How CASD Failed Me as a Student

As CAP leaders, we often receive outreach from community members, parents, teachers, principals, and students. A recent Instagram post asked students how well CASD prepared them for college and prompted a number of responses. One student's initial response then led to her submission of her personal testimony, which we feel presents a call to action among the most powerful we've read. Her career in the school district began under former leadership and presented her with several challenges to overcome. As you read her story, you'll see that while various efforts were made to help her, these supports were not sufficient or appropriate to her needs. But as the district changed to new leadership, instead of things getting better, even those supports were removed. She was repeatedly placed into classes that were not a good fit or using curriculum that did not help her learn. And despite her failure to make meaningful progress over the past five years, she graduated with her class and now is not prepared for the college education she is seeking. We must fix this for future students, and we must appreciate the bravery it took for this student to share her experience, and honor her by not letting this continue.

I would like to tell you all about my experience in the Coatesville Area School district. I am a class of 2019 graduate and I can honestly say I feel as though the district has failed me as student. Let’s starts with elementary school. I attended Caln Elementary. My struggles for math started when I was in 2nd grade. My mind did not comprehend what was being taught the way everyone else’s did. Third through fifth grade I was offered two different support groups. Two or three times a week myself and a few others were pulled from class and taken for extra help. I was also placed in a before school program twice a week where I was given even more help. One thing I noticed about these groups was that majority of the other kids were pulled out of class from time to time to work with a different teacher who could provide them a smaller classroom with even more help. Looking back now, I know it was the special education classroom or something of the sorts. Why not me? Why was I never recommended for that service when the school was well aware of my constant struggling? They passed me onto middle school where things got even worse for me. 

 My first year at Scott Middle school  I started seeing a therapist/behavioral specialist that was provided by child guidance who happened to help a lot of kids throughout the district. I met with my specialist twice a week at the school . She was aware of my battle with math. She suggested to my guidance counselor multiple times that I could possibly have a learning disability and could possibly benefit from an evaluation leading to an IEP. Her concerns were ignored and blamed on my behavior. My mom also reached out more than once trying to find help for me. She was also ignored. Year after year I was pushed along. I can honestly say that I have not solved a single math problem outside of basic math since 8th grade. Third grade is the year most kids are taught long division. Not me. I was never taught. As I got older teachers just assumed I've learned it when everyone did so they never took the time to teach me how to solve long division problems. This never affected me until I got to middle school. Still to this day I do not have any idea how to solve a long division problem. Middle school was the last time I ever sat in a traditionally TAUGHT math class and even then I struggled but I managed to get by. 

Starting my freshman year CPM was the new thing. With my already basic math skills this pushed me even further behind. We were forced into groups of 4 or more and told to “teach each other”. There was no direct instruction and no help offered outside of the group you were placed in. I became so far behind in math that I had given up on it entirely. I eventually stopped going to class. I asked administration to switch me to a different class to see if that was any better. They ignored my requests all year then finally decided 2 weeks before the year ended to switch me?? What good was that? The year was over. My 10th grade year I attended the cyber academy and was placed in 2 math classes at once. That year out of both math classes I did not solve one single problem on my own. Every correct answer I had was given to me by the Cyber staff. As much as they tried to teach me they really just didn’t have the resources nor the time. Why should they be expected to teach what my previous teachers failed to do?? My 11th grade year like everyone else I did what I had to do, I cheated my way through. My 12th grade year I was placed in Math for life which was NOT CPM. Although math for life is basic math for the first time in years I thrived. I understood everything. I 110% believe the reason I had such success was because it was a traditional taught class. I also had Mr. Dougherty who is an outstanding teacher. My question is would he still be so outstanding at what he does if he was teaching CPM? A curriculum that he is uncomfortable teaching? CPM is uncomfortable for the staff and students. Why should our teachers have to teach in a way they aren’t comfortable with?   Or have to deal with all of the frustrated students? They should have a say. WE should have a say. 

I would also like to you tell you about another challenge I faced during my 12th grade year. English has never been an issue for me, in fact it was always one of my better subjects. I was placed in 12th grade Honors English. This was my first year ever taking honors English. I was very nervous going into this class because all I've ever known was academic level where you are LITERALLY babied by the teachers. Babied was what I was familiar with. I went to guidance the very first week of school trying to switch back to academic but was denied the chance. Now I will say I had a very close relationship with my guidance counselor and she used lots of tough love on me and pushed me to my full potential always. So in no way do I hold her responsible for this terrible experience. 

