Archives

Revised Head Start Program Performance Standards

(2016, September) | Useful to Parent Centers and early childhood programs in understanding the latest research on early childhood development, brain science, and best practices.

The Final Rule for the New Head Start Program Performance Standards was published in the Federal Register on September 6, 2016. Effective starting November 2016, the updates reflect best practices and the latest research on early childhood development and brain science. This is the first comprehensive revision of the Standards since they were originally published in 1975. To learn more, see:

Introducing the New Head Start Program Performance Standards | A collection of related resources, including a fact sheet, questions and answers, a quick summary of the new standards, and more.
http://www.acf.hhs.gov/ohs/policy

An Exciting Day For Head Start | A blog post by Head Start Director Blanca Enriquez
http://www.acf.hhs.gov/blog/2016/09/an-exciting-day-for-head-start

Presenting the New Head Start Program Performance Standards | Includes a webcast of Office of Head Start leadership introducing the new standards.
https://eclkc.ohs.acf.hhs.gov/hslc/hs/new-policy

Why Your Vote Matters

(2016, Fall) | This newsletter in English and Spanish from the PEAL Center in Pennyslvania is an excellent motivator for young people (and the rest of us!) to vote, explaining why their vote matters and what effect it can have. The newsletter also includes:

  • an Ask Cindy column for first-time voters
  • a “Voters with Disabilities Guide to Election Day”
  • accommodations for voters and how to request them
  • issues on which voters with disabilities can make a difference
  • lots of helpful tips and links for voters with disabilities.

While this newsletter is specific to the laws and voting rights in Pennsylvania, it’s a great guide that all Parent Centers can use in working with youth with disabilities and their parents when it comes to voting this fall. And that’s just around the corner!

Find the newsletter in English at the PEAL Center:
http://pealcenter.org/newsletters/Fall2016News_Final.pdf

Find the newsletter in Spanish at the PEAL Center:
http://pealcenter.org/newsletters/Fall2016News_Final_ES.pdf

Explore past newsletters from PEAL in English and Spanish:
http://pealcenter.org/services-newsletters.php

U.S. Department of Education Releases Guidance on English Learners

On September 23, 2016, the U.S. Department of Education released non-regulatory guidance to help states, districts, and schools provide effective services to improve the English language proficiency and academic achievement of English learners (ELs) through Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). The guidance is an effort to ensure that students who are English learners receive the high-quality services they need to be college and career ready.

The Administration has been releasing guidance to assist states and districts with new opportunities under ESSA. To date, the Department has released guidance for children and youth affected by homelessness as well as foster youth. In the coming weeks and months, the Department will continue to release guidance on new provisions in ESSA.

Full guidance released today can be found here.

Webinar | Reaching and Serving Students with Disabilities in Juvenile Justice

infographic saying Kids with disabilities are entering the juvenile justice system at a rate 5 times than youth in the general populationA webinar for the Parent Center Network

 

Webinar Date:
Tuesday, September 20, 2016

Hosts:
Center for Parent Information and Resources (CPIR)
The National Resources for Advocacy, Independence, Self-determination and Employment (RAISE) Technical Assistance Center

Presenters:

Kate Burdick, Esq.
Juvenile Law Center
kburdick@jlc.org
www.jlc.org

Peg Kinsell, Co-Director
RAISE Center
pkinsell@spannj.org
http://www.raisecenter.org/

Summary:

Hosted by the RAISE Center and the Center for Parent Information and Resources, this webinar  offers information and strategies for advocacy and outreach for students with disabilities in juvenile justice systems.

Kate Burdick from the Juvenile Law Center provides a policy perspective on how the Every Student Succeeds Act (ESSA) addresses this group of vulnerable students, the barriers to appropriate supports, and the challenges faced for successful reentry. PTIs and CPRCs also share their experiences and expertise in supporting these youth and their families, as well as their systems advocacy efforts, especially where their states have engaged them in the self-assessment processes outlined in the State Correctional Education Self-Assessment (SCES) found at:
https://osep.grads360.org/#communities/pdc/documents/10095

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Download the Webinar’s Slideshow Presentation

Download the webinar’s PPT (i.e., as a PowerPoint file, 1.6 MB)

Download a PDF of the webinar’s slideshow (PDF, 1.8 MB)

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Additional Resources

Handout | Reaching and Serving Students with Disabilities in Juvenile Justice
This online handout expands upon the information provided in the September 20, 2016 webinar on reaching and serving students with disabilities in juvenile justice. Here, you’ll find connections to resources from: federal agencies, centers on juvenile justice, Parent Centers, and other organizations and entities.

Search the Hub library for additional resources on juvenile justice

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Go to the Webinar Archives, to listen to and view other webinars in the CPIR series.

Ayuda para los Bebés Hasta Su Tercer Cumpleaños

A wild-haired, exuberant baby. Una bebe muy muy bella y alegre.

Actualizado, septiembre de 2016
Un recurso transferido de NICHCY

En inglés | In English

 

El nacimiento de un niño es un evento lleno de emociones que le cambiará la vida por completo. Un nuevo bebé hermoso llega a su hogar, familia, y comunidad. Es un tiempo para celebrar. Sus familiares conocen al niño y se preguntan: ¿Va a ser un futbolista, será una famosa cantante, va a descubrir la cura para el cáncer, o se convertirá en el presidente de los Estados Unidos?

