Sixty-two percent of the nation’s children are expected to be of a “minority” ethnicity by 2050. This white paper examines how our changing demographics call for a greater tolerance and understanding of varying cultural and ethnic background and looks at best practices currently in place across the country. From the Council of Professional Recognition, which oversees the credentialling of Child Development Associates (CDA).
White paper in English: http://www.cdacouncil.org/storage/documents/Diversity-WhitePaper_final.pdf
White paper in Spanish: http://www.cdacouncil.org/storage/documents/Diversidad-Un-Informe_final.pdf
La participación de los padres puede tener un fuerte impacto. Aprenda cómo conectarse con grupos que promueven la participación de los padres en la escuela.
This study, appearing in School Community Journal, investigated the effects of early intervention settings on the extent of parent involvement in IDEA Part C Infant and Toddler Programs. Results showed that provision of early intervention entirely or partially outside a family’s home were associated with minimal parent involvement. More than 50% of the parents, regardless of setting or context, were not involved in their children’s early intervention in a manner consistent with the IDEA Part C family capacity-building provision. The need for better preparation of early intervention practitioners is described.
To read the full text of the study, go to ERIC, at: http://eric.ed.gov/?id=EJ1032240
There is broad agreement among education leaders that collecting and analyzing student performance data, and using this information to target instruction more effectively, will be critical in making sure that all students can meet rigorous new standards.
Putting data to work in support of the Common Core isn’t easy. Use this collection of stories and other resources to help you with this important task.
Three transition/postsecondary centers have combined expertise to create this 2-pager of strategies and tools to help states and their stakeholder groups:
- analyze secondary transition-related data;
- identify areas for focused improvement;
- develop a plan to address the needs identified; and
- include evaluation strategies in the SSIP.
Read the information at: http://www.ndpc-sd.org/documents/SSIP_Final_11_19_13.pdf
This resource, part of the Measuring What Matters series, describes how Head Start and Early Head Start programs can use data to engage families and support each family’s progress toward the seven family outcomes of the parent-family-community engagement framework. Two helpful approaches for using family-related data are described. Available in English and in Spanish. From the National Center on Parent, Family, and Community Engagement.
Visit SchoolTube.com and connect with more than a dozen videos on how to differentiate instruction based on student data.
Schools and districts collect a lot of information about students. Empowered parents should demand to get value out of these data. Here are questions parents can ask of their school officials to ensure that their child is on track to graduate college and career ready.
This 4-page eFlyer from the National Secondary Transition Technical Assistance Center (NSTTAC) is designed to quickly connect you (and the youth and families you serve) with resources to teach student participation in the IEP meeting, academic skills, functional life skills, and so much more.
Find the flyer here: http://www.nsttac.org/sites/default/files/assets/pdf/pdf/ebps/Evidence-Based_Practice_Flyer.May2013.pdf
This module from the IRIS Center focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation.
Find the module at: http://iris.peabody.vanderbilt.edu/module/tran/#content