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Teacher practice journals.

Below you will find a collection of peer reviewed teacher practice journals.  Each of the journal has a descriptions of what the journal covers in it’s issues.

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About the Journal for Research in Mathematics Education. (n.d.). Retrieved October 10, 2019, from https://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/About-the-Journal-for-Research-in-Mathematics-Education/.

International Literacy Association Hub. (n.d.). Retrieved October 10, 2019, from https://ila.onlinelibrary.wiley.com/journal/19362714.

Journal of Science Teacher Education. (n.d.). Retrieved October 10, 2019, from https://link.springer.com/journal/10972.

Journal of Teacher Education. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/jte.

Language Arts. (n.d.). Retrieved October 10, 2019, from https://www2.ncte.org/resources/journals/language-arts/.

Remedial and Special Education. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/rse.

TEACHING Exceptional Children. (n.d.). Retrieved October 10, 2019, from https://www.cec.sped.org/Publications/CEC-Journals/TEACHING-Exceptional-Children.

Teacher Education and Special Education. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/tes.

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Teacher Education and Special Education

Teacher Education and Special Education (TESE) stimulates and improves the preparation of those who will work with children with disabilities. It offers research on exceptionality and the teaching of exceptional children, as well as the critical issues shaping the future of teacher education. The journal publishes original research, evaluations of personnel preparation programs, and interpretive or critical literature reviews.

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Email Co-Editor: Melinda Leko

Call and Application Procedures for Editorship

The Teacher Education Division (TED) of the Council for Exceptional Children invites applications from individuals or teams for the editorship of Teacher Education and Special Education (TESE) . TESE is a peer reviewed publication whose purposes are to support the goals of TED and to stimulate thoughtful consideration of the critical issues shaping the future of teacher education. (See http://journals.sagepub.com/home/tes for additional details on the journal’s mission, policies, and processes).

• Term of editorship: January 1st, 2025 – December 31st, 2027
• Possibility of second (3 year) term renewal with TED board approval.

Timeline of TESE Editor Search Process

• October 6th – Send out call for TESE editor applications.
• January 30th – Call for applications closes.
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• January 1st, 2025 – New TESE editor(s) begin editorship term.

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Teacher Education and Special Education  (TESE) is proud to recognize excellence among our TESE Board of Reviewers based on the quality, quantity, and timeliness of their reviews.  The following  six outstanding TESE reviewers  have been chosen for 2022 from the 90 reviewers currently serving on the Board of Reviewers. Congratulations! 

Jemma Bae Kwon , California State University, Sacramento

Joyce Gomez-Najarro , California State University, Fullerton

Carlyn Mueller , University of Wisconsin, Madison

David Peyton , Appalachian State University

Wendy Rodgers , University of Nevada, Las Vegas

John Romig , University of Texas, Arlington

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Journal of Special Education Preparation

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Special Issue on Early Childhood Special Education Teacher Preparation

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Early intervention/early childhood special education preparation: building on the momentum created by the ei/ecse standards.

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Special Issue on Early Childhood

Evolution of professional standards: reflecting on the past to inform the future.

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Innovative Approaches to Teacher Preparation Improving Use of Evidence-Based Practices in EI/ECSE

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Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

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Addressing Students’ Beliefs to Enhance Family-Professional Collaboration in Early Intervention and Early Childhood Special Education Preparation

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Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

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Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

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Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings

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The Journal of Special Education Preparation ( JOSEP ) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. The focus of its practical content is on immediate application.

ISSN: 2768-1432

JOSEP is published in partnership with and funded by Ball State University Libraries and the Teacher Education Division of the Council for Exceptional Children.

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The Journal of Special Education (JSE) is a multidisciplinary publication presenting reports of research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.