¿Pero qué pasa si el bebé tiene una discapacidad? ¿Qué pasa si tiene problemas de salud? ¿Y si, a medida que pasa el tiempo, le parece que su niño no está aprendiendo o desarrollándose como los otros niños de su edad? Esta parte del nuestro sitio Web va a ayudarle a que encuentre las respuestas y personas que le puedan ayudar.

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Contactando el Programa de Intervención Temprana

¿Qué debo hacer si sospecho que mi niño tiene necesidades especiales?

Hay muchos apoyos disponibles para niños menores de tres años y niños preescolares con necesidades especiales, gracias a ley federal, el Acta para la Educación de los Individuos con Discapacidades (IDEA, por sus siglas en inglés). Los servicios para los niños bien pequeños, de nacimiento hasta el tercer cumpleaños, se llaman Intervención Temprana o Servicios de la Parte C (llamado así por donde se describe en la ley IDEA). La intervención temprana es una forma muy efectiva de ayudar a los niños a alcanzar los hitos del desarrollo o para tratar ciertas preocupaciones que pueda tener sobre el desarrollo de su niño lo más pronto posible. Para aprender más sobre estos servicios vitales, siga leyendo.

Primero, Ud. debe averiguar si su niño es elegible para recibir servicios de intervención temprana. Hay mucha gente que le puede ayudar con ésto. A contiuación encontrará información sobre cómo obtener la ayuda que Ud. necesita.

Volver al principio

¿Qué son los servicios de intervención temprana?

Son servicios para infantes y niños hasta su tercer cumpleaños, designados a identificar y tratar cualquier problema o retraso lo antes posible. Los servicios de intervención temprana se ofrecen a través de una agencia pública o privada y se prestan en diferentes lugares, ya sea en el hogar, en una clínica, en un centro de cuidado infantil cercano, en el hospital, o en el departamento de salúd local.

Los servicios de intervención temprana pueden variar desde una simple prescripción de lentes para un niño de 2 años, hasta el desarrollo de un programa completo de terapia física para un infante con parálisis cerebral.

Volver al principio

¿A quién contacto primero para recibir ayuda?

Cada estado decide cuál de sus agencias será la agencia primaria a cargo de los servicios de intervención temprana para los infantes y niños pequeños con necesidades especiales. Es posible que la persona que se contacte primero sea un especialista infantil, alguien que trabaja con la agencia primaria, o alguien de la Oficina de “Child Find” (“Identificación de Niños”) de su estado.

Para averiguar quién le puede ayudar, hable con el pediatra de su niño. Pida una referencia al programa de intervención temprana local.

Importante. Apunte los nombres y números de teléfono de todas las personas con quien hable. Esta información le puede ser útil más adelante.

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¿Qué le digo a la persona que sirve como contacto local?

Explique que Ud. cree que su niño posiblemente necesite servicios de intervención temprana y haga una cita para que se le hagan pruebas (y análisis) y una evaluación. Anote toda la información que le den.

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Sobre el Proceso de Evaluación

¿Qué son pruebas y evaluación?

Evaluación se refiere a los procedimientos utilizados para determinar si el niño es elegible para recibir servicios de intervención temprana. Pruebas (y análisis) se refiere al proceso de juntar y utilizar información sobre el desarrollo del niño y determinar qué clase de ayuda puede necesitar. Esta información puede originarse de:

  • Informes médicos;
  • Resultados de los tests o pruebas del desarrollo suministradas al niño;
  • El historial médico de su niño;
  • Observaciones y comentarios de todos los miembros del equipo multidisciplinario, incluyendo a los padres; y
  • Cualquier otra observación importante, expedientes, o los informes sobre su niño.

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¿Quién realiza la evaluación y pruebas?

Depende de las reglas de su estado. Pregúntele a la persona que sirve como contacto local. Un equipo de profesionales examinará a su niño. Este generalmente incluye a un psicólogo, un especialista infantil, y especialistas en terapia física o terapia ocupacional.

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¿Quién paga la evaluación y pruebas?

Bajo IDEA, toda evaluación y prueba se efectua sin costo alguno de las familias. La persona que sirve como contacto local le puede ayudar a informarse sobre las reglas locales.

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En el caso de que mi niño sea elegible para recibir servicios especiales, ¿tendré que pagar por éstos?

Generalmente, los servicios se proveen sin ningún gasto por parte de la familia. Es posible que Ud. tenga que pagar algunos servicios, dependiendo de las políticas de su estado. Pregúntele al contacto local de su estado. Es posible que algunos servicios puedan estar cubiertos bajo su póliza de seguro de salud, por Medicaid, o el Departamento de Servicios de Salud Indígena.

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¿Qué hace el coordinador de servicios?

Cuando se haya determinado las necesidades del niño y éste sea elegible para recibir servicios, un coordinador de servicios será asignado a la familia. Esta persona debe ser especialista en el desarrollo infantil y los métodos para ayudar a los niños con atrasos en su desarrollo. El coordinador de servicios debe conocer los servicios y las políticas de los programas de intervención temprana de su estado. Esta persona le puede ayudar a localizar otros servicios en su comunidad, tales como recreación, cuidado infantil, o grupos de apoyo para la familia.

