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Every Student Succeeds Act: Advancing Equity for Children with Disabilities in Charter Schools

(July 2016) Useful to Parent Centers in understanding how the provisions in the education law, ESSA, will impact special education in the charter sector.

This presentation, by Lauren Morando Rhim, Ph.D., Executive Director of National Center for Special Education in Charter Schools, provides an overview of charter schools and their responsibilities to students with disabilities as well as a summary of provisions in the Every Student Succeeds Act that will help advance equity for students with disabilities.

This presentation is 44 minutes in length and be viewed at: https://youtu.be/-e2UreRulBc

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/ESSA-StudentswithDisabilitiesinCharterSchools.pdf  (PDF, 1.27 MB )

Every Student Succeeds Act Provisions for Foster Care Children with Disabilities

(June 2016) Useful to Parent Centers in understanding the provisions in the education law, ESSA, in reference to children in foster care.

This presentation by Kathleen McNaught, Project Director at the Legal Center for
Foster Care and Education, provides an overview of provisions in the Every Student Succeeds Act (ESSA) pertaining to children in foster care with an emphasis on foster care children with disabilities.

This presentation is 40 minutes in length and can viewed at: https://youtu.be/MpV2BE7kuzQ

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/ESSA-FosterCareProvisions.pdf (PDF, 407 KB)

Dear Colleague Letter and Resource Guide on Students with ADHD

(July 2016)

On July 26, 2016, the U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.

The guidance provides a broad overview of Section 504 and school districts’ obligations to provide educational services to students with disabilities, including students with ADHD. The guidance:

  • Explains that schools must evaluate a student when a student needs or is believed to need special education or related services.
  • Discusses the obligation to provide services based on students’ specific needs and not based on generalizations about disabilities, or ADHD, in particular. For example, the guidance makes clear that schools must not rely on the generalization that students who perform well academically cannot also be substantially limited in major life activities, such as reading, learning, writing and thinking; and that such a student can, in fact, be a person with a disability.
  • Clarifies that students who experience behavioral challenges, or present as unfocused or distractible, could have ADHD and may need an evaluation to determine their educational needs.
  • Reminds schools that they must provide parents and guardians with due process and allow them to appeal decisions regarding the identification, evaluation, or educational placement of students with disabilities, including students with ADHD.

The Department also released Know Your Rights: Students with ADHD (PDF, 180 KB) which provides a brief overview of schools’ obligations to students with ADHD.

Read the complete letter and guidance at: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf (PDF, 955 KB)

Every Student Succeeds Act (ESSA) Provisions for Juvenile Justice-Involved Youth with Disabilities

(June 2016) | Useful to Parent Centers in understanding the changes in the education law, ESSA, in reference to youth involved in the juvenile justice system.

This presentation by Kate Burdick, Juvenile Law Center & Legal Center for Youth Justice and Education, provides an overview of important provisions in the Every Student Succeeds Act regarding youth involved in the juvenile justice system.

This presentation is 24 minutes in length and can viewed at:  https://youtu.be/x_s6NG-UJqs

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/ESSA-JJprovisions.pdf (PDF, 1.23 MB)

Every Student Succeeds Act Provisions Regarding Homeless Children and Youth: Implications for Students with Disabilities

(2016) | Useful to Parent Centers when working with homeless youth and their families.

This presentation provides information on important provisions of the Every Student Succeeds Act (ESSA) for homeless children and youth that impact students with disabilities.

Presented by Patricia Julianelle, Director of State Projects and Legal Affairs for the National Association for the Education of Homeless Children and Youth (NAEHCY).

This presentation is 26 minutes in length and can be viewed at: https://youtu.be/ruT27kS5Yfw

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/HomelessChildrenYouth.pdf (PDF, 513 KB)

Every Student Succeeds Act: Students with the Most Significant Cognitive Disabilities

(2016) | Useful to Parent Centers in understanding how ESSA differs from NCLB on alternate assessments, standards,  and alternate diplomas.