I decided to try the class out for a few weeks because who knows maybe I would be okay in there. I was not. I Failed marking period after marking period .. I begged ALL of the administrators to switch me out of there. I went to the office multiple times a week every week for months pleading with them. Nobody helped me. They sat and watched me fail over and over again. My teacher agreed that the class was a bit too challenging for me. My mom also reached out to see why nothing was being done. Someone should have stepped in. I was told repeatedly that the reason for not switching me was “you aren’t gonna like every teacher you get”. This angered me the most because I actually loved the teacher, I thought she was great at what she does and genuinely cared about each and every one of us. In fact when I would ask to switch I asked to be in HER academic class. Coming from academic level you don’t get the chance to properly learn how to write a paper, or an outline on your own. In my overcrowded honors class of 30+ kids I was too ashamed to tell my teacher I had no idea how to do what everyone else was doing. The class was very fast paced and I truly felt like my mind didn’t operate the same as everyone else’s. The work became too much at once for me. I couldn’t keep up and no late work was accepted. Coming from academic I was no way prepared for this type of environment. It was a terrible experience for me and I wish that someone would of stepped in to help me out. I spent my entire senior year worrying that I wasn’t gonna graduate because of English. I received help here and there from my guidance counselor as well as a few other teachers and for that I’m thankful. However, it just wasn’t enough. How can you force a student into an honors class when you know they don’t belong? They will switch an elective in a heartbeat but not the classes that matter. In all honesty, I should have not graduated with my class. I did not earn my passing grade fairly. I was lucky enough to have a teacher that was willing to work with me and allowed me to make up 2 big projects from earlier on in the year that I did poorly on. What if I wasn’t so lucky? I would have failed my senior year. 

Being a Red Raider for the past 13 years has been an experience like no other, I loved every second of it but wish a lot of things were done differently. It wasn’t until after graduation that I realized just how bad Coatesville really does fail some of us. Passing us from grade to grade and class to class when we aren’t ready only fails us in real life. I am now struggling with finding a college that will accept me.  I have also had to limit myself on what I can major in because I never learned a lot of the basic skills needed, especially in math. My search for a college major doesn’t come down to what I’m passionate about anymore... it comes down to what major can I choose that has just enough basic math that I can make it through. And I can tell you... the answer is not many. It is unfair to me that I was not properly prepared for college. It is unfair to me that I am almost positive I have a learning disability in math but everyone from elementary to high school ignored the signs. They don’t seem to care about our futures, they care more about making sure it looks good on paper when we all pass and graduate. The higher-ups standing before the graduating class and saying that we’ve all completed the requirements is far from the truth when I know the truth is that they pushed many of us along just to get us out the door. And because they’ve done that... my next door is limited. And it’s the most important one. 

Written By a 2019 Coateville Graduate

Coatesville's A-TSI School Plan

This article is a collaboration among several CAP members including
Amelia Mills, West Caln, Candidate for SB Region 3, Retired Educator, Retired CASD employee.

During the June Education Committee meeting CASD Leadership presented their “A-TSI School Plans.” Earlier this year FIVE schools in the Coatesville Area School District were designated as A-TSI (Targeted School Improvement). 

CASD’s (documented) Plans for School Improvement - by Amelia

I read the published plans with great interest to see exactly what CASD plans to do to support our schools needing improvement.  So I was happy to see that our TSI plans show that the five schools will once again use school-wide benchmark testing and data driven-instruction. In the past CASD was highly successful with targeting instruction for students who lagged behind academically by using data, provided by PSSA’s annual assessment, along with quarterly benchmarks and teacher-designed formative assessments.

I was saddened and surprised that our district didn’t use this opportunity to do something new, something innovative with programming. Instead the improvement plans focus on the same-old same-old including Co-teaching, which we know is not currently implemented with fidelity. Only one CASD school is targeted for school improvement due to lack of academic improvement of our students with disabilities, I believe this is due to the hard work and wisdom of our veteran teachers who have been successfully differentiating instruction for years. It is not a result of the poorly implemented co-teaching model that CASD currently uses.

