William K. Bogdan, Ed.D

William K. Bogdan, Ed.D

Leadership Consultant, Hamilton County Educational Service Center (Cincinnati, OH)

[email protected]

Lessons Learned

• CEC Policy on the Prevention of and Response to Maltreatment. Before the development of this CEC policy, it was critical to view this complex issue as a systems issue, thus requiring a complex approach in which a CEC policy would serve as a basis for addressing this issue in our schools and communities today...i.e., a multi-agency, collaborative approach, based and imbedded in a multi-tiered system of supports (MTSS and PBIS foundations).
• The original CEC work related to the maltreatment of children and youth with disabilities grew from the leadership of the CEC Division for Communication, Language, and Deaf/Hard of Hearing (DCD) and was championed as an interdivisional initiative originating from the CEC Interdivisional Caucus (IDC). The lesson learned, at that time...given the opportunity to partner, CEC’s 18 divisions have the power and leadership to enact change through their collaborative and leadership efforts.
• Basically, it takes a village...both within CEC and within our schools and communities to address complex issues such as this. I think of the tenets of Collective Impact (Stanford Social Innovation Review) as a means toward a positive outcome in bringing multiple community organizations and agencies together to address a critical social issue that affects our children, youth, families and the professionals who serve them in our schools today.

Resources Developed

• CEC Policy on the Prevention of and Response to Maltreatment
  • Webpage
  • PDF

Suggested Resources

• Depending on the issue or topic, specific links may be provided related to my specific interest in a systems/leadership approach to this work.

Collaborative Areas of Interest

• Collaborative leadership responsibility in supporting an inter-agency/organizational approach to complex social issues.
• The application of a muti-tiered system of support, one that is progressive from a systems-wide approach to a specific intervention approach, depending on both a system’s need and the needs of a group or specific individual or family.
• Strategies for engaging the most appropriate partners in addressing this type of issue both within our
  schools and/or communities.