Preschool Inclusion: What’s the Evidence, What Stands in the Way, and What Do the Stellar Programs Look Like?

(2016, February) | Useful to Parent Centers involved in discussions and decision-making groups focused on preschool inclusion.

This webinar focuses on:

  • an overview of the 40 years of research supporting early childhood inclusion;
  • a review of myths surrounding the children, adults, and systems that support inclusion; and
  • a review of common features across the inclusion models that have produced the most powerful outcomes.


  • Linda Smith (Deputy Assistant Secretary for Early Childhood Development for the ACF at the U.S. Department of Health and Human Services)
  • Phil Strain (Director, PELE Center; Faculty, ECTA Center; Professor, Education Psychology & Early Childhood Special Education, University of Colorado Denver)

Presentation Recording

Streaming Presentation | Preschool Inclusion: What’s the Evidence, What Gets in the Way, and What do High-Quality Programs Look Like? (58 minutes)

Presentation File (PowerPoint) | Preschool Inclusion: What’s the Evidence, What Gets in the Way, and What do High-Quality Programs Look Like?

This webinar is part of the 2016 National Inclusion Webinar Series housed on the ECTA Center’s website, at:



Webinar | IDEA Behavioral Support and Discipline | OSER’s Dear Colleague Letter

Title slide in this webinar presentationA webinar for the Parent Center Network

Webinar Date:
Friday, September 16, 2016

Center for Parent Information and Resources (CPIR)


Renee Bradley
Office of Special Education Programs (OSEP)
U.S. Department of Education

Diane Smith Howard
National Disability Rights Network

Kris Kernan
Michigan Protection and Advocacy Service

Sharon Coppedge Long
Oklahoma Parents Center

Todd Loftin
Oklahoma Department of Education


In this CPIR webinar, Renee Bradley, of OSEP, is joined by representatives from Parent Centers, protection and advocacy agencies, and state directors of special education to  unpack the important “Dear Colleague” letter  released by OSEP regarding behavior and school discipline. and discuss its impact on the field.

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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)

Download the transcript of the webinar (Word, 46 kb)

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Handout | Supporting Behavior of Students with Disabilities
This handout is designed to support OSEP’s 16-page Dear Colleague Letter on Supporting Behavior of Students with Disabilities, released on August 1, 2016. OSEP also released a 2-page summary of that letter for stakeholders. The handout features terms and topics mentioned by OSEP in its Dear Colleague letter, as well as terms and topics generally associated with behavior or school discipline issues. Its purpose is to connect Parent Centers with resources that they can use to: (a) find quick answers for families about providing positive behavioral supports (PBS) to students with disabilities; and (b) build the Center’s capacity to respond to questions on important topics related to PBS, IDEA’s discipline provisions, and more.

Handout | Important Links Mentioned in Dear Colleague Letter (Word, 16 kb)

Search the Hub library for additional resources on behavior and discipline

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

President Obama Announces High School Graduation Rate Has Reached New High

Today, President Obama will be at Benjamin Banneker Academic High School in Washington, D.C. to announce that America’s high school graduation rate has reached a record new high of 83.2 percent. 

The high school graduation rate has risen steadily over President Obama’s time in office, growing by about four percentage points since the 2010-2011 school year — the first year all states used a consistent, four-year adjusted measure of high school completion. This increase reflects important progress schools across the country are making to better prepare students for college and careers after they graduate. President Obama will highlight investments and resources available for students to earn a degree beyond high school, and all his Administration has accomplished to improve educational opportunities and outcomes for America’s learners, from cradle through career. He will also reflect on the work yet to be accomplished to ensure that every student has the chance to succeed in a 21st century economy.


For further details on state-by-state graduation rates please click HERE

Reaching and Engaging with Hispanic Communities

(2016, October) | Useful to Parent Centers in conducting effective outreach and providing culturally aware services to Hispanic families.

This guide, subtitled A Research-Informed Communication Guide for Nonprofits, Policymakers, and Funders, is designed to help service providers and educators build communication strategies to more easily and effectively reach out to Latino children and families. The guide is based on current scholarly research, focus groups with Latino parents, and the ground-level experiences of community-based nonprofit organizations serving diverse Hispanic communities.

The guide includes a research-based communication framework and a step-by-step discussion of the framework’s components, which Parent Centers can use  to build and implement their own communication plan for effectively engaging with and serving Hispanic families. The guide concludes with recommendations for “Optimizing Websites to Reach and Engage Hispanic Families.”

Access Reaching and Engaging with Hispanic Communities, at:

The guide is a product of the Crimsonbridge Foundation and Child Trends.

Cultural Awareness and Connecting with Native Communities

(2016) | Useful to Parent Centers in developing cultural competency for conducting outreach and providing services to Native parents of children with disabilities.