This presentation provides an overview of the Every Student Succeeds Act provisions regarding Alternate Assessments on Alternate Academic Achievement Standards for students with the most significant cognitive disabilities.

Presented by Ricki Sabia, Senior Education Policy Advisor for the National Down Syndrome Congress.

The presentation is 14 minutes in length and be viewed at: https://youtu.be/xmTBeaTysmQ

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/ESSA-AlternateAssessmentProvisions.pdf (PDF, 1.21 MB)

 

 

History of the Inclusion of Students with Disabilities in Assessments

(June 2016) | Useful to Parent Centers in understanding how inclusion practices have changed over the past 50 years and to reflect on how reauthorization of IDEA will build on the new education law, ESSA.

In this presentation Dr. Martha Thurlow, Executive Director of the National Center on Educational Outcomes (NCEO) traces the history of the inclusion of students with disabilities in large-scale assessments over the past few decades. The presentation is 36 minutes in length.

Recording of the presentation available at: https://youtu.be/YTJ0PZ5MV-c

PowerPoint presentation available at: http://www.advocacyinstitute.org/ESSA/ThurlowAssessmentHistory.pdf (PDF, 1.2 MB)

Accessing the Dream: Preparing Deaf-Blind Youth for a Self-Determined Life

(June 2016) Useful to Parent Centers, schools, and families in supporting early learning of self-determination skills and planning for life after high school.

All young adults who are deaf-blind need extensive transition planning and services in order to experience success in adult life. Transition Institutes have historically sought to bring together young adults and their families to build skills and provide training in the pursuit of better personal transition outcomes. These institutes are a collaborative effort across 21 State Deaf-Blind Projects over a span of 10 years. The energy of the 2012 and 2015 Transition Institutes provided opportunities to capture interviews with youth, families, and service providers to share their perspectives on the experience of transition.

This video product is based on the Taxonomy for Transition Programming developed by Paula D. Kohler, Ph.D. The video chapters offer insight and understanding based on foundational best practices in transition planning: Student-Focused Planning, Student Development, Interagency Collaboration, Program Structure, and Family Involvement.

View the collection of videos at: https://nationaldb.org/pages/show/accessing-the-dream-preparing-deaf-blind-youth-for-a-self-determined-life

 

 

Buzz from the Hub | July 2016

Image of the earth next to a computer and mouseTheme: Tools for Your Website

Welcome to the July 2016 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources (CPIR). This month’s Buzz focuses on ESSA as well as tools you can use to keep your website strong, accessible, and easy to use. So we hope the resources below help!

All our best to you, as always,

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

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See other issues of the Buzz

Comment on Department’s Proposed Regulations for ESSA?

The U.S. Department of Education has issued two Notices of Proposed Rulemaking (NPRM) to implement provisions in the Every Student Succeeds Act (ESSA). Care to comment on these draft regulations?

NPRM on accountability, state plans, and data reporting
Fact sheet on the proposed changes
Comments period ends: August 1, 2016
Where to email your comments | At the NPRM link above, you’ll see a green box (to the right) that says “Submit a Formal Comment.”

NPRM on ESSA innovative assessment demonstration authority
Fact sheet on the proposal changes (see 2nd half of the fact sheet)
Comment period ends: September 9, 2016
Where to email your comments | At the link above, you’ll see a green box (to the right) that says “Submit a Formal Comment.”

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New Resources in the Hub on Stakeholder Engagement in ESSA

Here are several recent additions to the Hub library, all of which pertain stakeholder engagement in the Every Student Succeeds Act (ESSA), the latest reauthorization of our nation’s general education law.

What ESSA Requires.
Parent and family engagement and consultation have always been a key piece of this powerful law. This brief provides advocates with a full overview of ESSA’s requirements (and opportunities) for parent, family, and community engagement.