El coordinador de servicios trabajará con su familia mientras el niño esté recibiendo servicios. El coordinador de servicios también le ayudará a planear para el futuro cuando su niño alcanzará los 3 años de edad y cambiará a los programas para niños de 3 a 5 años de edad.

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Escribiendo el IFSP

¿Qué es un IFSP?

La familia y el coordinador de servicios trabajarán con otros profesionales para desarrollar un Plan Individualizado de Servicios a la Familia (“Individualized Family Service Plan,” o IFSP). La base del IFSP es que la familia representa el mayor recurso del niño, y que las necesidades del infante están ligadas a las necesidades de su familia. La mejor forma de apoyar a los niños y responder a sus necesidades es apoyar y desarrollar los aspectos positivos de la familia. Entonces el IFSP es un plan para toda la familia, y los padres constituyen la parte más importante del equipo.

La participación de otros miembros del equipo dependerá de las necesidades del infante. Estos otros miembros del equipo pueden provenir de otras agencias, tales como personal médico, terapeutas, especialistas en el desarrollo infantil, y trabajadores sociales, entre otros.

Cada estado ha desarrollado ciertas pautas para el IFSP. Su coordinador de servicios puede explicar cuáles son éstas.

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Sobre los Grupos de Padres

¿Existe algún grupo local de padres de familia que me pueda informar sobre los servicios de intervención temprana?

Hay varios grupos de padres de familia, incluyendo:

  • Programas de entrenamiento e información para padres, que operan con fondos federales, tales como el centro en cada estado conocido como el PTI (“Parent Training and Information Center“);
  • Grupos de apoyo (tales como de Padre-a-Padre) para las familias de niños con discapacidades; y
  • Grupos interesados en una discapacidad específica, tales como las Asociaciones Unidas para la Parálisis Cerebral (United Cerebral Palsy) o la Asociación para Ciudadanos Retrasados de los Estados Unidos (The Arc).

Los grupos de padres pueden ofrecer información, apoyo, o entrenamiento para las familias de los niños con discapacidades con el fin de que los padres lleven a cabo un importante papel en ayudar a sus niños. A través de estos grupos, las familias llegan a conocer otras familias con necesidades similares para discutir fuentes de ayuda e información, problemas diarios, e ideas personales.

Su coordinador de servicios o alguien de su escuela local podría ayudarle a ponerse en contacto con grupos locales.

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Handout | Reaching and Serving Students with Disabilities in Juvenile Justice

Front of a court buildingSeptember 2016
A handout to accompany  RAISE and CPIR’s webinar on Students with Disabilities in Juvenile Justice

This handout expands upon the information provided in the September 20, 2016 webinar on reaching and serving students with disabilities in juvenile justice. Here, you’ll find connections to resources from:

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Federal Agencies First!

Office of Juvenile Justice and Delinquency Prevention
U.S. Department of Justice | OJJDP collaborates with professionals from diverse disciplines to improve juvenile justice policies and practices. It also administers a Formula Grants Program to support state and local efforts to prevent delinquency and make juvenile justice system improvements. You can find contact information for your state representatives and organizations that administer many OJJDP programs.

Correctional Education in Juvenile Justice Facilities
U.S. Department of Education | Come to this landing page at ED (linked above), and you’ll find a wealth of information to explore, including (but not limited to) such resources as:

Letter to Chief State School Officers and State Attorneys General
December 8, 2014 letter on the importance of providing high-quality correctional education.

Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings
Part of a guidance package that identifies promising practices for improving education programs in juvenile justice facilities, as well as areas in which federal legal obligations apply.

Fact Sheet on the Correctional Education Guidance Package
A 2-page brief outlining the contents of the Correctional Education Guidance Package, with quick statistics on the importance of providing education services to youth in confinement. Also available in Spanish.

Dear Colleague Letter on IDEA for Students with Disabilities in Correctional Facilities
Clarifies state and public agency obligations under IDEA to ensure the provision of FAPE to eligible students with disabilities in correctional facilities.

Dear Colleague Letter on the Civil Rights of Students in Juvenile Justice Residential Facilities
Clarifies that those juvenile justice residential facilities that receive federal funding, like all other public schools, must comply with federal civil rights laws that prohibit discrimination based on race, color, national origin, sex, religion, and disability.

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Centers on Juvenile Justice

National Center on Criminal Justice and Disability
Offers such resources as:

Pathways to Justice—Start the Conversation.
The package begins with the Pathways to Justice 4-minute video (linked below), which highlights challenges faced by people with intellectual and developmental disabilities in the criminal justice system and the need for effective disability-related training at the state and community levels. There’s a Conversation Guide (suggestions for starting the conversation with law enforcement and others) and the Pathways to Justice Model.

