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On September 23, 2016, the U.S. Department of Education released non-regulatory guidance to help states, districts, and schools provide effective services to improve the English language proficiency and academic achievement of English learners (ELs) through Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). The guidance […]

June 2016 A resource page for Parent Centers Compiled by Myriam Alizo, CPIR Download this page as an adaptable, accessible Word document Many Parent Centers provide information and training to Spanish-speaking parents of children with disabilities. In fact, in the last year, more than 27% of the families served by Parent Centers received their services in Spanish. CPIR is pleased […]

(Published 2014) | Every student deserves teachers and principals who can help them achieve their potential. Yet students from low-income families or rural backgrounds, students of color, students with special needs, and English language learners have less access to excellent educators than do other students, which hinders their ability to succeed in school and beyond. […]

The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. TOPIC 2.2: How to Use Interpreters Effectively discusses the importance of meeting with the interpreter before meeting with parents or caregivers and establishing guidelines for the interpretation […]

The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. Topic 2.1: How to use interpreters effectively, part of the FACTS and TIPS series clarifies some misconceptions about who makes a good interpreter and the difference between an […]

The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance reminding states, school districts and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential. The Departments also released additional tools and resources to […]

A new fact sheet, Educational Services for Immigrant Children and Those Recently Arrived to the United States, 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 (LEAs) in connection with immigrant students, and the existing resources available […]

This recent Social Policy Report from the Society for Research in Child Development (SRCD) examines the current evidence on whether and how parent undocumented status affects the cognitive, school attainment, and mental health outcomes of children. The report finds that both public policies and community-based organizations’ practices may help reduce the developmental risks for children with undocumented […]

In 2007, the National Center on Educational Outcomes developed a document review of state standards and supplementary instructional documents to help answer questions about what states were currently recommending to address the educational challenges of English language learners with disabilities. The questions asked for this review were: Do states recommend instructional strategies in reading, mathematics, […]

This 2nd Edition of the OSEP Glossary of Spanish Translations of Common IDEA Terms includes over 400 terms related to IDEA Parts B and C. These terms were selected by experienced translators from parent centers who worked with families with children with disabilities representing the majority of Spanish speaking cultures in Latin America and Spain. […]