This brief addresses what differentiated instruction is and how it applies to teaching and learning for diverse learners. Differentiated instruction recognizes students’ varying background knowledge, readiness, language, preferences in learning, and interests, and assists teachers in knowing how to differentiate instruction given these various learning areas.
Read the brief at: http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf
A child with a disability who is younger than 18 years of age may be eligible for Supplemental Security Income (SSI). Have a look at SSA’s Child Disability Starter Kit, which includes a factsheet on the application process, a child disability interview preparation checklist and a Medical and School Worksheet.
SSI Child Disability Starter Kit (for children under age 18)
Spanish: Conjunto de materiales para iniciar la solicitud de SSI por incapacidad de un niño (para niños menores de 18 años) http://www.socialsecurity.gov/disability/SP_dib_starter_kits_child.htm
Milestones is a free online collection of videos aimed at helping parents understand grade-level expectations in grades K-5. Milestones show students demonstrating what success looks like in reading, writing and math, grade by grade.
View the videos at http://www.greatschools.org/gk/milestones/.
A webinar for the Parent Center Network
Thursday, March 5, 2015
Center for Parent Information and Resources (CPIR)
Product Development Coordinator, CPIR
Dr. Josie Badger
PEAL Center Youth Development Director
RAISE Center Co-Director
#IWantToWork Campaign Manager
Supporting youth with disabilities in becoming effective self-advocates is one of the current priorities of Parent Centers. What, exactly, does that mean, and what does it involve?
This webinar explores the resources available to help youth with disabilities build their self-advocacy skills. These include training materials that Parent Centers can use when working with youth and their families. The discussion of resources revolves around those listed in the priority page of the CPIR’s called Best Practices in Self-Advocacy Skill Building.
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Handout | Building the Self-Advocacy Skills of Youth with Disabilities: Requirements as stated in the 2015 Application Package for Parent Centers
This handout repeats the verbatim requirements stated in the Request for Proposal (RFP) published by OSEP for the 2015 competition of PTIs with respect to building the capacity of youth with disabilities to be effective self-advocates.
Download | view handout [PDF]
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Go to the Webinar Archives, to listen to and view other webinars in the CPIR series.
The web-based Family Engagement Tool (FET) guides a school team (including parents) in assessing every aspect of its family engagement programs and practices and creating and monitoring an improvement plan based on indicators of effective practice. FET’s two-year process helps the school determine needs, set priorities, develop a plan, monitor the plan, and strengthen the school community.
Access the tool at: http://www.schoolcommunitynetwork.org/FET.aspx
This Equity In Action is intended to provide educators and researchers with comprehensive information on identifying and reducing disproportionality in schools. The brief describes a data-driven process for identifying root causes as well as the driving forces (internal and external to district) of those root causes.
Read the report at: https://steinhardt.nyu.edu/scmsAdmin/media/users/ll81/Common_Causes_Brief_TAC-D.pdf
This 2013 literature review includes 95 studies on the impact of parent engagement on young children’s literacy, math, and socio-emotional skills. The authors examine the effects of various aspects of parent engagement, including parent involvement at school and schools’ and teachers’ efforts to engage parents.
The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. TOPIC 2.2: How to Use Interpreters Effectively discusses the importance of meeting with the interpreter before meeting with parents or caregivers and establishing guidelines for the interpretation process.
The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. Topic 2.1: How to use interpreters effectively, part of the FACTS and TIPS series clarifies some misconceptions about who makes a good interpreter and the difference between an interpreter and a translator.
In this document you will find tips on working with a bi-lingual interpreter including what to do before, during, and after an interpreted event. The tips are specific to simultaneous interpretation which allows people who speak different languages to hear a presentation at the same time as English language speakers.
Find Tip Sheet Working With Interpreters here.