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Buzz from the Hub | February 2015

Lovely young girl holding a Valentine heart for you.Welcome to the February 2015 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources—the CPIR. Happy Valentine’s Day to everyone—and happy President’s Day, too. This issue premieres several resources of import to the Parent Center network, most especially the 2014-15 Parent Center Data Collection Form and the latest training module on Part C of IDEA, Introduction to Procedural Safeguards.

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See other issues of the Buzz.   

Premiering the New Data Collection Form

The rumor is finally reality! The data collection form that Parent Centers use to report on their fabulous work has been revised. The form now includes definitions of key terms, so PTIs and CPRCs will have a common understanding of the data they need to record and report for the 2014-2015 program year (October 1, 2014 to September 30, 2015).

Because we’re already midway through the reporting period, this year will be a pilot year for the new form. This gives Parent Centers the opportunity to learn how the terms are defined, what to report where and about whom, and how to revise their data collection systems.

We’ve posted the new data collection form and definitions key on a Webinar page we created to house the form, the key to definitions, and the 40-minute webinar we pre-recorded to introduce the form and the definitions key to the network. Come and get ‘em!

Find the form and the definitions key at:
http://www.parentcenterhub.org/repository/webinar-datacollectionform/

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New Resources in the Hub

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

Overview of the Workforce Innovation and Opportunity Act.
WIOA is designed to help job seekers (including youth with disabilities) access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need.

Bureau of Indian Education National Directory.
This resource gives Parent Centers a list of Bureau of Indian Education (BIE) funded schools in their state. The BIE is responsible for the 183 elementary and secondary schools located on 63 reservations in 23 states representing 238 different tribes. With this list, Parent Centers can identify which schools are publicly funded or funded by the BIE, in order to help Native American families access their due process rights through the appropriate agency (either the BIE or the state department of education, depending on how the school is funded).

New Part C training module: Introduction to Procedural Safeguards.
Hot off the press! You can use Module 10 of NICHCY’s training curriculum on Part C of IDEA to acquaint families and other stakeholders with the procedural safeguards in early intervention. The module comes with a slideshow, trainer’s guide, handouts, and an activity sheet for participants.

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Spotlight on … Resources to Support Involvement in Your State’s SSIP

Parent Centers are important stakeholders in the Systemic State Improvement Plan (SSIP) their state is writing. The resources listed below can help support Parent Center informed involvement in discussions of their state’s SSIP.

Distinguishing difference from disability: The common causes of racial/ethnic disproportionality in special education.
This Equity In Action is intended to provide educators and researchers with comprehensive information on identifying and reducing disproportionality in schools. The brief describes a data-driven process for identifying root causes as well as the driving forces (internal and external to district) of those root causes. From the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University.

Impact of family involvement on the education of children ages 3 to 8.
This 2013 literature review includes 95 studies on the impact of parent engagement on young children’s literacy, math, and socio-emotional skills. The authors examine the effects of various aspects of parent engagement, including parent involvement at school and schools’ and teachers’ efforts to engage parents.

Family engagement tool.
The web-based Family Engagement Tool (FET) guides a school team (including parents) in assessing every aspect of its family engagement programs and practices and creating and monitoring an improvement plan based on indicators of effective practice. The needs assessment phase is completed in about 5 hours by the school team. FET’s two-year process helps the school determine needs, set priorities, develop a plan, monitor the plan, and strengthen the school community.

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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.

Milestones | Videos in English and Spanish.
Milestones is a free online collection of videos aimed at helping parents understand grade-level expectations in grades K-5. Milestones show students demonstrating what success looks like in reading, writing and math, grade by grade.

Social Security benefits for children with disabilities.
A child with a disability who is younger than 18 years of age may be eligible for Supplemental Security Income (SSI). Have a look at SSA’s Child Disability Starter Kit, which includes a factsheet on the application process, a child disability interview preparation checklist, and a Medical and School Worksheet.  Also available in Spanish.

Info brief on autism spectrum disorder.
The IRIS Center has a new information brief comparing the diagnostic criteria of the DSM-5 to those of the DSM-IV-TR and to the definition of autism found in IDEA. The brief also summarizes research findings regarding changes in the number of individuals diagnosed with autism spectrum disorders when the DSM-5 criteria were used, compared to those same numbers under the DSM-IV-TR.