In addition, CASD’s A-TSI school plans mirrored the same questionable programs and initiatives described in CASD’s Comprehensive Plan: Equity Leadership Program, Mindfulness, Positive Behavior Supports, Units of Study and College Preparatory Math.

How does CASD (verbally) explain and position Targeted School Improvement?

After reading the details of their school plans, I was eager to hear first-hand what district leadership’s would present at the Education Committee meeting. This was their opportunity to apprise the school directors and the public on what CASD plans to do to improve the academic performance of the subgroups of students in our FIVE Coatesville schools.

What is CASD’s focus for school improvement as presented last Tuesday night? Fix the attendance problem. Good grief. The whole intent of A-TSI is to improve the academic performance of students.  If our District Leadership sees the fix as an attendance-fix using the same old failed programs they have been pushing since the start of the current leadership reign; I am truly frightened about the future of our district.

For a visual comparison and a better understanding of this plan, below is an excerpt from Coatesville and neighboring Delaware County School, Chichester. 

You'll note that Coatesville's plan is to provide professional development for all for CDT implementation, data analysis, planning for instructional changes, and data meeting protocol. None of this specifically states what we are doing to help students. Further, it specifies that DRAs will be used to measure student achievement. The DRA is a subjective test, which Audra Ritter's situation reveals, and teachers are not adequately trained to administer this test. 

What in this plan explains anything specific that will be accomplished to achieve our goal?

Chichester, on the other hand, not only includes the necessary training. They also include developmental steps to help students meet the goals. They allot for teachers to post specific assignments, create common assessments for specific algebra units, and include a tutoring program for students. This plan not only includes the measurement of student achievement, it also includes a plan to help them meet the achievement goal. We recognize that these could still be more specific. However, it is a better action plan towards student success.



Coatesville:

Chichester

We maintain that the board should not vote through this plan. Similar to the comprehensive plan and the special education plan, it does not represent input from the community and it does not have specific goals on HOW we will implement strategies to ensure student success. 

For anyone wanting background and context for the A-TSI:

A little historical perspective: PDE has always had initiatives to identify schools that “need improvement.” With the new ESSEA guidelines, PDE refined their approach, hence CSI and A-TSI schools. And, yes, CASD has had schools targeted for school improvement in the past. And, yes, when our schools were targeted for improvement, CASD used those opportunities to figure out what wasn’t working and change what we were doing. We were innovative, we didn’t do continue with what wasn’t working.

Pennsylvania Department of Education’s (PDE) web site gives a little background on PDE’s approach to School Improvement. Replacing No Child Left Behind, the Every Student Succeeds Act (ESSA) provides Pennsylvania with direction to designate and serve schools in need of support.

To summarize, Pennsylvania's approach to ESSA implementation "emphasizes collaboration between state and local stakeholders to identify and address root causes for existing problems, to implement appropriate and evidence-based corrective actions, and to carefully monitor the pace of improvement." 

PDE notes two designations for schools needing improvement.

1. Comprehensive Support and Improvement (CSI): Schools facing the most significant challenges in academic achievement, student growth, and other areas; and
2. Additional Targeted Support and Improvement (A-TSI): Schools in which performance by one or more student groups is at or below the level of the CSI schools.

How does a school get on the A- TSI List? To get on the targeted for school improvement list a school needed to have one or more subgroups of students performing badly academically.

Out of the FIVE Coatesville schools, FOUR schools need to do a better job with our children of color; THREE schools need to do better with our economically disadvantaged (our poor kids); and only one school needs to do a better job with students with disabilities.

1. CASH = Black
2. North = IEP, Econ Disadvantage, Black, Hispanic
3. South = Econ Disadvantage. Black, Hispanic
4. RB = Econ Disadvantage
5. RCV = Black

As a matter of perspective some school districts who are also on the list, Allentown, TWO schools; Harrisburg, TWO schools; Norristown, TWO schools; Pottstown, TWO schools. And, yes Collegium is on the list.  If you are interested in seeing all 190+ school here is the full list.

I checked out the Goals for PDE’s commitment to school improvement to get a sense of what is expected of CASD.

1. Goal: LEAS (school districts/CASD) are accountable and empowered to serve schools identified for support and improvement.
2. Goal: Schools and communities are accountable and empowered to provide effective, engaging instruction within a supportive culture.
3. Goal: Engaged, healthy, safe students who are college, career and community ready.

