behavioral Disorders of Children and Youth (9th ed., 2009), and Classroom Behavior Management: A Reflective Case-Based Approach (5th ed., 2011). What follows is Dr. Kauffman’s advice to those entering the field and thoughts on the future of education of students with EBD.
* * * *
JANUS: What advice would you offer to persons entering this field?
Kauffman: I think the field in many ways is different from the way it was 40 years ago. I would encourage people to demand the data, look for the evidence. Don’t give up on that. Be concerned about helping kids and what today may seem old fashioned - that government can make an important positive difference in peoples’ lives. By government, I mean publicly funded entities. If you’re a teacher in a public school, you’re a government employee. I know that there is a lot of bad mouthing of government agencies including schools, but government entities can be really helpful to people. Just because something is private doesn’t make it better. There are a lot of private agencies that throw kids to the wolves to save their own behinds. Government agencies can do that too but they can also be very helpful. There is no magic to privatization. As my wife is so fond of saying, “You can’t make money on kids.” You can’t balance the budget on the backs of children and you shouldn’t try to make money on kids. The idea that you can have an education agency that would turn a profit is, to my mind, more than a little ludicrous. The public schools are not in the profit-making business, and if they are in the profit-making business they are not going to want to deal with the kids who are the hardest to teach.
I recently read an anonymous reviewer’s comment that some kids in special education are not particularly hard to teach and some kids not in general education are really hard to teach. I’m thinking, “Oh my! What planet is that person from, or what are they talking about?” Kids with disabilities are certainly among the most difficult kids to teach, and a lot of kids with EBD are in general education. Whether they’re in special education or not, the ones with EBD are going to be the hardest to turn a profit on. So if you want to have a school that looks really good, here’s what you do: get yourself some kids that are easy to teach. Then you’ll look good, as a teacher, and your school will look good. The harder kids are to teach, the harder it is to turn a profit on them, unless you’re going to charge a lot more money than most people are willing to pay.
JANUS: What would you say about serving kids with the most challenging behaviors in an era of dwindling budgets and increased standards. How will we pay for this?
Kauffman: Well, we don’t have a lot of good cost-benefit studies in education but you can compare the cost of educating the child with the cost of prison. I think it was Mark Twain who talked about this and said if you don’t help kids be successful in school, there is a much greater chance that they are going to go to prison, and jail costs more than school. I’m afraid that the long-term costs of not treating kids well in school, not teaching them effectively, is going to be enormous and particularly costly for those kids who don’t learn very well with sloppy instruction. A lot of kids will learn okay with sloppy instruction, but kids with EBD need particularly careful instruction. You can’t be really sloppy in your teaching if they’re going to learn a lot. You can’t just turn them loose and say, “Hey, kids, just teach yourselves.” That’s not going to work well with a lot of the kids we deal with.
JANUS: Do you see a future for virtual schools or virtual kinds of learning opportunities for kids with more challenging behaviors?
Kauffman: It’s going to be very tempting for schools to say, “Well, this kid doesn’t get along well with people so let him get along with the computer.” I suppose it’s possible for technological advances to help us do better in teaching a lot of kids, but the problem of getting along with other people isn’t solved very well by having kids get along with inanimate objects. So I’m afraid that’s another way to just get kids of out of what we consider schools or congregations of other people. Who knows, maybe in 30 years there will be no schools. It’s hard to say how technology may change. My wife said to me today, “Ten years ago did you see people out in the lobby talking on cell phones?” Well, no. Part of the problem is trying to predict what is going to happen, and with the development of new technology, I don’t know. We have of course people essentially calling for the abandonment of public schools for entrepreneurial schools or some sort of radical school reform that won’t require taxes.
JANUS: What do you consider the purpose of education?
Kauffman That’s a question science can’t answer. It’s a values question. Do we value human interaction? Do we value congregating children in schools, as we have for the past hundred years? Maybe we do or maybe we don’t or won’t. We’ll have to come back together in another 10 years and find out what’s happened.
* * * * *
The Janus Project thanks Jim Kauffman for his many important contributions to the field and for his continued willingness to share his thoughts on these issues. The complete conversation with Dr. Kauffman was published in Intervention in School and Clinic (Kaff, Teagarden, & Zabel, 2012) and the complete video of this conversation is available at the following URL: https://archive.org/details/ConversationWithJimKauffman
Future issues of Behavior Today will include excerpts from the Janus Conversations with Norris Haring, Mary Margaret Kerr, and others.
Kaff, M., Teagarden, J., & Zabel, R. (2012). An interview with James Kauffman: Seeing the field of emotional and behavior disorders through the lens of a pioneer. Intervention in School and Clinic, 47, 316-320.
CCBD 2015 Conference: Call for Proposals
CALL FOR PROPOSALS
The call for proposals for the 2015 Council for Children with Behavioral Disorders (CCBD) International Conference is now open! Please review the important information below for details on conference strands, presentation format/options, deadlines, registration, and housing/accommodations. Please visit the CCBD conference page (http://www.ccbd.net/conference) for all your conference informational needs.
Submit a Proposal Today!!!
The deadline for proposal submission is Monday, February 13, 2015. We look forward to seeing you in Atlanta, GA, September 24 – 25, 2015!
Presentation Types
The CCBD Conference Committee will be accepting submissions online for oral presentations and posters. Please indicate during the submission process whether your presentation is a practical application or research presentation.
Oral presentations are 60 minutes in length and will occur at various times during the conference on September 24th and 25th.
Posters will be presented in conjunction with the strand they are associated with, Thursday, September 25th from 4:30-5:30pm.
Presentation Topics
During the submission process you will be asked to select the strand or strands that best represent your submission. Available topics include:
Mental Health
Juvenile Justice
Multi-Tier Systems of Supports (MTSS)
Common Core Across the Content Areas
Autism
Behavior Management Strategies
Law, Policy, and Advocacy
Research (This strand is by invitation only)
Mentorship (This strand is by invitation only)
Click the following link for more detailed information regarding submission and the submission process (2015 CCBD Conference Call for Proposals). Please remember that if accepted, your acceptance of the proposal indicates that all presenters will register for the conference.
President’s Message
As we approach the middle of another school year I want to remind everyone of the services and supports provided by the Council for Children with Behavioral Disorders. Over the past few years CCBD membership has slowly but steadily declined. Part of this fact, we assume, has been a result of tough economic times where people necessarily belt-tighten and prioritize spending. Another factor has been the rise of other organizations that also have some connection to students with behavioral disorders as a part of their focus. But I think it’s worth reflecting on the fact that CCBD’s sole focus is children and youth with challenging behaviors and all activities and supports are directed thusly.
Our journals are perhaps the most visible product with Behavioral Disorders continually serving as a beacon of research and Beyond Behavior publishing sound practitioner-based descriptions. But CCBD is also very active in other activities related to students with challenging behaviors including promoting legislation to better meet the needs of the students we serve, developing guidelines and position papers on key issues, working in coordination with the CCBD Foundation to raise funds to support teachers, and continually making our positions known through a presence at numerous national and international conferences. In support of CCBD I urge all members to share these important resources with colleagues to remind them of both the important work we do and the critical resources we provide. Through dedication of our membership we continue to work hard for the sake of the children and youth that are too often neglected by the system and our greatest asset is our membership.
--
Terrance M. Scott, PhD