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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.

This month, we’re focusing on effective educational practices for improving student outcomes. These resources may also be relevant in your state’s work on the SSIP in 2015, so keep them in mind for the future.

Culturally responsive differentiated instruction strategies.
This brief addresses what differentiated instruction is and how it applies to teaching and learning for diverse learners. Differentiated instruction recognizes students’ varying background knowledge, readiness, language, preferences in learning, and interests, and assists teachers in knowing how to differentiate instruction given these various learning areas.

Evidence-based practice summaries.
From the IRIS Center, these summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention’s level of effectiveness and the age groups for which it is designed. Pick your topic of interest—assessment, behavior and classroom management, content instruction, diversity, early intervention/early childhood, learning strategies, mathematics, reading and literacy, RTI, school improvement, and transition.

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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.

Bureau of Indian Education (BIE) and Public School Systems

This PowerPoint explains the role of the Bureau of Indian Education role in the education of Native American children and youth. It provides a better understanding of the differences between public schools and BIE funded schools.

It was developed to help parent centers understand the differences between public schools, BIE, and tribally funded schools. This resource will help to building the capacity of the parent centers by assisting them to understand the different systems that provide services to Native American families who have children or youth with disabilities

View the PowerPoint at http://naptac.org/wp-content/uploads/2014/09/BIE-vs-Public-Schools-Webinar-D-Lente-Jojola-8-4-14.pdf

Module 10: Introduction to Procedural Safeguards

Title Slide for Module 10March 2015
A legacy training module from NICHCY

The procedural safeguards in Part C of IDEA are designed to protect the rights of parents and their infant or toddler with a disability, as well as give families and early intervention lead agencies a way to resolve disputes.

This training module takes a detailed look at the procedural safeguards included in Part C of IDEA. Module 10 includes:

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

Please help yourself! Download the components you need to learn on your own and/or to train others on Part C’s procedural safeguards.

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Files You’ll Need to Download

Trainer’s Guide | The trainer’s guide to Module 10 describes how the slides operate and explains the content of each slide, including relevant requirements of the statute passed by Congress in December 2004 and the final regulations for Part C published in September 2011. The trainer’s guide is available in two formats, for your convenience:

PDF | Trainer’s Guide for Module 10 (40 pages)

Word | Trainer’s Guide for Module 10 (for accessibility)

Slideshow | The slideshow for Module 10 has 10 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 10

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 10 | in Word

Pictures of individual slides in Module 10 | in PDF (10 pages)

Handouts  and Activity Sheets for Participants | Module 10 comes with several 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  7 | Parent Notification and Consent (IDEA’s verbatim regulations)

~~ Handout 7 in PDF
~~ Handout 7 in Word (for accessibility)

Handout  14 | Part C’s Confidentiality Provisions: Summary of Key Points

~~ Handout 14 in PDF
~~ Handout 14 in Word (for accessibility)

Handout  15 | Part C’s Confidentiality Provisions: Verbatim Regulations

~~ Handout 15 in PDF
~~ Handout 15 in Word (for accessibility)

Handout  16 | System of Payments and Use of Insurance in Part C: Summary of Key Points

~~ Handout 16 in PDF
~~ Handout 16 in Word (for accessibility)

Handout  17 | Procedural Safeguard: Appointing a Surrogate Parent for a Child

~~ Handout 17 in PDF
~~ Handout 17 in Word (for accessibility)

Handout  18 | Dispute Resolution Options: Summary of Key Points

~~ Handout 18 in PDF
~~ Handout 18 in Word (for accessibility)

Handout  19 (optional) | Dispute Resolution Options: Verbatim Regulations

~~ Handout 19 in PDF
~~ Handout 19 in Word (for accessibility)

Activity Sheet 14 (optional) | Closing activity

~~ Activity Sheet 14 in PDF
~~ Activity Sheet 14 in Word (for accessibility)

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And there you have it, Module 10 on the procedural safeguards in Part C of IDEA. 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

Webinar on the Data Collection Form for 2014-2015

The title slide in the webinar on the new data collection form.A webinar for the Parent Center Network

 

Webinar Date:  
Prerecorded on February 19, 2015

Host:
Center for Parent Information and Resources (CPIR)

Narrator:
Debra Jennings
Director, CPIR

Summary:

The data collection form that Parent Centers use to report on their work has been revised for the first time in a decade. The form now include definitions of key terms, so that PTIs and CPRCs will have a common understanding of the data they need to record and report for the 2014-2015 program year (October 1, 2014 to September 30, 2015).