This fact sheet comes from NAPTAC (the Native American Parent Technical Assistance Center) and has been written expressly for Parent Centers. The 3-page fact sheet offers suggestions for connecting with Native communities in ways that enhance communication and connectedness. As stated in the fact sheet:

When Parent Center staff visit a Tribal community, they may find it helpful to know a bit about Tribal etiquette and culture. While etiquette will vary from Tribal community to community, there are commonalities as well. This fact sheet lists many such cultural considerations. Observing them will enhance communication with Native families and your Parent Center’s connectedness with the Tribal community.

Access NAPTAC’s fact sheet at:

Note: The fact sheet has been excerpted from “Culture Card: A Guide to Build Cultural Awareness,” a publication of the Substance Abuse and Mental Health Services Administration (SAMHSA).

Outreach to Native Parents Through Title VI

(2016) | Useful to Parent Centers in developing and conducting outreach to Native communities.

This document has been written expressly for Parent Centers and offers many suggestions for how to use Title VI to reach out to Native parents of children with disabilities in nearby communities.  From NAPTAC, the Native American Parent Technical Assistance Center.

Access the 3-page document (PDF) at:

What is Title VI?

NAPTAC asserts that one underutilized resource for Parent Centers and special educators is the Title VI, Indian Education Program. Originally funded in 1972 (and reauthorized in 1974, 1988, 1992, 1994, 2001, and 2015), the Indian Education Act targets federal funds to improve Indian education in all kinds of schools, but primarily public schools across
the country.

The Act provides services to American Indians and Alaska Natives that are not provided by the Bureau of Indian Affairs. Examples include: attendances strategies, counseling, dropout strategies, regular parent/family meetings, transition strategies, and youth activities.

How Title VI Relates to Parent Centers 

Title VI services offer Parent Center multiple ways to connect with Native communities, highlight the support available through Parent Centers, and develop or strengthen relations with local tribes.

Webinar | Historical Perspectives for Working with Native Parents

(2016) | Useful to Parent Centers in staff training and to support outreach to local Native American communities.

This resource actually has several parts and can be considered a package that Parent Centers can use to build their own cultural knowledge about Native communities, provide professional learning to staff, and keep in mind as they engage Native communities in their locale. Produced by the Native American Parent Technical Assistance Center (NAPTAC), the package consists of:

Webinar | 55 minutes, held for Parent Centers on June 16, 2016
Presenter: Robin Butterfield
Topics covered in the webinar include: pre-contact tribal education, early non-Native education, institutionalizing Native education, the era of boarding schools, scars from the boarding school era, key historical reports, changes in the  use of federal funds for
AIAN education, and implications for staff: What needs to happen now?

Participant Bingo Card | Parent Centers can use this activity to spark discussion and provide self-assessment of how much participants know about Native communities historically.  The Bingo Card is available in PDF and as a Word document, which allows Parent Centers/trainers to modify the items in the activity.  Bingo Card in PDF | Bingo Card as a Word doc

Bingo Answer Sheet | The answers to the Bingo activity, as originally written!
Answer Sheet in PDF | Answer Sheet in Word

Presentation Slides | The slides used in the webinar, available in PDF and as the original PowerPoint. Slides of the Presentation in PDF | Slides of the Presentation in PowerPoint

NAPTAC ArticleWhat Parent Centers Need to Know: Historical Perspectives for Working with Native American Parents is 4 pages long and can be shared during staff meetings, with families and other service providers, and used for personal learning.

Secondary Transition: Interagency Collaboration

(2016) | Useful to Parent Centers and others working with youth with disabilities during transition planning.

This IRIS Center’s module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school. In the module users will find information on the role of transition coordinators, activities to allow users to practice the various stages of transition, and interviews with experts in the field. Estimated completion time for the module is: 2 hours.

Access the module at:


Related Module
IRIS Center also offers a related module called Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings. This related module 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 (est. completion time: 1 hour).

Buzz from the Hub | October 2016

early learning baby over a white backgroundTheme: Early Intervention and Early Learning

Welcome to the October 2016 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources (CPIR).

This month’s issue celebrates the 30th anniversary of Baby IDEA, the Part C program within IDEA that authorizes early intervention for babies and toddlers with developmental delays or disabilities, as well as Section 619 of Part B (for preschoolers with disabilities). You can take part in OSEP’s birthday party for Baby IDEA—it’s going on this week on Twitter (hashtag #babyIDEAis30) and will culminate on Friday with a Google Hangout.

Baby IDEA may be “all grown up” now but it will continue to serve thousands and thousands of babies and toddlers. This Buzz abounds with resources on early childhood learning!