There is a lot more available at the National Center, of course, so it’s sure worth exploring. Among the things you’ll find are:

Juvenile Law Center
Juvenile Law Center plays a leadership role nationally and in Pennsylvania in shaping and using the law on behalf of children in the child welfare and justice systems to promote fairness, prevent harm, secure access to appropriate services, and ensure a smooth transition from adolescence to adulthood. Lots of resources and connections here, including What the Every Student Succeeds Act Means for Youth in the Juvenile Justice System.

National Juvenile Justice and Delinquency Prevention Coalition
A collaborative array of youth- and family- serving, social justice, law enforcement, corrections, and faith-based organizations, working to improve public safety by promoting fair and equitable practices and programs for youth involved or at risk of becoming involved in the juvenile and criminal justice systems. You may be wish to join the coalition and may be interested in their resources, such as: Promoting Safe Communities: Recommendations for the Administration. The 29-page report looks at the current state of juvenile justice and offers detailed  recommendations for reform.

National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC)
NDTAC serves as a national resource center to provide direct assistance to States, schools, communities, and parents seeking information on the education of children and youth who are considered neglected, delinquent, or at-risk. The education of youth involved in the juvenile justice system is a primary focus of the Center. On NDTAC’s website, you’ll find lots of information about legislation (especially Title I, Part D of the Every Student Succeeds Act), publications such as Key Considerations in Providing FAPE for Youth with Disabilities in Juvenile Justice Secure Care Facilities,  current issues, and contacts in your state.

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Resources from and for Parent Centers

Parent Centers have much to offer on the involvement of youth with disabilities in juvenile justice–and they have a need for materials they can use and share with the youth and families they serve. Any of these interest you?

Juvenile Justice Program (in MN)
This PACER Center project is a good place to find parent-friendly materials on the many facets of youth with disabilities involved in the juvenile justice system. Much of the information is specific to Minnesota, but there are numerous links to documents and tools that other Parent Centers can readily use.

O.P.E.N. Court Video Series and Resource Guide
The “O.P.E.N. Court – Orienting Young People with Exceptional Needs about Court” website provides videos for youth with disabilities and a resource guide for school personnel, families, attorneys, juvenile court personnel, and social-service professionals to engage in best practices to help young people gain the skills to navigate the process. A series of videos follow Henry, a young man with autism, who finds himself navigating the juvenile justice system. The materials are designed to help address challenges often faced by young people with intellectual or developmental disabilities who become involved in court.

What Youth Need to Know if They Are Questioned by Police:  Tips for Parents to Prepare Their Youth with a Disability.
A 2-pager from PACER Center.

Be Safe | Video and curriculum for people with autism and related disabilities
BE SAFE The Movie and BE SAFE Teaching Edition are teaching tools that include actors with autism and related disabilities showing effective ways to interact with real police officers, modeling safe words and actions. Lessons in the Companion Curriculum offer materials to reach a wide range of learners. We regret to say that these materials aren’t free, but check out the 5-minute movie trailer explaining the package, which is also available in Spanish.

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Other Resources to Consult

Juvenile Justice
Another fabulous resource page from Wrightslaw.

Get Involved: A Collection of Juvenile Justice Resources
The Annie E. Casey Foundation has been working to improve outcomes for youth involved with the juvenile justice system. Its Juvenile Detention Alternatives Initiative and work to reduce youth incarceration focus on creating systems that use proven family-oriented interventions and lock up fewer kids. Check out this collection of resources and join the Initiative.

Breaking the School-to-Prison Pipeline for Students with Disabilities
From the National Council on Disability. NCD concludes that IDEA can and should be an important part of the solution to the School-to-Prison Pipeline crisis. Thus, the recommendations in this 2015 report focus on ways to improve existing special education delivery and enforcement systems to better meet the needs of students with disabilities who risk entering the Pipeline.

Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System
This guide provides professionals with well-researched and documented facts, offers evidence-based research, highlights promising practices, and provides the Guideposts for Success for Youth Involved in the Juvenile Corrections System, in addition to pointing out areas requiring further attention by policymakers and identifying promising practices.  From NCWD/Youth.

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Who’s Who in Early Intervention

Two babies side by side, looking like they are having a conversation.Updated September 2016

How long a list of “who’s who” would you like? There are quite a few experts in the early intervention field!

In the interests of efficiency, we will give you the semi-short but to-the-point list to get you started (we apologize to all those organizations we haven’t listed here). This starter list will definitely lead you into the wider network and keep you informed in the ongoing work in early intervention.

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The Early Childhood Technical Assistance Center (ECTA Center).
http://ectacenter.org/
Your premiere choice for early intervention expertise and connection! The ECTA Center (formerly called NECTAC) supports the implementation of the early childhood provisions of the Individuals with Disabilities Education Act (IDEA). Its mission is to strengthen service systems to ensure that children with disabilities (birth through five) and their families receive and benefit from high quality, culturally appropriate, and family-centered supports and services. The center addresses this mission by working primarily with the state agencies responsible for ensuring EI services.

IDEA Infant and Toddler Coordinators Association.
http://www.ideainfanttoddler.org/
This association promotes the mutual assistance, cooperation, and exchange of information and ideas in the administration of the IDEA Infant and Toddler Program. It also provides support to the state coordinators. Be sure to check out the Orientation & Resource Manual which has been purposefully designed to help Part C Coordinators, both new and experienced, better understand and implement the early intervention strategies most beneficial to each individual and family.