PDE’s Expectations for School Districts/CASD

• Establish effective, standards-aligned instructional programs;
• Support schools and their communities in removing barriers to learning;
• Customize support systems to meet the local needs and context of individual schools;
• Implement data-informed human capital systems; and
• Allocate resources based on the needs of individual schools and their communities,

PDE’s expectations for schools and communities:

• Support effective instructional practices in all classrooms;
• Foster collective responsibility for the academic, social, emotional and behavioral outcomes of all students;
• Cultivate a safe, positive and supportive climate that is conducive to learning; and
• Provide high-quality professional learning opportunities for all administrators, teachers and support staff 

.

What We the Students at CASD Need

In order to positively affect the future of our district, we must pay attention and speak when we feel things are unjust. In order to express our feelings and to inspire other students to speak, we must write. There are so many issues that have been conspired through our district and they must be improved upon. Our topics are the lack of support systems for students, the absence of motivation in our students, and the future of leveling throughout the district. 

Our district seemingly wants to utilize statistics, but the million-dollar question is why aren’t they taking take a survey or poll on support systems in schools? I, Nariyah Wilson, took it upon myself to conduct my own survey. My poll asked various questions dealing with the support systems for students and the lack of adaptation for student learning.  Majority of the students answered that there is little to no support from the principals. “I feel like they only listen when something’s about to go down.” I asked the same question regarding the teachers, and I received similar responses. However, my results showed teachers were viewed as being more supportive. “Sometimes, rarely, depends, and more than principals.”  I completely understand our principals and guidance counselors are not always available. This is NOT an excuse to not have the needed support for growing adolescent brains. How do we expect our students to feel the most comfortable and cared for if they get NO support from their superiors?

The addition of school psychologists and peer mediation could easily provide good outlets for our students. Coatesville previously had school psychologists, so there should be no issue in bringing them back. Jeffrey Kauffman (Vice President) and I were completely unaware that not every student is able to schedule an appointment with the mental health specialists. We were shocked. What is the reason behind this? Before the end of the school year, Jeffrey and I, had a meeting with Mr. Chenger discussing the future with peer mediation. He stated that they are working on bringing this method to our district.

 “We are in mourning over the loss of support our students need and deserve...” Mrs. Ritter recently told the school board on behalf of all teachers. We believe any advice or help given by administrators or teachers is given with fear. Our superiors are not able to speak their truth because they are simply too afraid to lose their jobs. What is this teaching our students? That it is wrong to speak our minds or speak what’s truly on our hearts? Support systems are very crucial for teenagers; our students would truly appreciate a free atmosphere where we feel we can fully express ourselves without being penalized. 

Think of a student who has a strong, personal connection with his/her teacher, talks with his/her teacher frequently, and receives more practical guidance rather than just criticism from the teacher. That student is more inclined to trust the teacher more, present more engagement in learning, behave better in class, and achieve higher levels academically. 

Additionally, and most likely connected, there is a severe lack of motivation throughout our students, and I can speak on this firsthand. Our building, the Intermediate High School, has an extreme absence of anything relating to fun or entertainment. I can honestly say my freshman year was one of the worse years of my schooling career. Unless you do extracurricular activities, all you have is the homecoming experience. 

Introducing enjoyable events for students can simply increase the motivation levels. Mr. Chenger agreed to a meeting with the rising sophomore student reps at the end of the year. In this meeting, we talked about various topics including; recycling, spring fling, an Intermediate pep rally, a charity basketball event, an Intermediate field day, an art club and many more enthusiastic subjects. These additions can effortlessly increase the school spirit for ALL our students. 

Also, our students skip classes because they aren’t motivated- they also don’t receive any discipline. They truly don’t understand what they are learning in classes where it moves to fast. In the Intermediate High, there is only Algebra I (Academic) and no choice for honors Algebra. This does not allow the students who can easily ace academic Algebra to succeed. This also makes it harder for our teachers when everybody is learning at a different pace. The removal of the Pre-AP courses is a horrible idea that we believe the district should rethink. The excuse for taking out this course is because Pre-AP is for middle school is inaccurate according to college board. Also, all students shouldn't be expected to be prepared for AP courses because they are taking an honors class. I believe they should keep the option of this course for the students who are not ready for AP - or an AP is not available yet- but feel they can easily ace an honors course. The district is setting our students up to fail with the lack of choice for their courses.