How to engage stakeholders in ESSA.
This resource from the Coalition for Community Schools outlines best practices for engaging stakeholders (including families and organizations representing families) in how ESSA is implemented at the state and local levels. Share with your local and state ESSA decision makers!

Let’s include the Early Learning Community.
The purpose of this Dear Colleague letter from the U. S. Department of Education is to highlight the importance and utility of stakeholder engagement as States and local school districts transition to and, eventually, implement the ESSA, and to provide guidance, resources, and examples of stakeholder engagement for States and districts to consider.

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Spotlight on…Tools for Your Website

Is your website one of your Center’s most valuable assets for reaching families and professionals? We’re sure it is—and we also know how challenging it can be to keep a website up to date, accessible, and organized so that information is easy to find. Here are several resources you might find useful in tackling a job that’s just plain never done.

Checking for broken links.
Broken links are the bane of every person who ever traveled the web. If you’re responsible for the links on your Center’s website, here’s a handy tool for finding the ones that don’t work anymore (curses!).

Keeping your site accessible.
There are lots of web accessibility checkers, but this one’s easy to understand and use. Enter a website or webpage’s URL into AChecker. The software produces a report of all accessibility problems (known, likely, and potential). You may not know enough to fix what’s identified, but hopefully your website manager or consultant will.

Put an Accessibility Statement on your site.
Need examples that show the types of information you might include in your Center’s accessibility statement? Here are 3 “models,” chosen because they include different information: at the PEAK Parent Center, the U.S. Department of Agriculture, and Grinnell College.

Why your nonprofit website needs a privacy policy (and what to include).
The title pretty much says it all.

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Resources You Can Share with Families

Building parent power is hard, dedicated work. Here are several resources you can share with the families you serve.

What’s going on in there (our kids’ brains)?
Brain science sheds light on what’s going on inside our kids’ heads, preschool to 8th grade.

42 simple ways to raise an empathetic kid.
Children are born with the capacity for empathy, it must be nurtured, and that takes commitment and relentless, deliberate action every day and can’t be left to chance.

Summer and sensory processing issues.
Does your son or daughter have sensory processing issues? Here are tips on how to help your child stay comfortable in what can be overstimulating outdoor activities.

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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.

Working with Military Installations: Tools and Tips for Parent Center Staff.
Interested in providing services on military installations in your state? This toolkit from the Branch RPTAC is for you.

New regulations for WIOA.
On June 30, the U.S. Departments of Labor and Education made available to the public the final rules to implement the Workforce Innovation and Opportunity Act (WIOA). The new law and regulations include changes to the Rehabilitative Services Act that affect competitive integrated employment, employment outcome, and limitations on the use of subminimum wage (section 511), transition services (including pre-employment transition services and supported employment for youth with disabilities).

State Determinations 2016.
The Office of Special Education and Rehabilitative Services released State determinations on implementation of IDEA for Part B and Part C for fiscal year 2014. The determinations are part of the ongoing efforts to improve education for America’s 7 million children with disabilities. Find out the determinations for each state and the required actions for states not meeting requirements.

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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, Indira, Lisa, and Myriam
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
Newark, NJ 07102
http://www.parentcenterhub.org/

Subscribe to the Buzz from the Hub.
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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.

Definitions Key to the Parent Center Data Collection Form

Updated July 2016

The data collection form that Parent Centers use to report on their work was revised in January 2015 and has remained virtually unchanged for the 2016 program year. This page provides definitions of key terms, so that PTIs and CPRCs will have a common understanding of the data they need to record and report for this program year (October 1, 2015 to September 30, 2016). For your convenience, we’ve created this online list of the definitions of terms used in the data collection form.

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ALPHABETICAL KEY TO PARENT CENTER DATA COLLECTION FORM

 

Terms Used in Sections I, II, and IV

Due process hearings attended (used in Section IV.A3)
Includes attendance to support parents and students at the hearing that is conducted by a due process hearing officer.