CONNECT: The Center to Mobilize Early Childhood Knowledge.
http://community.fpg.unc.edu/
CONNECT offers web-based, instructional resources for faculty and other professional development providers that focus on and respond to challenges faced each day by those working with young children with disabilities and their families. The modules help build practitioners’ abilities to make evidence-based decisions. These practice-based modules are free and include video clips, activities, and handouts.

The IDEA Center for Early Childhood Data Systems (DaSy).
http://dasycenter.org/
The Center for the Individuals with Disabilities Education Act (IDEA) Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance (TA) to states to support IDEA early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.

Technical Assistance Center on Social Emotional Intervention for Young Children.
http://www.challengingbehavior.org/
TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day.

Research and Training Center (RTC) on Early Childhood Development.
http://www.puckett.org/researchtrainingcenter.php
You’ll find a wealth of information about effective early childhood intervention practices based on research on the RTC’s Web site. Great for sharing with families are the Solutions Practice Guide collections , which are focused especially on how to enrich interactions between parents and baby, make them fun, and support infant learning and development.

Center for Early Education and Development (CEED).
http://www.cehd.umn.edu/ceed/default.html
CEED’s mission is to improve developmental outcomes for children through applied research, policy, and professional development. Useful to Parent Centers are such resources as CEED’s tip sheets on infants and toddlers (e.g., Guidelines for Referral: Red Flags); preschoolers (emphasis on behavioral challenges and warning signs); and early childhood behavior.

Center on Enhancing Early Learning Outcomes
http://ceelo.org/
One of 22 comprehensive centers funded by the U.S. Department of Education,  CEELO works to strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes. CEELO works in partnership with SEAs, state and local early childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability.

The Early Childhood Personnel Center.
http://www.ecpcta.org/
The ECPC serves as a national resource on the professional development of personnel providing early intervention to infants, toddlers, and preschool children with disabilities and their families.

TRACE.
www.tracecenter.info/
TRACE stands for Tracking, Referral and Assessment Center for Excellence. The major goal of TRACE is to identify and promote the use of evidence-based practices and models for improving child find, referral, early identification, and eligibility determination for infants, toddlers, and young children with developmental delays or disabilities who are eligible for early intervention or preschool special education. Lots of great stuff here!

National Professional Development Center on Inclusion.
http://npdci.fpg.unc.edu/
NPDCI works with states to create a system of high-quality, cross-agency, accessible professional development for early childhood personnel. Its mission is to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.

Division for Early Childhood (DEC).
www.dec-sped.org/
DEC is especially for individuals who work with or on behalf of children with special needs, birth through age eight, and their families. DEC promotes polices and advances evidence-based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities. Visit DEC’s publications page to connect with (for-sale but on-point) DEC’s Recommended Practices series.

Early Intervention Family Alliance.
http://www.eifamilyalliance.org/
The EIFA is a national group of family leaders dedicated to improving outcomes for infants and toddlers with disabilities and their families. The EIFA works to assure meaningful family involvement in the development of Part C policies and their implementation at community, state and federal levels.

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Would you like to visit another page in the Early Intervention Suite of pages?

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National Child Traumatic Stress Network

Useful to Parent Centers, educators, service agencies, and families working with individuals with disabilities who have experienced trauma.

Established by the U.S. Congress in 2000 as part of the Children’s Health Act, the National Child Traumatic Stress Network (NCTSN) has grown from a collaborative network of 17 to over 150 funded and affiliate NCTSN centers located nationwide in university, hospital, and diverse community-based organizations, with thousands of national and local partners.

Mission of NCTSN |  To  raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States.

Website of NCTSN http://www.nctsn.org/

Information and Connections Offered by NCTSN | There is an enormous amount of information on NCTSN’s website for Parent Centers, families, and service providers working with traumatized children and their families. Of particular interest to Parent Centers are the following:

Types of Trauma | Extensive learning and resource sections on 13 different types of trauma (community violence, complex Ttrauma, domestic violence, early childhood trauma, medical trauma, natural disasters, neglect, physical abuse, refugee trauma, school violence, sexual abuse, terrorism, and traumatic grief).
http://www.nctsn.org/trauma-types

Resources for Parents and Caregivers (Understanding Trauma, Parents Can Help, Trauma Treatment, Resources)
http://www.nctsn.org/resources/audiences/parents-caregivers

Resources for School Personnel (such as Child Trauma Toolkit for Educators / Caja de Herramientas Para Educadores Para el Manejo de Trauma Infantil)
http://www.nctsn.org/resources/audiences/school-personnel

Resources for the Juvenile Justice System
http://www.nctsn.org/resources/topics/juvenile-justice-system

Culture and Trauma
http://www.nctsn.org/resources/topics/culture-and-trauma

Información en Español
http://www.nctsn.org/resources/audiences/Informaci%C3%B3n-en-Espa%C3%B1ol 

Learning Center for Child and Adolescent Trauma | With indepth sections for military and veteran families; service systems; podcasts; special populations (adolescents, homeless youth, refugees); clinical training.
http://learn.nctsn.org/

Empirically Supported Treatments and Promising Practices | Multiple  fact sheets offering descriptive summaries of some of the clinical treatments, mental health interventions, and other trauma-informed service approaches that the NCTSN and its various centers have developed and/or implemented as a means of promoting the network’s mission of raising the standard of care for traumatized youth and families.
http://www.nctsn.org/resources/topics/treatments-that-work/promising-practices

Buzz from the Hub | September 2016

Cute child paint using hands

Theme: Preventing Suspension and Expulsion in Early Childhood Settings

Welcome to the September 2016 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources (CPIR). This month’s Buzz focuses on resources related to the many guidances and letters being released by the U.S. Department of Education: behavior, homelessness, how to prevent young children from being suspended or expelled from early childhood settings.