  

This school district can be great. We have great students, educators, parents, guardians, and an amazing community to back us up. The district now is not in a good place and it starts with the LEADERS.

Further Questions asked via my Instagram poll (and CCAP poll conducted simultaneously )

What can teachers/ what do teachers do to build better relationships with students?

• “Listening to their opinions and their thoughts and just see where they’re coming from”.
• “Be more open have more conversations, not just ‘here’s a worksheet’ or ‘watch a video’”.
• “If a kid seems off just check up on them”
• “Possibly take a more personal approach when teaching us”
• “Being personable; make themselves available before and after school to talk/help” CCAP
• “Don’t be afraid to stray from the curriculum to hold needed open & honest conversations” “CCAP
• “Care. Be more passionate” CCAP
• “Spend less time having to discipline the bad kids every day” CCAP
• “Playing favorites is a big part of why teachers can’t connect with most students” CCAP 
• "They care about each and every student and take time to get to know each one of them" CCAP
• "They are doing the best they can with what they are given" CCAP

What change would you make to make it easier for you to learn?

• “Having lessons that are an easy concept to grasp and better communication form teachers”
• “I feel like we need more hands-on learning & instead of just learning out the book or comp”
• “discard CPM”
• “More academically leveled classes”
• “Teachers hearing us out on our struggles and helping us instead of belittling us and making us feel stupid”
• “Have teachers have multiple lesson plans for those who learn differently”
• “Having a fricking contract so they can worry about teaching us instead of being worried about putting food on their family’s tables” CCAP
• “Allow the teachers to truly teach the way the students & themselves are comfortable with” CCAP 

Do you have a teacher you can talk to comfortably?

• “Yes, but not more than two”
• “Mrs. Presser”
• “No”
• “Yes, Mrs. Trim or Mrs. Herman” 
• “not comfortably”
• "no" CCAP
• "Yes Mr. Curran" CCAP
• "YES ALL OF THEM" CCAP
• "Mr. Bardissi" CCAP

What Happened to the “I” in IEP?

We’ve heard time and time again from parents that special education is one of the key reasons they move their students to charter schools. In some cases it’s their student with an IEP who, due to changes in programs in CASD, no longer has the supports they need to be successful. In other cases, it’s a neurotypical student without an IEP whose education is affected by teachers who lack adequate supports to meet the needs of special education students in classrooms where they make up more than 1/3 of the student population.

One explanation we’ve heard from the district is that there is a statewide push towards full inclusion that the district is trying to meet. Not being experts in special education, we asked our guest writer to tackle this difficult topic and help us understand how IEPs are supposed to work. While their explanation shows things aren’t working properly today, there are some positive signs.

The board recently approved a dedicated special education supervisor for each building, an increase of five positions. And an independent special education audit is being conducted to show what needs to be improved. If we know what is wrong and have the experts in place to put it right, we are confident we can be a district that helps ALL students live up to their potential.

IEP. Individualized Education Program. In the text “Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders,” the authors pen a section on individualization: “A central principal of IDEA is that a student’s individual needs are the most important consideration when determining educational services. This is also true of placement. Requiring that all students with disabilities be placed in general education classrooms, therefore, is just as illegal as placing all these students in special schools” (Yell, 2013, p. 29). As a special educator, I would go farther to say that this practice does – and should not – just consume itself to those with Emotional and Behavioral disorders, though to all of our learners. With that, I’ve got to say that Coatesville, when it comes to following an IEP and taking our students’ best lives into play, ethically, academically, socially and emotionally, we have done our children wrong. 

It was the end of the 2014-2015 school year, and our special education team sat, crying in our principal’s office, trying to figure out a way around what was coming down the pike. August 2015 came, and along with it came haphazardly introduced inclusive practices that left our students that qualified for special education services, lumped in all general education classes with no direct or supplemental support, despite what their IEP stated. 