All our best to you, as always,

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



Early Intervention and Early Learning Resources in the Hub

Connect with several recent additions to the Hub library, as well as several not-to-be-forgotten older ones focused on early intervention and early childhood learning.

New Head Start Program Performance Standards released.
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.

ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades.
This May 2016 joint policy statement from the U.S. Department of Education and the U.S. Department of Health and Human Services is clearly relevant to this month’s theme.

Webinar | Improving Early Learning Outcomes.
This November 2014 CPIR webinar features tools and resources of the ECTA Center. Two handouts accompany the webinar: Taking the Shortcut to Part C Resources! (Webpage sampling of helpful resources listed in the early intervention training modules) and ECTA Highlights for Parent Centers (a handy list of the resources ECTA mentioned).

Search the Hub and find dozens of early learning resources.
From screening tools, to training modules, to videos, to the inclusion of children with disabilities in early childhood settings… find the latest resources to further your work and deepen your knowledge about that most precious of treasures: our children as they grow.

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Spotlight on…Recursos en Español

For your Spanish-speaking families, staff, and volunteers.

En Breve: La Ciencia del Desarrollo Infantil Temprano.
(Brief: The science of early childhood development)
This video and brief, translated into Spanish, address basic concepts of early childhood development and help illustrate why child development–particularly from birth to five years–is a foundation for a prosperous and sustainable society.

Ayuda para los Bebés Hasta Su Tercer Cumpleaños.
An easy-to-read article for families to learn the basics about early intervention services, including eligibility, the evaluation process, and writing the IFSP.

CELL guides for parents in Spanish.
Parents who speak Spanish may use these products from CELL (the Center on Early Literacy Learning) to provide their infants, toddlers, or preschoolers with fun and exciting literacy learning experiences.

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Resources You Can Share with Families

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

Video | Being Amy’s Sister: On Having a Sibling with a Disability.
Check out all of the ENRICH Early Intervention Reunion Videos featuring families who received early intervention services as long as 20 years ago. In Being Amy’s Sister: On Having a Sibling with a Disability (runtime: 13:42), Meg Bost describes her experiences growing up as a twin with a sister with disabilities.

Reading tips for parents (in 11 languages).
Reading Rockets offers one-page tip sheets (in multiple languages) for parents to help their children develop a love of reading, beginning with babies and toddlers. Check out the tip sheets written with a child’s specific disability in mind—AD/HD, autism, hearing loss or deafness, low vision or blindness, intellectual disabilities, or cerebral palsy.

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Resources Just for Parent Centers

Since we are talking about EI/EC in this month’s Buzz, here are several resources on the subject that your Parent Center staff might find useful, from talking to families to being involved in state-level or local-level decision-making teams.

Training materials on early intervention.
Don’t forget about the 10 vetted training modules housed here at the CPIR. Basics of Early Intervention (module 1) is especially well suited to introduce newcomers to the early intervention program. There are also modules of screening, assessment, and evaluation procedures, as well as on how to develop the IFSP. Have a look and see which modules you might use in your work with families and professionals.

Effectiveness of infant and early childhood programs.
Really, how effective has Part C been in addressing the developmental needs of infants and babies? How about early childhood programs? The ECTA Center has compiled a handy branch of pages that answer these questions as well as move us into the next generation of EI/EC questions–such as “How are certain elements of programs effective, in what ways, and for which children?”

Inclusion in early childhood programs | Webinar series.
From the Feds come this array of resources, including its 2015 policy statement on inclusion in early childhood programs and a series of webinars (its Google-based kickoff in February; Preschool Inclusion: What’s the Evidence, What Gets in the Way, and What do High-Quality Programs Look Like?, also in February; and April’s Implementation of the State Recommendations.

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Miss the Juvenile Justice Webinar?

Yes, September sure was full of webinars, including the joint CPIR/RAISE webinar on serving youth with disabilities in the juvenile justice system. If you couldn’t attend, it’s just waiting for you in the CPIR archives.

Webinar | Reaching and Serving Students with Disabilities in Juvenile Justice
This webinar offers information and strategies for advocacy and outreach for students with disabilities in juvenile justice systems. Includes an online handout that expands upon the information provided in the webinar and connects you to resources from federal agencies, centers on juvenile justice, Parent Centers, and other organizations and entities.


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 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


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

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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.

A Guide to Results-Driven Accountability (RDA) for Parent Centers

This 5-page guide from the Center for Parent Information and Resources (CPIR) has been developed for Parent Centers. The guide (in PDF) gives an overview of results-driven accountability (RDA); what RDA means for States, Parent Centers, and children with disabilities; why Parent Centers are important stakeholders in the RDA processes, including the State Systemic Improvement Plan (SSIP); and how to get involved in your State’s RDA efforts. Available in PDF format and as an accessible Word file.