All our best to you, as always,

The CPIR Team | Debra, Lisa, Nolan, and Myriam

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New Resources in the Hub on Homelessness

Here are recent additions to the Hub library, both of which pertain to assisting and serving children and families who are experiencing homelessness.

Non-Regulatory Guidance: Education for Homeless Children and Youths Program.
The U.S. Department has issued this guidance to provide states and LEAs with information to assist them in meeting their obligations to address the needs of homeless individuals and ensure educational rights and protections for homeless children and youth under the McKinney-Vento Act and under ESSA. The guidance is accompanied by a fact sheet called Supporting the Success of Homeless Children and Youths: A Fact Sheet and Tips.

Webinar | Supporting Young Children Who Are Experiencing Homelessness.
This 2016 webinar profiles the impacts on young children and families experiencing homelessness, highlights relevant laws and federal programs, and identifies strategies that have been effective in supporting the unique needs of young children and families who find themselves homeless. From the link above, you can listen to the webinar, download a PDF of the webinar slides, and download a PDF of the a summary of the webinar’s content.

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Spotlight on…Preventing Suspension and Expulsion in Early Childhood Settings

Recent data indicate that expulsions and suspensions regularly occur in preschool settings. These practices warrant immediate attention from the early childhood and education fields.

What the Feds have to say.
The U.S. Department of Health and Human Services and U.S. Department of Education jointly issued a policy statement on expulsion and suspension policies in early childhood settings. Visit the link above to read the statement, listen to the webinar series on the subject, find out what states are doing to reduce these practices, and locate your state and regional contacts in early childhood development.

Visit ECTA’s resource-loaded page.
Connect with a spectrum of resources on reducing suspension and expulsion in early childhood settings, including many more tools from the Feds.

What is the Pyramid Model? | Video
This 11-minute video will give you an overview of the Pyramid Model for Promoting the Social-Emotional Competence of Infants and Young Children, which is a framework of evidence-based early childhood teaching practices that promote social and emotional skills of all children, aim to prevent challenging behavior of children at risk of challenging behavior, and guide individualized interventions for children with persistent challenging behavior. Much more information is also available on the model from the Pyramid Model Consortium.

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Resources You Can Share with Families

Here are several resources you can share with the families you serve.

Managing Diabetes at School Playbook | In English and Spanish.
Getting back into the routine of school takes a little more preparation for kids with diabetes, but it pays off over and over as the weeks and months go by. And since kids spend nearly half their waking hours in school, reliable diabetes care during the school day really matters. From the CDC.

Sickle Cell materials in Spanish and French.
The National Center on Birth Defects and Developmental Disabilities recently translated key sickle cell fact sheets into Spanish and French. Topics include getting screened, supporting students with sickle cell disease, tips for preventing infection, and more.

Answering Frequently Asked Questions about Adapted Physical Education.
This useful guidance document developed by SHAPE America includes great information and answers to common questions about providing physical education services for students with disabilities.

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Resources Just for Parent Centers

The work that Parent Centers do covers so many topics, it’s mind-boggling. How do you keep up with such a broad range of priorities? Here are several resources you can use on topics of continuing importance.

Trauma-Informed Approach and Trauma-Specific Interventions.
SAMHSA’s 6 key principles of a trauma-informed approach and trauma-specific interventions address trauma’s consequences and facilitate healing.

CCSSO Guide for Stakeholder Engagement in ESSA.
CCSSO has released a stakeholder engagement guide, Let’s Get this Conversation Started, to help states engage with stakeholders to develop and implement their ESSA plans. Parent Centers can use this guide to partner with their state education agencies in ensuring that the voices of parents, especially parents of students with disabilities, are included in the important decisions that states make about the implementation of ESSA.

Writing a fund-raising email? Focus on these 3 things.
People receive hundreds of emails each day, and they don’t feel obligated to open your fundraising messages. As you craft your campaign think about what will make someone stop and read an email rather than delete it. Focus on 3 elements to get a donor inside your email.

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Logo of the Center for Center for Parent Information and ResourcesThe CPIR hopes that you’ve found useful and relevant resources listed in this month’s Buzz from the Hub. Please feel free to write to the editor, Lisa Küpper, at lkupper@fhi360.org to suggest the types of resources you’d like to see in the future. CPIR’s listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Debra, Myriam, Lisa, and Nolan
The CPIR Team

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This eNewsletter from the CPIR is copyright-free.
We encourage you to share it with others.