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Special education and inclusion : Journals

• Advances in child development and behavior Each annual volume covers a different theme providing "a unique perspective on a question of major interest and significance to developmental and cognitive psychologists, developmental and cognitive scientists, and developmental cognitive neuroscientists, as well as to clinicians who work with children from the special populations on whom much of the research is focused."
• Disability & society "Disability & Society is an international disability studies journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of constant change in the ways in which disability is viewed and responded to."
• Disability and rehabilitation "Disability and Rehabilitation aims to encourage a better understanding of disability and to promote rehabilitation science, practice and policy aspects of the rehabilitation process. The journal provides an important forum for the dissemination and exchange of ideas amongst global health practitioners and researchers."
• Disability studies quarterly "Disability Studies Quarterly (DSQ) is the journal of the Society for Disability Studies (SDS). It is a multidisciplinary and international journal of interest to social scientists, scholars in the humanities, disability rights advocates, creative writers, and others concerned with the issues of people with disabilities."
• Dyslexia "DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other."
• Education and training in autism and developmental disabilities Published by the Division on Autism and Developmental Disabilities
• Exceptional children "Featuring insightful and innovative scholarship, topical issues, and broad perspectives by leaders in the field for more than 75 years has made Exceptional Children (EC) a highly respected scholarly journal in special education consistently holding top rankings in the field."
• Exceptionality "The purpose of Exceptionality is to provide a forum for presentation of current research and professional scholarship in special education."
• Focus on autism and other developmental disabilities "Focus on Autism and Other Developmental Disabilities (FOCUS) offers practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities."
• Intellectual and developmental disabilities Published by the American Association of Intellectual & Developmental Disabilities
• Intervention in school and clinic "Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings."
• Journal of disability policy studies "Addresses compelling variable issues in ethics, policy and law related to individuals with disabilities. Regular features include "From My Perspective," which discusses issues confronting a particular disability discipline or area, and "Point/Counterpoint" which addresses timely ethical issues affecting individuals with disabilities."
• Journal of early intervention "The Journal of Early Intervention (JEI) offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities."
• Journal of learning disabilities "Provides specials series (in-depth coverage of topics in the field, such as mathematics, sciences and the learning disabilities field as discursive practice), feature articles (extensive literature reviews, theoretical papers, and position papers), research articles (reports of qualitative and quantitative empirical research), and intervention articles (overviews of successful interventions)."
• Journal of literary & cultural disability studies "Focusing on representations of disability, the Journal of Literary & Cultural Disability Studies (JLCDS) publishes a wide variety of textual analyses that are informed by disability theory and, by extension, experiences of disability."
• Reading & writing quarterly: overcoming learning disabilities "Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings."
• Remedial and special education : RASE "Offers interdisciplinary articles that bridge the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for practice of remedial and special education.
• Research and practice for persons with severe disabilities : the journal of TASH "Research and Practice for Persons with Severe Disabilities (RPSD), published in association with TASH, is a critically acclaimed and widely read scientific journal in the field of disabilities. RPSD publishes breakthrough articles on such topics as inclusion, augmentative and alternative communication, supported living, supported employment, early childhood issues, self-advocacy, positive behavioral supports, disability rights and issues of concern to families."
• Review of disability studies "One of only a handful of peer-reviewed Disability Studies journals in the world, the Review of Disability Studies: An International Journal (RDS) is a quarterly online, open-access journal that provides an international forum for people with disabilities, academics, professionals, artists and creators from all backgrounds and expertise to express ideas relevant to our understanding of disability. "
• Teacher education and special education "Teacher Education and Special Education (TESE) creates a research forum dedicated to the preparation and professional development of teachers, scholars, leaders, and other support personnel who serve children, youth, and adults with disabilities and their families."
• Teaching exceptional children "TEACHING Exceptional Children (TEC) features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning."
• Topics in early childhood special education "Topics in Early Childhood Special Education (TECSE) focuses on information that will improve the lives of young children with special needs and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs."
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• Last Updated: Aug 16, 2024 9:51 AM
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Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction

• Original Paper
• Published: 17 August 2024

Cite this article

• Megan H. Mowbray   ORCID: orcid.org/0000-0003-3050-8393 1 ,
• Elizabeth A. Stevens   ORCID: orcid.org/0000-0002-8412-1111 2 ,
• Sarah G. Hansen   ORCID: orcid.org/0000-0002-9477-3578 1 &
• Daniel E. Conine   ORCID: orcid.org/0000-0002-2752-7035 1  

Research supports the positive association between mathematics vocabulary knowledge and mathematics procedural and conceptual knowledge. Students, especially those with mathematics difficulty, may require explicit mathematics vocabulary instruction. However, many special education teachers do not receive adequate preparation to provide explicit mathematics vocabulary instruction. In the current study, we employed a nonconcurrent multiple baseline design across four special education teachers to examine special education teachers’ implementation of a mathematics vocabulary routine after receiving an initial professional development (PD) session and ongoing performance feedback (PF). Results demonstrated a functional relation between the PD with PF and an immediate increase in teachers’ implementation of the mathematics vocabulary practices. This study provides initial support the PD package has the potential to improve teachers’ implementation of mathematics vocabulary practices. Future research might examine the amount and type of PF needed as well as the collateral effect of teachers’ improved instruction on student outcomes.

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Department of Learning Sciences, College of Education and Human Development, Georgia State University, P.O. Box 3978, Atlanta, GA, 30302-3978, USA

Megan H. Mowbray, Sarah G. Hansen & Daniel E. Conine

Department of Special Education, University of Kansas, Lawrence, USA

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Mowbray, M.H., Stevens, E.A., Hansen, S.G. et al. Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction. J Behav Educ (2024). https://doi.org/10.1007/s10864-024-09560-w

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Accepted : 06 August 2024

Published : 17 August 2024

DOI : https://doi.org/10.1007/s10864-024-09560-w

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October 2022 - Special Educator e-Journal

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• Special Education Legal Alert. By Perry A. Zirkel

Buzz from the Hub

U.s. department of education disperses funds to support parents of children with disabilities, u.s. department of education announces 2022 national blue ribbon schools.

• U.S. Department of Education Awards Over $7 Million to Eight Organizations to Highlight Parent Voices and Support Families Informing Student Development and Academic Recovery

U.S. Department of Education Releases Back-to-School Checklist for Parents

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© September 2022

This month’s update identifies two recent court decisions addressing various FAPE issues, including the “assess all areas” obligation, and, in the second case, the overlay of Section 504/ADA. Fo r related publications and earlier monthly updates, see perryzirkel.com .

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The U.S. Department of Education is announcing an additional $2.5 million investment to centers that serve a critical role for parents and families of students with disabilities across the nation. These supplemental grants to Parent Training and Information Centers (PTIs) ensure that all families have the information and training they need to participate effectively in helping their children and navigating the special education system. Two additional grants have been awarded to new Community Parent Resource Centers (CPRCs) in Arkansas and New York.

U.S. Secretary of Education Miguel Cardona today recognized 297 schools as National Blue Ribbon Schools for 2022. The recognition is based on a school's overall academic performance or progress in closing achievement gaps among student subgroups. Secretary Cardona made the announcement during his Road to Success Back to School bus tour.

Department Awards Over $7 Million to Eight Organizations to Highlight Parent Voices and Support Families Informing Student Development and Academic Recovery

The U.S. Department of Education announced awards totaling over $7 million to eight statewide organizations under the 2022 Competitive Grants for the Statewide Family Engagement Centers (SFEC) program, underscoring the Biden-Harris Administration's ongoing efforts to enhance and increase parent and family engagement in local education. As the 2022-23 school year begins, and to help drive academic recovery, the Department is redoubling its commitment to providing states and communities with additional resources to support student learning and parental and family engagement.