Because we are already midway through the reporting period, this year will be a pilot year for the new form. This gives Parent Centers the opportunity to learn how the terms are defined, what to report where and about whom, and how to revise their data collection systems.

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PowerPoint “Show” for the Webinar:
The “show” will launch automatically when you open the file.

Powerpoint Show on the New Data Collection Form (1.5 MB)]

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Data Collection Form and Definitions Key:
Here is the pilot data collection form and definitions key for reporting on program activities for the year 2014-2015.

Data Collection Worksheet for 2014-2015 (in Word)

Definitions Key (in Word)

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

 

State profile of North Carolina

This resource was developed to provide information for North Carolina ’s Parent Training and Information (PTI) Center and Community Parent Resource Centers (CPRCs) on the Native American (NA) populations, federally recognized tribes, Urban NA resources, Urban Indian Clinics, and other NA agencies in their state. It will build the capacity of the parent centers in North Carolina to reach and provide services to Native American families and youth with disabilities.

Access the North Carolina State Profile at http://naptac.org/wp-content/uploads/2014/10/NorthCarolinaProfile_final.pdf

Schools Regulated By, and/or for, Native Americans

This handout describes the different types of schools and various funding and governing entities that impact the education of Native American children. Native American children can attend a variety of schools, some are public schools, and some are Bureau of Indian Education (BIE) schools. Parent centers need to have a basic knowledge of the types of schools Native American students attend.

This resource was developed to building the capacity of the parent centers to reach and provide services to Native American Families and youth with disabilities.

Access handout here: http://naptac.org/wp-content/uploads/2014/09/NAPTAC_FactSheet_Sch_NA_students_final_appoved.pdf

Federally Operated Colleges and Universities and Tribally Operated Colleges and Universities

This list of all the federally  and tribally operated colleges and universities will provide parent centers with a resource for working with Native American youth with disabilities. Parent centers can use this handout as part of the transition services/options for Native American youth with disabilities.

The resource was developed to build the capacity of the parent centers to reach and provide services to Native American youth with disabilities.

Find the handout at: http://naptac.org/wp-content/uploads/2014/09/NA_Colleges_final.pdf

States with BIE Contracted-Funded Schools

States that have Bureau of Indian Education (BIE) funded grant schools in their state need to be aware of BIE services and the parent rights booklet. This resource was developed to build the capacity of the parent centers to reach and provide services to Native American families and youth with disabilities. This handout provides parent centers a list of states that have Bureau of Indian Education (BIE) grant schools.

Access the handout at: http://naptac.org/wp-content/uploads/2014/09/States_BIE_Schools_final_appoved.pdf

Factors Impacting the Graduation and Dropout Rates of American Indian Males with Disabilities

Due to a complex array of issues American Indians, particularly those with disabilities, are among the students most likely not to finish high school. This report addresses a variety of topics related to the dropout rates of Native American males. Recommendations, model programs, and implications for improved practice are discussed.

Little or no research is available in regards to the Native American dropout rate. There is ongoing concern about the disparities in the rates at which minority males (i.e., African American, Hispanic, and American Indian) with disabilities graduate or drop out of school. This information will assist parent centers to increase their knowledge about factors relating to understanding why Native American youth are dropping out of schools.

Read the report at http://naptac.org/wp-content/uploads/2015/01/Dropout-rate.pdf

Bureau of Indian Education National Directory

This resource gives parent centers a list of Bureau of Indian Education (BIE) funded schools in their state. The BIE is responsible for the 183 elementary and secondary schools located on 63 reservations in 23 states representing 238 different tribes.

Parent centers need to know the difference between publicly or BIE funded school, in order to assist Native American families accessing their due process rights. If parent want to exercise their due process if they are in a public school they go to the state department of education, if it is a BIE funded school they go through the BIE. The BIE is considered a state agency, for BIE funded schools.

Find the directory at http://naptac.org/wp-content/uploads/2014/09/BIE_schools_2011_final.pdf