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How to Share Data Effectively: Tips for Administrators, Teachers, and Families

This set of tip sheets from the Harvard Family Research Project helps administrators, teachers, and families determine the best ways to share student data in meaningful ways, on a regular basis, to strengthen family–school partnerships and promote student learning. The tip sheets include examples of data-sharing practices that illustrate how administrators, teachers, and families can adopt a data-driven approach to supporting student learning. Designed to be used either individually or as a set, the tip sheets allow educators and families to approach conversations about student data with shared expectations about what each of them is prepared to discuss. This understanding helps increase their ability to work together to improve children’s educational outcomes.

Tips for Administrators, Teachers, and Families: How to Share Data Effectively

Buzz from the Hub | October 2014

autumn-leavesWelcome to October’s Buzz from the Hub, the newsletter of the Center for Parent Information and Resources—the CPIR. We are proud to serve as the central source of information and connection for the Parent Center network! Here’s the latest (non)spooky Buzz.

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New Resources in the Hub

What’s new in the resource library? Here are several newbies.

The state of learning disabilities: Facts, trends, and emerging issues.
The State of Learning Disabilities report captures data about the 5% of the nation’s school-age population whose learning disabilities have been formally identified. It also provides a critical lens through which to understand and address the needs of the additional 15% or more of students with unidentified and unaddressed learning and attention issues. From NCLD.

Writing for the web.
Revamping your website? Adding new information? Keep these how-to tips in mind, because people don’t read on the Web—they skim and scan. The way in which you present the information can really help visitors find what they’re looking for.

Fact sheet on the educational rights of immigrant children.
This fact sheet from the U.S. Department of Education provides information to help families, parent centers, advocates, and education leaders better understand the responsibilities of States and local educational agencies in connection with immigrant students and the existing resources available to help educate them— including children who recently arrived in the United States.

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Spotlight on… Transition Planning and Youth

Secondary transition: Helping students with disabilities plan for post-high school settings.
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.

The Transition Suite is sweet!
Don’t forget about NICHCY’s legacy Transition Suite, available now and freshly updated at the Hub. There are 9 pages on transition to adulthood, including Students Get Involved! And for Spanish-speaking families, there’s Transición a la Vida Adulta.

Evidence-based transition practices.
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. Nicely done, NSTTAC!

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Resources You Can Share with Families

This section of the newsletter identifies useful resources that you might share with families or mention in your own news bulletins.

Love, talk, play.
The “Love. Talk. Play.” campaign in Washington State aims to surround parents of children birth to age 3 with simple messages about three key things all parents can and need to be doing with their children every day: love, talk, and play. Activities and fun facts are also available in Spanish. There’s even a poster available in other languages.

Inclusive physical education.
Have questions about how best to include children with disabilities in physical education? This article will help teachers, coaches, and families consider the factors that can affect a pupil’s ability to participate in physical education activities, as well as recognize how physical education activities can be adapted to better suit the student.

What every parent should be asking about education 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.

Evidence-based practices for those with autism spectrum disorder.
This 2014 review of the literature identifies 27 effective practices for children and youth with ASD. Also check out the wealth of fact sheets on evidence-based ASD practices.

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Resources Just for Parent Centers

This section of the CPIR’s newsletter focuses on the many priority areas that Parent Centers have, with a special emphasis on the 14 topics that OSEP has identified as important for Parent Centers and the CPIR to address. Each month we’ll feature resources that can help you tackle the challenges in one or more of these priority areas. Can you guess what priority we’re spotlighting this month? Yes—-spotlight on “Using Data.”

How to share data effectively: Tips for administrators, teachers, and families.
These tip sheets can help administrators, teachers, and families identify the best ways to share student data in meaningful ways, on a regular basis, to strengthen family-school partnerships and promote student learning.

Videos on differentiated instruction.
Visit SchoolTube.com and connect with more than a dozen videos on how to differentiate instruction based on student data.

Measuring What Matters series: Using data to support family progress.
This resource comes from the National Center on Parent, Family, and Community Engagement. It 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 PFCE framework. Two helpful approaches for using family-related data are described. Also available in Spanish.

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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.

Our very best to you,

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.

