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Dr. Sheri's Blog

Building Positive School Climate Part III

In my last two blogs I've reviewed the first two guiding principles included in the USDE document,Guiding Principles: A Resource Guide for Improving School Climate and Discipline(2014). If you haven't had a chance to check out my first two blogs on the first two guiding principles, please do so. Today I'm trying something different (yet again). I've recorded a short video which can be viewed by clicking below. If you are viewing from an educational facility that blocks YouTube, click

Building Positive School Climate, Part II

I'm trying something new for my blog today. I'm going to focus on the second of the three guiding principles that are included in the USDE resource guide and I've developed a Prezi with audio to do so. Please click on the link, press the "play" button on the bottom left of the presentation screen, turn up your speakers, and then let me know how you like the format.
Have a great day!

Evidence-based Practices for Autism Spectrum Disorders

I know I said that my next blog would focus on the second of the three principles outlined in the Guiding Principles document from the U.S. Department of Education and I promise to get back to that, but I felt it was important to highlight another new document that is hot off the presses (does that still apply when it is in PDF? - perhaps, "hot off the digitizer" is more appropriate).
A couple of years ago, Carol Burmeister and I had the incredible experience of reviewing research articles to further the work of the National Professional Development Center on Autism Spectrum Disorders as they seek to identify evidence-based practices for working with students with ASD.

Building Positive School Climates: Part I

In the U.S. Department of Education document, Guiding Principles: A Resource Guide for Improving School Climate and Discipline (2014), the first guiding principle that is outlined is entitled “Climate and Prevention.” Positive school climates are described as necessary to, “prevent problem behaviors before they occur and reduce the need for disciplinary interventions that can interfere with student learning” (USDE, 2014).

The document presents six action steps that schools should implement in order to boost academic excellence and student success.

Creating Effective Learning Environments

Last spring a group of individuals from across the state met to identify the best ways to support schools in the implementation of the Common Core State Standards (CCSS). The group felt strongly that schools need to focus on the implementation of a multi-tiered system of supports (MTSS) in order to strategically meet the needs of all students. In addition, the group identified four components that need to be in place in order for schools to meet the challenge of preparing students to be college and career ready:

Reflections on a new beginning

As I think back over the thirty years I've spent in the field of education, I am aware of an incredible sense of gratitude for the opportunity I've had to make a difference in the lives of children, and to work with others who are also dedicated to making a difference. I've been fortunate to work at the Desert/Mountain SELPA, an organization that is dedicated to "the relentless pursuit of whatever works in the life of a child." It was a tough decision to leave the SELPA after over 16 years, but I've done so because I believe that I can bring my expertise and passion to a broader group of educators in order to influence the lives of even more children.
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Autism Spectrum Disorders
Behavior
CCSS
Direct Instruction
Discipline
Evidence-based practices
Executive Function
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Reflections
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