Center for Parent Information and Resources
c/o SPAN, Inc.
35 Halsey St., Fourth Floor
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http://www.parentcenterhub.org/

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Publication of this eNewsletter is made possible through Cooperative Agreement H328R130014 between OSEP and the Statewide Parent Advocacy Network (SPAN). The contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by the Center for Parent Information and Resources.

Behavior at School

Picture of a student facing the wall.

There are better strategies than this for managing problem behaviors at school.

Links updated, September 2016

Behavior at school. What a gigantic topic, for families and schools alike. NICHCY is pleased to connect you with resources for helping children with disabilities with respect to behavior at school.

School presents a unique challenge for children with behavior issues. Teachers need tools to use to help provide support and guidance.  Administrators need methods for creating a positive learning atmosphere within the entire school. Parents need information on how to work with school staff to address their child’s behavior challenges in the school setting. We’ve included resources below that, hopefully, will give teachers, schools, and families the tools they need to create safe and positive learning environments for all children, while providing the informed and positive behavior support that many students need to flourish.

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Using Positive Methods for Change

Don’t miss this quick training on behavior problems in school.
You’ll love the brief overviews on topics such as, “Behavior Problems. What’s a School to do?” Check out the fact sheets on behaviors like Oppositional Defiance Disorder (ODD), and Conduct Disorder. You’ll also find tools and handouts, model programs, and additional resources.
http://smhp.psych.ucla.edu/qf/behaviorprob_qt

Arm yourself with this knowledge and stop problem behaviors before they start.
This 65-page guide helps teachers anticipate common problems throughout the year and plan prevention and early intervention to minimize them. Suggestions provided on a monthly basis.
http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf

Play at being good: The good behavior game.
This is one fun way to involve the whole class in supporting positive behavior. Especially good for elementary students demonstrating early high-risk behavior.
http://www.colorado.edu/cspv/blueprints/promisingprograms/BPP06.html

Fair and effective discipline for all students: Best practice strategies for educators.
From the NASP Center, the National Association of School Psychologists.
http://www.naspcenter.org/factsheets/effdiscip_fs.html

Dodging the power-struggle trap: Ideas for teachers.
A conflict requires two people. If a teacher remains cool and calm, a conflict can often be avoided. This guide offers practical advice for disengaging, interrupting, and deescalating problem behavior, and gives specific examples of how to react in different scenarios.
http://www.interventioncentral.org/behavioral-interventions/challenging-students/dodging-power-struggle-trap-ideas-teachers

From the experts on positive behavior supports in schools.
From the PBIS center, this document includes (1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, (2) Effective Teaching Strategies, (3) Promoting Positive & Effective Learning Environments Classroom Checklist, (4) Effective Classroom Plan, and (5) an environmental inventory checklist.
http://www.pbis.org/common/pbisresources/tools/Lewis_additional_classroom_resources.doc

Check out Intervention Central.
The link below will take you to the Intervention Central’s Behavioral Resource page, where you’ll find a rich hub into topics such as classroom management, bully prevention, rewards and motivation, special needs, and challenging students.
http://www.interventioncentral.org/behavioral-intervention-modification

Teaching children to manage their own behavior.
What Works briefs from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) summarize effective practices for supporting children’s social-emotional development and preventing challenging behaviors. This 4-pager describes practical strategies for helping children learn to manage their own behavior and provides references to more information.
http://csefel.vanderbilt.edu/resources/wwb/wwb7.html

More of What Works.
There are plenty of other What Works briefs at CSEFEL to help teachers deal with behavior problems in the classroom. See if the long list of possibilities holds info relevant to your classroom concerns. Three example titles are: What are Children Trying to Tell Us? Assessing the Function of Their Behavior (Brief 9), Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior  (Brief 10), and Using Choice and Preference to Promote Improved Behavior (Brief 15). And they’re available in Spanish, too, on the same page!
http://csefel.vanderbilt.edu/resources/what_works.html

Just for teachers.
The link below will take you to a wealth of resources, tips, tricks, and classroom tried and true strategies to help identify and curb inappropriate behaviors.
http://specialed.about.com/od/teacherstrategies/u/forteachers.htm#s2

Download the Classroom Behavior Report Card Resource Book.
This resource book contains pre-formatted teacher and student behavior report cards, along with customized graphs, for common types of behavioral concerns in the classroom. It was designed to give teachers and other school professionals a convenient collection of forms for rating the behaviors of students in such areas of concern as physical aggression, inattention/hyperactivity, and verbal behaviors.
http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf

Create daily and weekly behavior report cards online.
http://www.interventioncentral.org/tools/behavior-report-card-generator

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Functional Behavior Assessment and Behavior Intervention Plans

FBA and BIP, for short. When students with disabilities exhibit challenging or disruptive behavior, it may be time to conduct a functional behavior analysis to find out what may be triggering the behavior, when, and why. Using information from the FBA, the student’s IEP team can develop a behavior intervention plan to support the student in school and, hopefully, keep the behavior from recurring. Learn more about FBAs and BIPs via the resources below.