OCR Guidance to Schools on the Bullying of Students with Disabilities

This guidance, issued on October 21, 2014 by the Office for Civil Rights at the U.S. Department of Education, addresses the bullying of students with disabilities. The guidance is in the form of a letter to educators detailing public schools’ responsibilities under Section 504 of the Rehabilitation Act and Title II of Americans with Disabilities Act regarding the bullying of students with disabilities.

If a student with a disability is being bullied, federal law requires schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and prevent it from recurring. The guidance provides an overview of the federal protections for students with disabilities in schools, then elaborates on the elements of a disability-based harrassment violation and a FAPE violation. It discusses how OCR generally analyzes complaints involving bullying of students with disabilities on each of these bases, then concludes with a series of hypothetical examples.

Description of the guidance, with links to other guidances on bullying and fact sheets in English and Spanish | | http://www.ed.gov/news/press-releases/bullying-students-disabilities-addressed-guidance-america%E2%80%99s-schools

Guidance (13 pages) | http://www2.ed.gov/about/offices/list/ocr/letters/colleague-bullying-201410.pdf

Culture Counts: Engaging Black and Latino Parents of Young Children in Family Support Programs

This report provides an overview of family support programs and aims to identify the features and strategies that may be most effective for reaching and engaging black and Latino families, with the ultimate goal of supporting young children’s development.

Find the report, Culture Counts: Engaging Black and Latino Parents of Young Children in Family Support Programs at:  http://www.childtrends.org/wp-content/uploads/2014/10/2014-44BCultureCountsFullReport.pdf

Questions & Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments

This guidance document is intended to help states and LEAs understand how Part B of the IDEA and Titles I and III of the ESEA address the inclusion of English learners with disabilities in annual state assessments of English language proficiency (ELP) required  under ESEA. The Office of Elementary and Secondary Education (OESE) administers the ESEA and the Office of Special Education and Rehabilitative Services (OSERS) administers Part B of IDEA. OESE and OSERS jointly issue this guidance.

Cover Letter:
Word (203KB) | PDF (216KB)

Q&A:
Word (250KB) | PDF (94KB)

The State of Learning Disabilities: Facts, Trends and Emerging Issues

The updated and expanded third edition of NCLD’s The State of Learning Disabilities report captures data about the 5%  of our nation’s school-age population whose learning disabilities (LD) have been formally identified, and provides a critical lens through which to understand and address the needs of the additional 15% or more of students with unidentified and unaddressed learning and attention issues.

This report is an essential resource for anyone who is concerned about the 1 in 5 children, adolescents and adults who are impacted by learning and attention issues, whether in school, at home, and or in the workplace.

Find The State of Learning Disabilities at:
http://www.ncld.org/types-learning-disabilities/what-is-ld/state-of-learning-disabilities

 

Moving Your Numbers: Using Assessment and Accountability to Increase Performance for Students with Disabilities as Part of District-Wide Improvement

Moving Your Numbers identifies six essential practices that may be in place to improve the performance of students with disabilities. Evidence suggests that these six practices are associated with higher student achievement. These practices are:

  • use data well
  • focus your goals
  • select and implement shared instructional practices (individually and collectively)
  • implement deeply
  • monitor and provide feedback and support
  • inquire and learn

There are multiple versions of this guide, each tailored to a specific audience of users, such as parent/family, administrator, and teacher.  Read or download the guide of your choice (and other resources) at:

http://movingyournumbers.org/tools-and-resources/myn-downloadable-resources

Module 3: Pre-Referral and Referral Activities

Title slide for Module 3September 2014
A legacy training module from NICHCY

Every State’s early intervention system must include a child find system that ensures that all infants and toddlers with disabilities eligible for EI services are identified, located, and evaluated. That’s quite a sweeping obligation.

This module takes a detailed look at what the Part C regulations require in terms of the  activities States must carry out as part of their “child find” obligations. Module 3 provides trainers with:

  • 1 slideshow presentation about pre-referral and referral activities;
  • a separate, “concluding” slideshow that can be used to review;
  • a trainer’s guide explaining all the content;
  • Speaker Notes for both slideshows; and
  • 2 handouts and 1 activity sheet for participants.

Please help yourself! Download the components you need to learn on your own and/or to train others about pre-referral and referral activities in Part C.