Emails/Texts and other electronic modes (used in Sections I.B1c, I.B2c, I.B3c)
Count number of contacts using email or other electronic modes (e.g., text messages, Facebook messages, etc.) specifically for one-to-one individual assistance. Do not include mass e-mails that are for disseminating resources or for outreach activities.

Facilitated IEP meetings attended  (used in Section IV.A2)
Only include IEP meetings that are facilitated by a neutral third party. Do not include IEP meetings that do not meet this description.

IFSP/IEP/504 Plan meetings attended (used in Section IV.A1)
Meetings to support parents and/or students in developing, reviewing, and revising an individual’s IFSP, IEP, or 504 Plan. Include: initial, review/revision, annual, and 3-year re-evaluation meetings. Does not include Facilitated IEP meetings. Facilitated IEP meetings are reported in IV.A2.

In-person meetings (used in Sections I.B1d, I.B2d, I.B3d)
= when a parent center representative meets with individuals in-person for the purpose of providing individual assistance related to a specific child or family. Include the # of individuals who attended the meetings you also report under Section IV.A. Meeting locations may be: the parent center office, the parent’s home (includes “homeless” location or other “home” location), school site, church, coffee shop, restaurant, or other community setting.

In-person trainings  (used in Sections I.A1, I.A3, I.A5)
Count # of people attending trainings presented face to face by the parent center rep (e.g., trainings, workshops, conferences, institutes, forums, etc. that are funded, in whole or in part, by the parent center project). Count attendees based on a visual count, sign-in sheets, registration lists, etc.

Attendees should be counted once for each training attended.

For multi-session events (e.g., conferences or institutes) count attendees in each session that parent center presented.

When presenting multiple sessions at a conference, institute, forum, etc., count individuals who attended each separate session presented.

Count is duplicative (i.e., the same individual may have attended multiple parent center in-person trainings).

Individual assistance (used in Section I.B)
Count # of contacts in one-to-one or small-group settings focused on providing help for a specific infant, toddler, child, youth, or family. Individual assistance includes contacts when the purpose is to provide information, provide referrals to resources, review records, and help individuals prepare for child-specific meetings. It also includes supporting individuals at child-specific meetings.

Count each time an individual assistance contact is made.

Number is duplicative (i.e., the same individual may have had multiple contacts with the parent center).

Letters (used in Sections I.B1b, I.B2b, I.B3b)
Written correspondence regarding provision of individual assistance sent or received by parent center via hand delivery (e.g., delivered by hand or by U.S.P.S or other mail carrier).

Local/community-level systems (used in Section IV.1)
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) within a community, county, school district, municipality, or other governmental unit that is smaller than statewide.

Manifestation determination meetings (used in Section IV.A4)
Includes attendance to support parents and students at each manifestation determination meeting.

Mediations attended (used in Section IV.A5) 
Count attendance to support parents and students at a mediation session conducted by a qualified and impartial mediator to resolve a disagreement between a parent and a public agency.

Meetings attended (used in Sections IV.A, IV.B)
Count every individual meeting attended where the parent center representative’s participation is funded, in whole or in part, by the parent center project. Example 1: It may take 4 meetings to complete an IEP, staff attended all 4 meetings, count as 4 meetings. Example 2: A State Special Education Advisory Council meets monthly, count each of the 12 meetings.

National/federal level systems (used in Section IV.B3) 
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) and are national in scope.

Parent (used in Sections I.A1, I.A2, I.B, II, III.D, IV.A)
Biological or adoptive parent of a child; foster parent; guardian; individual acting in the place of a guardian or adoptive parent (grandparent, stepparent, or other relative with whom the child lives); surrogate parent; other family members (such as sibling, other relative), parent advocates (who are unpaid IEP partners, parent mentors, etc.).

If someone is both a parent of a child with a disability & a professional/other, count them as a parent.