The Department of Education released a back-to-school checklist for parents and families. The checklist, part of the Department’s updated back-to-school resource site, will help parents, caregivers, and families engage with local school and district leaders about how they are supporting students as they recover from the impacts of the pandemic. This checklist elevates key evidence-based practices for supporting students’ learning and mental health, and ensuring the safety of students and staff, which districts are encouraged to implement using American Rescue Plan and other COVID relief funds.

Increasing Pre-service Special Education Teacher Skills on Performance Feedback

Tosha L. Owens, Ph.D.

Melissa E. Hudson, Ph.D.

Karen S. Voytecki, Ph.D.

East Carolina University

Special educators are often placed in a collaborative leadership role, supporting others in implementing appropriate educational supports for students with disabilities across the educational environment. Furthermore, special educators are often seen as agents of change, often coaching peer-teachers to ensure best practices are being used to gain the most progress. This study investigated the impact of a training package focused on teaching performance feedback skills on the number of performance feedback statements made by 24 pre-service special education teacher majors during debrief meetings immediately following simulated teaching experiences. Results indicated that, prior to the intervention, participants gave their peers two and one half times more positive feedback than constructive and made themselves the focus of constructive feedback twice as often as their peers. Following the intervention, the number of constructive performance feedback statements given to peers increased while the number of positive performance feedback statements remained stable. 

(2022, February) |  Useful to parents, students, school leaders, and school personnel with respect to protecting the return to in-person learning against COVID-19 and its variants |

As we return to in-person learning in schools, parents and schools alike are concerned that COVID-19 and variants of the virus could all too easily shut down students returning to school, as has repeatedly happened since the pandemic began.

IDEA   now requires that school systems convene a resolution meeting within 15 days of receiving notice that a parent has filed a due process complaint and  before  the school system initiates the due process hearing hearing. The resolution process became part of IDEA in its most recent amendments (2004).

Book Review: Graceful Leadership in Early Childhood Education

By Shelbi Sworn

The purpose and thesis of this book was to share some of the author’s professional journey and the lessons she learned on the road to leadership. It was a guide and resource for readers in search of support in leadership. Throughout the book, Ann Terrell defined leadership as graceful just as titled.

A few themes that stood out to me was that leadership is graceful which is the opposite of what we usually see in leadership everywhere but especially in education. It highlighted that leaders need a strong foundation. It reminded the reader to position themselves to be ready when an opportunity presents itself.

Book Review: Culturally Responsive School Leadership

By Alycia Brown

In the past, Khalifa worked as a leader teacher, a central district administrator, and a public-school teacher in Detroit. At the University of Minnesota, Khalifa is currently the Robert H. Beck Professor of Ideas in Education. In urban school contexts in the US, Khalifa's research has mostly focused on the idea of culturally responsive school leadership. In addition, Khalifa offers consulting services to schools and school systems across the nation, assisting them in conducting equity audits and correcting achievement gaps.

Book Review: The Impactful Instructional Leadership and Framework for Success

By Marceline St Louis

Becoming a leader and leading an organization is not an easy task. A leader must have the passion to lead the organization. The Impactful Instructional Leadership and framework for success is a book that everyone who plans to become a leader should read. The book provides lots of insights on how to become an instructional leader. The book emphasizes the foundation of being a good leader begins with having a sharp vision, creating a vision statement, and helping staff create their vision statement. The book elaborates on important key components that a leader must have to be an impactful leader such as creating why statement (vision), developing leadership skills, sharing leadership, implementing triangulated data (data worrier), coaching teachers, and using evidence-based practices. All these components can have positive impact on the organization if leader follows them with integrity.