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Files You’ll Need to Download

Trainer’s Guide | The trainer’s guide to Module 3 focuses on the content emphasized in the module—namely,  conducting a public awareness program, setting up a referral system, and maintaining a Central Directory. Moving slide by slide, the trainer’s guide provides images of each slide, instructions for how to operate the slide (e.g., when to click to reveal more of the slide or to advance to the next slide), and an explanation of the content on the slide. The trainer’s guide is available in two formats, for your convenience:

PDF | Trainer’s Guide for Module 3 (66 pages)

Word | Trainer’s Guide for Module 3 (for accessibility)

Slideshow | The main slideshow for Module 3 has 18 slides in total. So does the Jeopardy-style review slideshow (optional concluding activity). Both are provided as a PowerPoint Show. Download the file sto your computer. As a SHOW, each slideshow will automatically launch when you open the file. They will then operate as described in the Trainer’s Guide.

Slideshow for Module 3

Slideshow for Jeopardy-style Review (optional)

Speaker Notes | We know from experience that many trainers find it helpful to have Speaker Notes of the slideshow. The Speaker Notes show each slide picture with blank lines beneath (for taking notes). Use the Speaker Notes for your own planning (it’s in Word, so you can add your own notes where the blank lines are) or share it with participants for their own taking of notes.

Speaker Notes of the slides in Module 3 | in Word

Speaker Notes of the slideshow for the Jeopardy-style review | in Word

Pictures of individual slides in Module 3 | in PDF

Handouts  and Activity Sheets for Participants | Module 3 comes with 2 handouts and 1 activity sheet for participants. Each is provided in PDF and Word formats. The PDF is designed to share with participants. The Word version is made available for those participants who need or request accessible materials.

Handout  4 | Comprehensive Child Find System  (IDEA’s verbatim regulations)

~~ Handout 4 in PDF
~~ Handout 4 in Word (for accessibility)

Handout  5 | Public Awareness and the Central Directory (IDEA’s verbatim regulations)

~~ Handout 5 in PDF
~~ Handout 5 in Word (for accessibility)

Activity Sheet 10 | How Many Places and People Can You Name?

~~ Activity Sheet 10 in PDF
~~ Activity Sheet 10 in Word (for accessibility)

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And there you have it, Module 4 on the pre-referral and referral activities that States must conduct in Part C. We wish you good luck with all your trainings!

 

Module 5: Procedures for IFSP Development, Review, and Evaluation

Title slide in Module 5September 2014
A legacy training module from NICHCY

Every child receiving early intervention services under Part C of IDEA must have an IFSP—an individualized family service plan.

This module takes a detailed look at what the Part C regulations require in terms of the procedures used to develop, review, and evaluate a child’s IFSP. Module 5 includes:

  • 1 slideshow presentation;
  • a trainer’s guide explaining all the content;
  • a Speaker Notes version of the slideshow; and
  • 1 handout and 2 activity sheets for participants.

Please help yourself! Download the components you need to learn on your own and/or to train others on how IFSPs are developed, reviewed, and revised; who is involved; and what procedures are required, including use of the child’s and family’s native language.

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Files You’ll Need to Download

Trainer’s Guide | The trainer’s guide to Module 5 focuses on the content emphasized in the module—namely, an overview of the procedures that lead agencies and early intervention providers must follow when a baby or toddler’s IFSP is developed, reviewed, and evaluated. Moving slide by slide, the trainer’s guide provides images of each slide, instructions for how to operate the slide (e.g., when to click to reveal more of the slide or to advance to the next slide), and an explanation of the content on the slide. The trainer’s guide is available in two formats, for your convenience:

PDF | Trainer’s Guide for Module 5 (34 pages)

Word | Trainer’s Guide for Module 5 (for accessibility)

Slideshow | The slideshow for Module 5 has 11 slides in total. The file is provided as a PowerPoint Show. Download the file to your computer. As a SHOW, the slideshow will automatically launch when you open the file. It will then operate as described in the Trainer’s Guide.

Slideshow for Module 5

Speaker Notes | We know from experience that many trainers find it helpful to have a Speaker Notes version of the slideshow. The Speaker Notes version shows each slide picture on the left and provides blank lines on the right (for taking notes). Use the Speaker Notes version for your own planning (it’s in Word, so you can add your own notes where the blank lines are) or share it with participants for their own taking of notes.