Additionally, special education teachers’ schedules required them to be in math and ELA classes to “co-teach” leaving no time for additional tasks such as resource rooms, or the ability to pull students for tests, checking in on emotional well-being and functional skills, or even finding time to pull for progress monitoring. Even more concerning, was that IEPs from the year prior still stated that students were to be in direct instruction classes. Additionally, in the PENN Data reporting section, the students’ time spent in a general versus special education setting was completely out of compliance due to this change. While most would agree to a point with Dr. Taschner’s mantra that “Special education is a service, not a location,” it becomes a big deal when students’ Individualized Education Program says otherwise, especially when the need is legitimately warranted. It becomes even more of a big deal when parents are not even notified of the change. 

In IEP meetings, which could have been months after the implementation of the new inclusionary practices, teachers were left struggling to find words to explain to parents that their child’s direct instruction time was removed, and that their student would now receive all instruction as same aged peers in all educational settings due to the district’s initiative of inclusion. 

Questions to principals about when and how parents should be contacted, or when a large meeting would be held to introduce this new initiative were replied with statements such as I’m not sure, or, We’re waiting to hear back ourselves. Yet there we were. Students with well below-grade reading levels were left to individually comprehend their 9th grade social studies text without additional support, or students with well below-grade math levels were left sitting in 8th grade CPM classes, fully included without receiving direct instruction on skills needed to function in this spiraling class. Additionally, programs like the Wilson Reading System were being phased out and not even spoken of unless parents were privy enough to specifically ask for it. 

Sadly, to this day, minimal change has occurred. At the elementary school level, in at least one school, special education teachers co-teach and rotate between 8 classes a day for approximately 30-40 minutes per rotation, with direct instruction happening in the class, or pulling a small group into the hallway. Progress monitoring is often completed whenever the teachers can find time (breakfast, lunch, etc.). At the middle school level, special education services look different depending on the school. In at least one school, resource has been built back into teachers’ schedules as an every other day class. Students of mixed abilities are in these small group classes that are scheduled during the time that peers were participating in a special such as music, physical education, or Spanish. Another school, that had enough teachers to support daily remediation, had reading and/or math intensive classes, sometimes taking away two specials for those who needed both math and reading support. At the high school level, the same occurs. Long gone are the Autistic and Emotional support classrooms, as well as the Life Skills program. There are no longer direct instruction classes for math or English/Language Arts. Special Education teachers spend their days co-teaching and have to find time during advisory or their prep to meet with students. 

You won’t find a teacher that disagrees with inclusion; however, the process in which Dr. Taschner and her administration rolled this out was completely unethical. A thought behind all of this was that students would learn from each other, and that the expectation would be that the grade level peers would assist in learning for their peers below grade level. Another idea was that grade level exposure would only benefit the students that had difficulties in respective subjects. This frame of mind looks great on paper and in a planned world, could work. The problem though, is that when all programming for students is ripped out from under them, and they are in a brand new general education learning environment, and there’s not an additional support teacher available for the student because they are pushing in to another class, and there is nowhere for them to go for help, the students may then exhibit behaviors in which impede not only their learning, but possibly the learning of their peers. This is something that as a community we have been discussing – the direct correlation between behavior and services is real. 

Coatesville, when you hear there is no programming for your kids, it’s true. And while it is also understood that “programming” (life skills, autistic support, emotional support, etc.) doesn’t fit all students in the same way, the difference is that there is a pocket of students that can be serviced and have their day differentiated in a better manner if the availability is there, and right now, the availability is nonexistent. Coatesville, our teachers are unable to best support our most vulnerable community members because of an initiative that was brought to us by this current administration without a plan. They threw it against the wall in hopes that it would stick, and it has stuck in the most negative way possible. It has stuck in the way in which students, teachers, and principals of the district continue to participate in a mass exodus. It has stuck in the way in which test scores continue to lack growth, and in some areas, decline. It has stuck in the way that vital sectioning of high school academics is being ripped out from these kids’ hands, and therefore impeding their futures. It has stuck in the way that students with social and emotional needs have little to no support in their day, and therefore impede the learning of others, and may only to be moved to a more restrictive environment where there is support, but therefore, away from their home school. 

Coatesville, we cannot stand for this, and must demand positive, ethical change from our current administration. Coming up as just a kid from Coatesville, and as a teacher who has left the district, I have committed to help better my community now from the outside, in. Please join me in making sure all of our Coatesville kids have their needs met and are given the ability to succeed.

Written by: Former CASD Special Ed Teacher 

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, etc.: Pearson.