* [2022-2023] Middle School Learning Specialist - Reporting to the Academic Dean, the Learning Specialist will be responsible for providing tailored support to students with special education needs, through integrated co-teaching, in small group settings, or a combination of both. This is an exciting opportunity for a seasoned educator who is passionate about ensuring all students succeed and thrive in school. To learn more- Click here

* School Principal - We strive to give our clients support, resources, and the ability to heal through the work of animal-assisted therapy and nature-based learning all while developing the skills and confidence to grow into independent young adults. To learn more- Click here

* Special Education Teacher (Sign on Bonus) - The Special Education Teacher works closely with all members of the dedicated, inter-disciplinary therapeutic team supporting the students and classroom. Teachers also collaborate with parents and guardians to ensure the greatest wrap around services, school -to-home communications, and understanding of the student. Collaboration with our partnering school districts is also essential. To learn more- Click here

* Special Education Teacher - Hope Learning Academy in Springfield, IL is seeking a full-time Special Education Teacher to develop and implement assessment-based IEP goals, objectives, and education routines that provide a functional age-appropriate curriculum for the students. The teacher will prepare lesson plans based up on the students’ IEP goals and objectives and shall provide educational instruction to students as well as guidance and direction to educational specialist. To learn more- Click here

* Special Education Teacher - Hope Learning Academy in Chicago is seeking a full-time Special Education Teacher to educate students with low-incidence disabilities. The Special Education Teacher will work closely with the general education and special education school team to teach students according to their Individualized Education Plans (IEPs) and help students develop to their full academic potential while systematically increasing their social and independent functioning skills. To learn more- Click here

* Special Education Teacher, Learning Disabilities - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.  Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship." To learn more- Click here

* Special Education Teacher, Multiple Disabilities ES/MS/HS - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting. Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship." To learn more- Click here

* [2022-2023] Reading Intervention Specialist - Like all DREAM employees, the Intervention Specialist should demonstrate a strong commitment to the mission and values of DREAM and should have substantial expertise in all areas of responsibility. Candidates must also value DREAM's comprehensive approach to education and desire to make a lasting impact in underserved communities as part of a growing organization. To learn more- Click here

* [2022-2023] ELL Teacher - Reporting to the Academic Dean, the ELL Teacher will be responsible for designing and leading ELL instruction, and collaborating with school staff to provide English language support. This is an exciting opportunity for a dynamic educator who is passionate about improving student outcomes for all students, and eager to apply their vision for rigorous, whole-child education in a growing, collaborative school community. To learn more- Click here

* Special Education Teacher Preschool - Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting. Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship." To learn more- Click here

* [2022-2023] Middle School ELA Learning Specialist - Reporting to the Academic Dean, the Middle School Social Studies Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture. To learn more- Click here

* [Immediate Hire] Middle School Math Learning Specialist - Reporting to the Academic Dean, the Middle School Math Learning Specialist will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture. To learn more- Click here

* Tenure Track Faculty - School of Education (Special Education) - We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, ability and orientations. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual committed to collaborating with faculty, classified staff, administration, and students who are also committed to closing equity gaps. To learn more- Click here

* Special Education Teacher-(Elementary, Middle, or High School) - The EC Teacher plans and provides for appropriate learning experiences for students with disabilities in a variety of educational settings. To learn more- Click here

* Student Learning Support (SLS) Teacher (Immediate Opening) - Rochambeau is committed to a diverse workforce representative of our students, one that embraces cultural competency and an international community. Diversity is the hallmark of Rochambeau, with over 80 nationalities represented in the student body. We are dedicated to fostering a culture where diversity, equity, and inclusion remain at the core of who we are. To learn more- Click here

* Special Education Teacher $2,000 sign-on bonus! - BASIS is seeking an experienced Special Education Teacher who is eager to develop leadership skills by serving as a member of the school’s administrative team. This is a teacher/administrator hybrid role whose primary responsibilities include the provision of special education services and supporting special education program operations as part of the administrative team at a school site. To learn more- Click here

* Special Education Assistant $2,000 sign-on bonus! - BASIS.ed offers an incredible opportunity to be deeply involved in an academic community that is dynamic, exciting and unpredictable. You'll join others in a highly social, supportive and collaborative environment. To learn more- Click here