Speaker Notes version of the slides in Module 5 | in Word

Pictures of individual slides in Module 5 | in PDF (7 pages)

Handouts  and Activity Sheets for Participants | Module 5 comes with one handout and two optional activity sheets for you to share with participants. Handout 8 gives participants the verbatim Part C regulations for IFSP procedures. Activity Sheet 7 takes a look at the contents of the IFSP. Activity 8 presents a case study. Each of these documents is provided in PDF and Word formats. The PDF is designed to share with participants. The Word version is made available for those participants who need or request accessible materials.

Handout  8 | Individualized Family Service Plan  (IDEA’s verbatim regulations)

~~ Handout 8 in PDF
~~ Handout 8 in Word (for accessibility)

Activity Sheet 7 | A Quick Look at the Content of an IFSP

~~ Activity Sheet 7 in PDF
~~ Activity Sheet 7 in Word (for accessibility)

Activity Sheet 8 | Case Study: Extended Family Participation in the IFSP Meeting

~~ Activity Sheet 8 in PDF
~~ Activity Sheet 8 in Word (for accessibility)

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And there you have it, Module 5 on the procedures for developing, reviewing, and evaluating the IFSP! We wish you good luck with all your trainings!

Return to the Table of Contents of Building the Legacy for Our Youngest Children with Disabilities

 

Module 6: Content of the IFSP

Title slide of Module 6, Content of the IFSPSeptember 2014
A legacy training module from NICHCY

Every child receiving early intervention services under Part C of IDEA must have an IFSP—an individualized family service plan.

This module takes a detailed look at the content that must be included in each child’s IFSP, according to the Part C regulations. Module 6 includes:

  • 1 slideshow presentation;
  • a trainer’s guide explaining all the content;
  • a Speaker’s Notes version of the slideshow; and
  • 2 handouts and 1 optional activity sheet for participants.

Please help yourself! Download the components you need to learn on your own and/or to train others on the content of the IFSP.

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Files You’ll Need to Download

Trainer’s Guide | The trainer’s guide to Module 6 takes a close look at each element that’s included in the IFSP of a baby or toddler receiving early intervention services under Part C of IDEA. Moving slide by slide, the trainer’s guide provides images of each slide, instructions for how to operate the slide (e.g., when to click to reveal more of the slide or to advance to the next slide), and an explanation of the content on the slide. The trainer’s guide is available in two formats, for your convenience:

PDF | Trainer’s Guide for Module 6 (62 pages)

Word | Trainer’s Guide for Module 6 (for accessibility)

Slideshow | The slideshow for Module 6 has 21 slides in total. The file is provided as a PowerPoint Show. Download the file to your computer. As a SHOW, the slideshow will automatically launch when you open the file. It will then operate as described in the Trainer’s Guide.

Slideshow for Module 6

Speaker Notes | We know from experience that many trainers find it helpful to have a Speaker Notes version of the slideshow. The Speaker Notes version shows each slide picture and provides blank lines below (for taking notes). Use the Speaker Notes version for your own planning (it’s in Word, so you can add your own notes where the blank lines are) or share it with participants for their own taking of notes.

Speaker Notes version of the slides in Module 6 | in Word

Pictures of individual slides in Module 6 | in PDF (6 pages)

Handouts  and Activity Sheets for Participants | Module 6 comes with 2 handouts and 1 optional activity sheet for you to share with participants. Each is provided in PDF and Word formats. The PDF is designed to share with participants. The Word version is made available for those participants who need or request accessible materials.

Handout  8 | Individualized Family Service Plan  (IDEA’s verbatim regulations)

~~ Handout 8 in PDF
~~ Handout 8 in Word (for accessibility)

Handout  11 | Model IFSP Form (developed by the U.S. Department of Education

~~ Handout 11 in PDF
~~ Handout 11 in Word (for accessibility)

Activity Sheet 9 | IFSP Review

~~ Activity Sheet 9 in PDF
~~ Activity Sheet 9 in Word (for accessibility)

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And there you have it, Module 6 on the required content of the IFSP. We wish you good luck with all your trainings!

Return to the Table of Contents for Building the Legacy for Our Youngest Children with Disabilities