In English and Spanish | From the Center on the Developing Child at Harvard University, this 4-minute video shares basic concepts of early childhood development, established over decades of neuroscience and behavioral research. The video is also available in Spanish.
How can you tell the difference between a particularly obstinate child and one who has ODD? This article, which is accompanied by a video, describes the symptoms of ODD, identifies co-existing disorders, and discusses treatments.
Useful to Parent Centers in SSIP work and school reform
Interested in implementation science? Want to learn what it’s all about? Visit the Active Implementation Hub and use its online modules. The modules are short (45-60 minute) and designed to be self-paced or blended with pre-service and in-service training. They include content, activities, and assessments designed to promote the knowledge and practice of implementation science and scaling-up.
Visit the Active Implementation Hub at:
Here’s a list of the modules that are available.
- Module 1: An Overview of Active Implementation
Learn about the five Active Implementation Frameworks and the potential to apply them in your setting.
- Module 2: Implementation Drivers
This overview of the Implementation Drivers is designed to help you think about developing and sustaining the infrastructure you need to improve and sustain new instructional practices and behavior supports so that academic and behavioral outcomes improve.
- Module 3: Implementation Teams
Implementation Teams support the implementation, sustainability, and scale-up of usable interventions by integrating the use of implementation stages, drivers and improvement cycles. This module is designed to assist new and existing Implementation Teams in actively building capacity and scaling-up programs and innovations.
- Module 4: Implementation Stages
This module provides an overview of Implementation Stages. Implementation Stages provide guidance to Teams on their journey to implement selected programs and practices. For applied purposes and illustration, the module uses state and local educational systems as context.
- Module 5: Improvement Cycles
Improvement Cycles support the purposeful process of change. Implementation Teams use Improvement Cycles to change on purpose. In this module you will learn about Improvement Cycles and how to begin applying them in your setting.
- Module 6: Usable Interventions
Usable Interventions are effective and well‐operationalized. An intervention needs to be teachable, learnable, doable, and readily assessed in practice if it is to be used effectively to reach all students who could benefit. After this module you will be able to describe the criteria that define a usable intervention and understand how Usable Interventions interact with Implementation Drivers. Applied emphasis is placed on using the criteria for implementation action planning.
- Module 7: Fidelity Assessment
Fidelity assessment is defined as indicators of doing what is intended. This definition requires a) knowing what is intended, and b) having some way of knowing the extent to which a person did what was intended. Knowing what is intended is the subject of the Module 6 (Usable Intervention). Knowing the extent to which a person did what was intended is the subject of this module.
( March 2012)
Nonprofits maintain a complicated relationship with technology. Most know that software can streamline their processes and help fulfill their missions more efficiently and effectively, yet lean staffing and tight budgets mean they’re unable to devote the time necessary to keep up with new technologies and find the right tools.
This 44-page research report from MAP for Nonprofits describes the findings of a survey of 180 Minnesota human service nonprofit and the detailed follow-up interviews with staff members from 13 of those organizations. The data reveal four core elements common to organizations who used technology to successfully innovate program delivery:
- Identifying needs: The organizations took time to step back and assess the things they could be doing better, or differently.
- Understanding technology: The organizations also took the time to become informed about the technologies available to them—those that they already had and other affordable solutions relevant to their needs.
- Connecting needs and technology: The successful organizations had catalysts for their innovations, often external to the organization. For example, one organization was inspired at a national conference to address an existing need using eLearning technologies.
- Supporting change: The successful nonprofits took steps to make sure their organizations were on board with the solutions they were implementing, and that sufficient resources were available to see them through to completion and to sustain them in the future.
These nonprofits used technology to improve the ways they serve constituents. As the survey revealed, such solutions don’t necessarily require a significant investment or in-depth planning process.
(June 2015) | Useful to Parent Centers re: juvenile justice
Children with disabilities are disproportionately placed in the juvenile justice system, receive inadequate treatment, and are denied educational opportunities, the National Disability Rights Network asserts in this report, subtitled “Recommendations to Prevent the Disproportionate Placement and Inadequate Treatment of Children with Disabilities in the Juvenile Justice System.”
More than 65% of youth in the justice system meet the criteria for a disability, a rate that is three times higher than that of the general population. These findings are based upon scores of reports from the nationwide Protection and Advocacy (P&A) System. P&As provide legal and other advocacy services to children and youth with disabilities in the juvenile justice system, and also maintain a presence in the facilities in which they are found, including prisons, jails, and detention centers. P&As have the legal authority to monitor and investigate allegations of abuse in these facilities.
Issues addressed in this report include:
- diversion of children and youth with disabilities from the juvenile justice system (particularly stemming the “School to Prison Pipeline”);
- humane conditions while incarcerated (such as accommodation and communication needs, medical care, mental health treatment, and the prevention of abuse and neglect); and
- re-entry services like education and treatment to ensure the child or youth’s success upon release from the facility.
The report describes the problems children and youth with disabilities encounter and solutions used with success by the P&As, and provides specific recommendations for systemic improvements.
(Published August 2008) | Useful to Parent Centers in SSIP work
This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.
Find the guide here: http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8
The full title of this checklist for parents is: I Have a Question… What Parents and Caregivers Can Ask and Do to Help Children Thrive at School: A Parent Checklist. The checklist document is 6 pages long: 1 title page in English, 2 pages of the actual checklist in English, and then a repeat of all this in Spanish. So it can be easily split into 2 documents: one in English and one in Spanish.
The checklist includes questions and resources that parents and caregivers can use to help ensure their children are getting the education they deserve. It suggests key questions, tips for educational success, and resources for more information. The checklist was developed in collaboration between the U.S. Department of Education, America Achieves, National Council of La Raza, National PTA, and the United Negro College Fund.
The checklist follows the set of rights that the Department recently released outlining what families should be able to expect for their children’s education. The rights follow the educational journey of a student and include:
- access to quality preschool;
- engagement in safe, well-resourced elementary and secondary schools that hold all students to high standards; and
- access to an affordable, quality college degree.
The checklist suggests “key questions” that parents should pose to their child’s educators.
Child Mind Institute has synthesized the most reliable data available on the prevalence of mental illness in children and adolescents, the gap between the need and care, and the efficacy of treatment. Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder—more than the number of children with cancer, diabetes, and AIDS combined. Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. Read the report online, or download a PDF of the report, at:
Read the report at: http://www.speakupforkids.org/report.html
Succession planning is often a critical part of ensuring that your Parent Center is ready when key staff leave and management responsibilities are passed along to that person’s successor. Succession planning is also a huge challenge for Parent Centers. Perhaps this guide from Cornerstone on Demand can help.
You’ll need to register (for free) in order to download the guide, which comes in 3 parts:
- Part 1: Establishing Competencies
- Part 2: Turning Performance Reviews Into Smart Succession Components
- Part 3: Developing a Leadership Pipeline
Find the guide at:
Aprenda por qué es importante a reconocer los indicadores del desarrollo y saber qué hacer si hay algo que le preocupa sobre el desarrollo de su niño. Aprenda los signos. Reaccione pronto.
Abstract in English | Learn why it is important to recognize developmental milestones and what to do if you have concerns about your child’s development. Learn the Signs. Act Early.
El video en español:
Script of video in English: http://www.cdc.gov/ncbddd/video/ltsae_spanish/spanish_milestones_video_english_transcript.pdf