* Special Education - Elementary Teacher - Career opportunities where you can choose your path. From coaching to administration, there are many options to grow your career, while pursuing your interests and passions. We are hiring immediately for a full-time  Special Education - Elementary Teacher. Come grow your career with the Clark County School District! To learn more- Click here

* Special Education Teacher and Paraprofessional Positions – District Wide - The purpose of these positions is to help each student learn subject matter and skills that will contribute to his/her development as a mature, capable, and responsible adult. Provide a positive, healthy, and safe environment in which the student can achieve his/her maximum potential. To learn more- Click here

Portions of this or previous month’s NASET’s Special Educator e-Journal were excerpted from:

• Center for Parent Information and Resources
• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• Journal of the American Academy of Special Education Professionals (JAASEP)
• National Collaborative on Workforce and Disability for Youth
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Health and Human Services
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this or prior editions of the Special Educator e-Journal

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RSU 9 board discusses staffing challenges, facility repairs, and special education updates at Aug. 13 meeting

The RSU 9 board of directors meeting Aug. 13 covered staffing challenges, significant facility repairs, and updates on special education programs, including new hires and program expansions.

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FARMINGTON — At the Regional School Unit [RSU] 9 board of directors meeting Aug. 13, Superintendent Christian Elkington provided updates on staffing, facility issues and other district matters.

Elkington highlighted the positive progress in filling teaching positions but noted challenges in special education staffing. “We are pretty close to having all our teacher positions filled,” he said. “However, special education will be down, and we have no applicants for a couple of positions at the middle school.”

The district may need to rely on substitutes to cover these roles. Elkington also mentioned that the new Fire/EMS position at the Foster Career & Technical Education Center might be canceled if a suitable candidate cannot be found. There have been 14 new hires, five transfers and three resignations.

One of the notable new hires, according to director of special education Cynthia Bernstein, is a day treatment teacher for the middle school. “She is fantastic,” Bernstein said, praising the new hire’s contribution to case management alongside other staff members while they continue to seek candidates for other positions.

Bernstein provided an update on the special education program. She showcased tools such as a visual schedule, which helps younger students understand their daily routines and anticipate what comes next. Bernstein explained the role of Individualized Education Plans [IEP], which are tailored to each student’s specific needs and include components like setting up annual or triennial meetings with parents, writing the IEP and monitoring progress. “All students who receive special education programming also have an individualized education plan,” Bernstein said. “IEPs include contact with parents, writing the written notice of decisions made at IEP meetings, and tracking progress throughout the quarter.”

Bernstein addressed concerns about the district’s higher-than-average rates of autism, emotional disabilities, and intellectual disabilities compared to state averages. “In my opinion, they are significant, particularly in the area of autism,” she said, explaining that RSU 9 has expanded its autism programming to meet these needs. She also noted that some students identified with autism may not require an IEP. Advertisement

Responding to questions about the speed of the assessment process for special education services, Bernstein affirmed that evaluations are conducted within a 45-school-day timeline. “We go as quickly as we can,” she said. Bernstein was also asked if families are moving to the district specifically for its special education programs. While she did not have current data, she expressed interest in tracking this information to identify any trends.

A significant portion of the meeting focused on ongoing issues with the gym floor at Mount Blue Campus. Elkington explained that the floor was installed with a faulty product last year, leading to extensive wear and damage. “The company told us it was faulty product in spring. They will come in and take it off at no cost,” he said. Concerns remain about the subfloor, which will be examined later this week. “It is concerning,” Elkington added. “The one good thing, we can still use the bleachers.”

Elkington also discussed the recent water leak at Mount Blue Middle School, which has caused additional damage. “When we discovered the water leak at Mount Blue Middle School, people immediately came in on a Sunday,” Elkington noted, praising the team for their swift response and cleanup efforts. He highlighted the district’s commitment to addressing issues promptly, saying, “That’s the RSU 9 way.”