The ABCs of behavior analysis.
One of the components of a functional behavior analysis (FBA) or any systematic study of behavior is to note what happened prior to the event, what the behavior looked liked, and what happened after the behavior. The acronym “ABC” in this case stands for “Antecedent, Behavior, Consequences.”
http://www.specialconnections.ku.edu/~kucrl/cgi-bin/drupal/?q=behavior_plans/functional_behavior_assessment

Practical strategies for teachers: Tools for developing behavior support plans.
http://csefel.vanderbilt.edu/resources/strategies.html#toolsplans

More on FBAs.
Visit another page in this Behavior Suite, and you’ll find lots of links to info on FBAs–how and when to conduct them, how to interpret them, what major benefits they can bring.
http://www.parentcenterhub.org/repository/behavassess#assess

More on BIPs.
Again, we recommend visiting another page in the Behavior Suite. Again, you’ll find lots of links, this time to info about BIPs.
http://www.parentcenterhub.org/repository/behavassess#plans

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Behavior and Specific Disabilities

Watch out for these behavior plan pitfalls!
This 3-page guide gives descriptions of 12 common mistakes in implementing behavior plans, then offers solutions.
www.schoolbehavior.com/Files/pitfalls.PDF

AD/HD and behavior.
If you have a student with attention-deficit/hyperactivity disorder (AD/HD), you’ll find a lot of useful info for teachers at CHADD.
http://www.chadd.org/Understanding-ADHD/For-Professionals/For-Teachers.aspx

AD/HD, impulsivity, and behavior.
The title of this article is How to Help and Support Impulsive Students.
http://specialed.about.com/od/behavioremotiona1/p/impulsive.htm

Asperger syndrome and behavior.
How to support appropriate behaviors in a student with Asperger syndrome.
http://www.behavioradvisor.com/AspergersSyndrome.html

Autism, schoolwide discipline, and individual supports for behavior.
From the Autism Society of America, published in Principal magazine in 2008.
https://www.naesp.org/resources/1/Principal/2008/M-Jp38.pdf

Autism and positive behavior supports.
http://www.autismspeaks.org/sites/default/files/section_5.pdf

Behavioral disorders and behavior plans.
Public school administrators and special educators are required to assess and evaluate the need for behavior intervention or modification plans for students with disabilities whose behavior impedes their learning or the learning of classmates. The link above will take you to an introduction to assessing negative behavior and creating interventions to correct negative behavior in the classroom.
http://www.ehow.com/how_13758_create-behavior-modification.html

Bipolar disorder/depression and behavior.
Read about accommodations for medication side-effects, sleep disturbances, impaired concentration, focus, and memory, testing, homework and more.
www.schoolbehavior.com/Files/tips_mood.pdf

Down syndrome and behavior.
This “Position Statement On the Management Of Challenging Behaviors” from the National Down Syndrome Congress (NDSC) identifies key features consistent with quality programs for the individuals with Down syndrome.
http://www.ndsccenter.org/issue-position-statements/

More on Down syndrome and behavior.
This description of behavioral challenges in people with Down syndrome comes from the National Down Syndrome Society (NDSS).
http://www.ndss.org/Resources/Wellness/Managing-Behavior/

Learning disabilities and behavior.
This article, available at LDOnline, comes from the book published by Paul H. Brookes entitled Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management.
www.ldonline.org/article/6030

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What’s the Law Require of Schools?

The Individuals with Disabilities Education Act (IDEA) has well-specified requirements of how schools must address behavior issues with respect to students with disabilities. Find out more about those requirements via the resources we’ve listed below.

Start here: How school discipline can affect a student’s placement.
All about student placement and how the discipline of students with disabilities can affect that placement.
http://www.parentcenterhub.org/repository/disciplineplacements/

What IDEA 2004 requires.
What authority do school personnel have to take disciplinary action when a student with a disability violates a code of student conduct? What obligations does the school have, especially with respect to providing services and addressing the student’s behavioral issues? All the details! From NICHCY’s training module on Key Issues in Discipline.
http://www.parentcenterhub.org/repository/disc-details/

Kids with behavior problems: What are schools required to do?
Wrightslaw answers questions from school personnel about obligations to “students who may be dangerous to us.”
www.wrightslaw.com/advoc/ltrs/behavior_obligate.htm

More on behavior problems and school discipline.
From this central topic page at Wrightslaw you have access to a multitude of useful information. Pick your pleasure!
http://www.wrightslaw.com/info/discipl.index.htm

IDEA 2004 close up: Disciplining students with disabilities.
http://www.greatschools.org/LD/school-learning/idea-2004-close-up-disciplining-students-with-disabilities.gs?content=996

The use of seclusion and restraint in public schools:  What are the legal issues?
A tidy and authoritative summary, from the Congressional Research Service.
http://www.spannj.org/information/CRS_Report_on_Legal_Issues_in_Seclusion_&_Restraints.pdf

What are states’ policies regarding seclusion and restraint?
Visit the U.S. Department of Education’s States and Territories Summary page.
http://www2.ed.gov/policy/seclusion/seclusion-state-summary.html

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November 2009
Links updated, September 2016
A legacy resource from NICHCY

Would you like to visit another page in the Behavior Suite?

If so, may these quick-jump links swiftly take you there!