Archives

Implementing a New Website: Planning Your Approach

Are you updating an existing website or building a new one from scratch? This is a major project with a lot of moving pieces to consider. What content stays, and what goes? How can your website address the needs of the people who matter—constituents, donors, funders, clients—and still be easy-to-use? Who will be responsible for making sure everything happens on time?

This workbook will guide your organization through the website redesign process, better prepare you to work with the web developer you’ve chosen, and help you plan your web content for launch.

http://idealware.org/reports/implementing-new-website-planning-your-approach

Managing Food Allergies in the School Setting: Guidance for Parents

The Food Allergy Research and Education (FARE) created this guidance document to help parents help their child join the millions of children with food allergy who attend school safely every day. The guidance addresses the parents’ roles in becoming proactive participants in a partnership to help manage food allergies in the school setting. (Note: FARE also offers many other guidance documents specifically for schools, teachers, school nurses, and school leaders, any of which parents might share with their child’s school personnel.)

http://www.foodallergy.org/managing-food-allergies/at-school

CCRS Interactive State Map

The CCRS Center has developed an interactive state map to present the broad landscape of college and career readiness throughout the nation. The map provides a simple-to-navigate snapshot of key college and career readiness initiatives taking place throughout the states, including:

  • the Advanced Placement (AP) Incentive program;
  • career and technical education (CTE) and CTE programs of study;
  • dual enrollment and early college high schools; s
  • tate longitudinal data systems (SLDS);
  • the national policy landscape and secondary and postsecondary alignment.

Access the map at: http://www.ccrscenter.org/ccrs-landscape/state-profile

Definitions of college and career readiness: An analysis by state

Across the nation, state education leaders are developing definitions of “college and career readiness.” This brief provides an analysis of state college and career readiness definitions and organizes them into 10 actionable categories that can be used by districts and schools to develop their college- and career-ready programs.

Access the brief here:  http://www.ccrscenter.org/sites/default/files/CCRS%20Defintions%20Brief_REV_1.pdf

Buzz from the Hub | November 2014

Woman carries in the Thanksgiving turkey.Welcome to November’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 Buzz to go with winter coming on and the yummy prospect of Thanksgiving ahead.

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See other issues of the Buzz.   

New Resources in the Hub

What’s new in the resource library? Here are 3 newbies.

You are your child’s first lifelong advocate.
Highly involved parents and other family members are fundamental to a child’s successful journey. This 2-page fact sheet speaks directly to parents about what it means to advocate for their child, describes the “successful lifelong advocate,” and suggests strategies that parents can use and considerations to keep in mind. From New Mexico’s PTI, Parents Reaching Out, this fact sheet is meant to be shared with families.

Guidance on effective communication for students with disabilities.
This guidance addresses the rights of public elementary and secondary students with hearing, vision, or speech disabilities to effective communication. Issued jointly by the U.S. Department of Education and the Department of Justice, the guidance is intended to help schools understand and comply with federal legal requirements on meeting the communication needs of students with disabilities. Also available in Spanish.

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.

Q & A about inclusion of English learners with disabilities in English language proficiency assessments.
This guidance document from the feds 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.

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Spotlight on… Early Learning Resources

As you know, improving early learning outcomes is one of the 14 priority areas of the Parent Center network. If you attended the CPIR November 6th webinar, you left with your hands full of useful resources on the subject. Here are 3 of our favorites. Find more at Taking the Shortcut to Part C Resources, a webpage handout that accompanied the webinar.

Enhancing recognition of high-quality, functional IFSP outcomes: A training activity for infant and toddler service providers.
This training activity from the ECTA Center can be used to support participants’ understanding of the criteria needed to develop and write high-quality, participation-based IFSP outcomes.

Understanding numbers and counting skills in preschoolers.
From the Get Ready to Read! initiative of the National Center for Learning Disabilities, this resource will help families understand what math awareness and skills their preschooler should have — and how they can support its development.

Don’t forget about the Hub’s webpage of early learning resources.
CPIR developed this webpage just for Parent Centers back in August of this year, to connect you with the heavy-hitters in early learning.

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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.

Talking with family about your child’s learning disability.
This article speaks directly to parents and outlines how to explain their child’s learning disability to family members in a helpful and sensitive way. Also available in Spanish.

Common Core 101.
This article comes with the subtitle, “The who, what, when, where, and how of the new national education standards—and what they mean for your child.” Alongside the article, in the sidebars, parents can also find many other informative and easy-to-read articles on the Common Core. Pull a thread… unravel the mystery.=

Managing food allergies in the school setting: Guidance for parents.
The Food Allergy Research and Education (FARE) created this guidance document to help parents help their child join the millions of children with food allergy who attend school safely every day. The guidance addresses the parents’ roles in becoming proactive participants in a partnership to help manage food allergies in the school setting. (Note: FARE also offers many other guidance documents specifically for schools, teachers, school nurses, and school leaders, any of which parents might share with their child’s school personnel.)

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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.

Universal design for learning—Improved access for all.
This resource of Great Schools covers the principles of UDL and gives lots of examples of how teachers can infuse UDL into their classrooms for the benefit of all their students.

Medicare Funding Alert.
The Centers for Medicare and Medicaid Services (CMS) issued a statement in early November instructing its contractors to rescind the 2001 “coverage reminder” mandating that all “speech generating devices” (SGD) be permanently dedicated for speech-only. Since 2001, the technology of devices that generate speech and the ways in which the devices are used by patients to meet their medical needs has changed significantly. Access to email and the Internet are now integral aspects of communication for people using SGDs. CMS will be revising its policies to recognize these advances in communication technologies. The public comment is now open—and will be until December 6, 2014.

Miss the webinar on Improving Early Learning Outcomes?
It’s not too late to listen in (it’s archived!) and get your hands on the very helpful handouts that presenters shared with the Parent Center network.

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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.

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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.