Elkington concluded the meeting by discussing potential collaboration with the University of Maine at Farmington [UMF], particularly in light of UMF’s plans to sell some properties. He noted that housing remains an issue and suggested exploring ways to work together.

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Getting ready to go back to school? Here are special deals for teachers

The summer is winding down and while kids and parents either celebrate or loathe the arrival of the first day of school, one group seems to be forgotten – teachers.

As the days of August start to wind down, teachers are preparing their classrooms, putting together lesson plans and gearing up for the upcoming school year.

Sonic is trying to help teachers before the school year.

Sonic offers free food for teachers

Sonic has a Sonic Teachers' Circle Rewards Program. The program is available to teachers, faculty and staff at K-12 schools and universities. Educators can join the program by downloading the Sonic app and setting up an account. Then, under settings, click "I'm a teacher" and fill out the necessary information.

The program offers special rewards and deals for teachers. Currently, Sonic offers teachers:

• A free Sonic cheeseburger with any purchase
• A free large drink or slush with any purchase
• $1.29 medium onion rings

When does school start?: When is the first day of school in Delaware? Start dates vary across public schools

Discounts and offers for teachers

According to weareteachers.com , here are other deals for teachers entering the 2024-25 school year:

• Adobe Creative Cloud: Save over 60% off a monthly Creative Cloud subscription.
• AT&T: Exclusive teacher discounts are available on Unlimited plans.
• Babbel: Teachers can get six months of Babbel lessons for $36, a 60% discount.
• Canva: Free access for teachers and students at eligible schools.
• Google: Check the Google for Education site for promotional discounts and offers.
• HP : Register to get exclusive teacher discounts in the HP Education Store.
• Microsoft: Educators receive Office 365 Education and Microsoft Teams for Education for free, plus 10% off Windows devices
• Samsung: Samsung offers an education discount of up to 30% when you buy directly from their site.
• Verizon: Save up to $25 per month on Unlimited wireless plans for teachers.
• Costco: Join Costco as a new member and receive a $20 or $40 Costco Shop Card, exclusively for teachers.
• Joann: Save 15% on every purchase.
• Michaels: Save 15% on every purchase.
• Office Depot: Join the Star Teacher program for 10% back in rewards on ink, toner, and paper; 1% back in rewards on nearly everything else; and a 15% instant discount from the Design, Print & Ship Depot.
• Party City: Register to receive 10% to 20% discounts on all purchases.
• Pencils.com: Sign up to receive a 10% discount.
• ADIDAS: Get 30% off online and in-store and 15% off at factory outlets.
• Ann Taylor LOFT: Present your teacher ID for 15% off full-price purchases.
• Bonobos: Teachers get 20% off all purchases.
• Champion: Get 10% off at Champion.com.
• Columbia: Verify your teacher status for a 10% discount.
• Crocs : Teachers get 15% off full-price styles.
• Hanes: Verify your teacher status to save 10% on purchases.
• J.Crew: Verify your eligibility to save 15%.
• Levi’s: Teachers receive 15% off their purchases.
• L.L. Bean: Get 10% off purchases for teachers and students.
• New Balance: Receive 15% off full-price purchases.
• PUMA: Take 10% off when you verify with ID.me.
• Ray-Ban: Get a 15% discount on your purchase.
• Reebok: Up to 50% discounts, online only.
• Tommy Hilfiger: Receive 15% off using ID.me.
• Under Armour: Save 20% on all purchases when you verify your status with ID.me.
• Vineyard Vines: Teachers receive 15% off everything when they verify their status.
• Stanley: Register with ID.me to qualify for exclusive discounts.
• Kitchen Aid: Teachers get 15% off most products.
• Hunter Fan: Get 15% when you verify with ID.me.
• iRobot: Get up to 15% off with ID.me.
• Home Chef: Teachers receive 50% off your first box and 10% off recurring boxes when you verify with ID.me.
• Blue Apron: 30% off your first five weeks.