Phone call (used in Sections I.B1a, I.B2a, I.B3a)
Each individual telephone call to an individual or received from an individual related to providing individual assistance. Do not count text messages here; count text messages under “Emails/Texts and other electronic modes.”

Professionals/others (used in Sections I.A3, I.A4, I.B2)
Includes anyone who is not the “parent” or “student” such as: special education and general education school staff, principals, administrators, related services personnel, board members, providers, disability agencies and organizations, medical personnel, other types of providers, attorneys and other professional advocates (paid), etc.

If someone is both a parent of a child with a disability and a professional/other, count them as a parent.

Resolution meetings (used in Section IV.A6)
Includes attendance to support parents and students in resolution meetings that are required to be held when a parent has requested a due process hearing.

State level systems (used in Section IV.B2)
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) through a state or territory.

Student (used in Sections I.A5, I.A6, I.B3)
Count children, youth, and young adults with disabilities who have not aged out of Part B education services.

Suspension/expulsion hearings attended (used in Section IV.A7)
Includes hearings attended by parent center representatives to support parents and students in suspension and expulsion hearings.

Unduplicated number of parents served (used in Section II)
Count only the actual number of individual parents served during the reporting period for whom you have contact information (e.g., phone number, address). The same parent may have participated in a number of workshops and received individual assistance multiple times; but for this data point, count each parent only one time. Example: If Jane Smith attended 5 trainings, called the center 10 times, and was supported in 1 IEP meeting and 1 mediation, she would only be counted as one (1) parent served.

Virtual trainings (used in Sections I.A2, I.A4, I.A6)
Parent center presentations delivered using methods that are not in-person and that are funded, in whole or in part, by the parent center project, including:

Training using live web or phone conferencing technology or other live electronic methods;

Training delivered via access to parent center presentation materials (e.g., recordings of webinars, phone conferences, print versions of trainings, on-lined self-paced trainings, etc.) available via parent center’s website, mail, e-mail, or other methods used to reach parents that are not in-person.

The data worksheet asks for a count of people who attended such virtual trainings. Count attendees based on:

Registrations received for the virtual event, number of participants seen on the webinar attendance list during the conference, on roll call, or in conference log for phone conference.

Number of electronic training files/materials (DVDs, workbooks, etc.) mailed or emailed.

Number of pageviews reported in web analytics for on-line trainings (recordings, powerpoints, modules, etc.)

Number is duplicative (i.e., the same individual may have attended multiple parent center virtual trainings). Individuals should be counted once for each virtual training attended.

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Terms Used in Section III (Demographic Information)

 

A. Federal Disability Categories

Unless otherwise noted, the definitions of each term in IDEA can be found at:
http://www.parentcenterhub.org/repository/partb-subparta/#300.8

Autism  (used in Section III.A1) | As defined in IDEA.

Deaf-Blindness (used in Section III.A2) | As defined in IDEA.

Deafness  (used in Section III.A3) | As defined in IDEA.

Hearing Impairment (used in Section III.A4) | As defined in IDEA.

Developmental Delay (early childhood) (used in Section III.A5) | As defined in IDEA.

Emotional Disturbance (used in Section III.A6) | As defined in IDEA.

Intellectual Disability (used in Section III. A7)  As defined in IDEA.

Multiple Disabilities (used in Section III. A8)
Please note that a child who has more than one disability is not included as a child with multiple disabilities. Please only include in the category of “Multiple Disabilities” those children who have been identified as meeting the definition of “multiple disabilities” as defined in IDEA.

Orthopedic Impairment (physical) (used in Section III.A9) | As defined in IDEA.

Other Health Impairment (used in Section III.A10) | As defined in IDEA.

Specific Learning Disability (used in Section III.A11) | As defined in IDEA.

Speech or Language Impairment (used in Section III.A12 ) | As defined in IDEA.

Traumatic Brain Injury (used in Section III.A13) | As defined in IDEA.

Visual Impairment including Blindness (used in Section III.A14)  As defined in IDEA.

Children who may be inappropriately identified (used in Section III.A15)
Include in the category the number of families who contacted you for individual assistance who have a child who may have been inappropriately identified as being a child with a disability due to lack of appropriate instruction in reading or math, cultural factors, environmental or economic disadvantage, or limited English proficiency.

Children where a disability is suspected or not yet identified (used in Section III.A16)
The number of families who contacted you for individual assistance who have a child who is suspected of having a disability but who has not yet been identified as having a specific disability or who has not yet been identified as having a disability to determine eligibility for IDEA.

Disability not disclosed (used in Section III.A17)
The number of families who contacted you for individual assistance who chose not to disclose their child’s disability status.

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B. Ethnicity Definitions

Hispanic or Latino (used in III.C)
A Latino or Hispanic person is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

Undisclosed (used in III.C)
A person who declines to disclose his or her ethnicity.

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B. Race Definitions

African-American/Black (used in III.C)
A person having origins in any of the Black racial groups of Africa. It includes people who indicate their race as “Black” or “African American” or use a term such as Kenyan, Nigerian, or Haitian.

American Indian/Native American/Alaskan Native (used in III.C)
A person having origins in any of the original peoples of North and South America (including Central America) and who maintain tribal affiliation or community attachment.

Asian  (used in III.C)
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Indonesia, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. It includes “Asian Indian,” “Chinese,” “Filipino,” “Korean,” “Japanese,” “Vietnamese,” and “Other Asian.”

Caucasian/White (used in III.C)
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. It includes people who indicate their race as “White” or use a term such as Irish, German, English, Scottish, Italian, Lebanese, Near Easterner, Arab, or Polish.

Native Hawaiian/Pacific Islander (used in III.C)
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. It includes people who indicate their race as “Native Hawaiian,” “Guamanian or Chamorro,” “Samoan,” and “Other Pacific Islander.”

Two or more races (used in III.C)
A person identifying as being multi-racial, inter-racial, or mixed race.

Undisclosed (used in III.C)
A person who declines to disclose his or her race.

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Terms Used in Section V (Outreach and Dissemination)

Exhibits, poster sessions, resource fairs—events attended (used in V.A4)
Count the number of events attended by parent center representatives who are funded, in whole or in part, by the parent center project.

Exhibits, poster sessions, resource fairs—materials disseminated (used in V.A3 )
# of materials disseminated at activities or events (not including events counted as “trainings”) where parent center publications, products, or promotional items are handed out or picked up by individuals. Events may be information tables, conference exhibits, poster session presentations, etc. Materials distributed are funded, in whole or in part, by the parent center project.

Materials disseminated (used in V.A3) 
Count number of publications (fact sheets, brochures, etc.), products (CDs, DVDs, flash drives, etc.), and promotional items (bookmarks, business cards, logo items like key rings or can openers) given to or taken by event participants.

Media events held (used in V.A6)
An event or activity that exists for the sole purpose of media publicity. It may also include any event that is covered in the mass media or was hosted largely with the media in mind. This number should not include trainings, workshops, or conferences.

Newsletters disseminated (used in V.A1)

Count the total number of parent center periodicals distributed (print or on-line newsletters, magazines, e-newsletters, etc.).

Count print periodicals mailed or handed out.

Count number of subscribers or recipients of newsletters sent via e-mail.

Count number of pageviews of newsletters posted on parent center’s website.

 Social media reach (used in V.A2)
The total number of people you were able to reach across all of your various social media networks. Use data from parent center’s social media accounts/pages, including Facebook, LinkedIn, Twitter, Google+, and other social networking platforms. Count includes number of followers, connections, “Likes,” members, etc.

Website page views (used in V.A5) 
Count the number of pageviews. A pageview is each time a visitor views a page on your website, regardless of how many hits are generated. This is not the same as “hits.” These data are generated by your web analytics program.

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