Welcome to the March 2015 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources—the CPIR. Happy Saint Patrick’s Day and March Madness to all! In this month’s Buzz, we focus on IEPs, because “that time of year” (updating IEPs) is coming soon. .
- New Resources in the Hub
- Spotlight on…IEP Resources
- Resources You Can Share with Families: Writing or Updating the IEP
- Resources Just for Parent Centers
New Resources in the Hub
What’s new in the resource library? Here’s 1 newbie (on IEPs) and a reminder about 2 recent newborns.
Guidelines for working with interpreters.
In this document you’ll find tips on working with a bilingual interpreter, including what to do before, during, and after an interpreted event. Could certainly be useful at many, many IEP meetings…
Access to and examination of records | Training module.
Last week we “buzzed” you about the final training module published in NICHCY’s Building the Legacy for Our Youngest Children with Disabilities–Module 12. The module looks at parents’ right to the confidentiality of personally identifiable information in their child’s early intervention records, as well as their right to inspect and review those records. The module includes a slideshow presentation, trainer’s guide, and handouts for participants. Happy training!
Did you miss the webinar on Self-Advocacy Skill Building?
No problem! The archive of last week’s webinar on helping youth with disabilities become effective self-advocates is now posted at the Hub, so you can catch all the details (especially Josie Badger’s presentation!), view the slideshow, and download the handout.
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Spotlight on … IEP Resources
Parent Center staff and the families you serve have to be quite knowledgeable about IEPs—-what IDEA requires IEPs to include, what type of questions to ask in IEP meetings, how a student’s disability may affect the type of information that’s put into his or her IEP. Use the resources below to refresh your memory, train new staff, and connect families with information relevant to their situation.
The short and sweet IEP overview.
This quick summary comes from NICHCY, introduces IEP basics, and connects readers to the increasingly more detailed information that’s available in the All About the IEP suite. Available in Spanish as well.
Don’t forget about the “special factors” to be considered by the IEP team.
IDEA lists five special factors that IEP teams need to consider and how any of these can affect student learning and, thus, what’s included in the IEP. Those special factors are: behavior, limited English proficiency, blindness or visual impairment, the communication needs of students who are deaf or hard of hearing, and assistive technology.
Placement in the regular classroom | Providing necessary supports.
A student’s placement may be decided during the IEP meeting. IDEA clearly states that students with disabilities are supposed to be educated in regular education classrooms alongside their peers without disabilities to the maximum extent appropriate. So how is placement decided? What resources are available to support students with disabilities in the regular classrom?
Have a look at Supports, Modifications, and Accommodations for Students
Also consider Supplementary Aids and Services
Make sure the student’s workbooks and materials are accessible.
The AEM Center focuses on the importance of accessible educational materials (AEM) for students with print disabilities. Check out the Center’s resources on the subject and share these with the families you serve.
New brief | This brief explores components of the IEP where it might be appropriate to refer to a student’s need for and use of AEM.
Webinars | AEM has lots of great videos, all archived at the Center and thoroughly exploring the subject of AEM in the IEP.
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Resources You Can Share with Families: Writing or Updating the IEP
This section of the newsletter identifies useful IEP resources that you might share with families or mention in your own news bulletins.
Developing your child’s IEP: A parent guide in English and Spanish.
This detailed guide for parents covers what’s required in an IEP, who develops the document, what to expect at an IEP meeting, tips for parents, and what to do if you don’t agree with some aspect of the draft IEP. From NICHCY and vetted by OSEP. Also available in Spanish.
IEP meeting checklist for parents.
From SPAN of New Jersey, this checklist provides an outline of how to prepare for and what to expect at the IEP meeting.
Students on the IEP team.
Students themselves have vital information to share at IEP meetings. The IEP is about them, after all, about their education and their life. Students have the right to attend the meeting where their IEP is developed and must be invited when they’re 16. So get those students involved!
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 are again 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.
The 5 stages of implementation.
The National Implementation Research Network (NIRN) reviewed more than 2,000 articles on the implementation of programs and identified five main stages of successful implementation. Here’s a quick read.
Implementation quick start.
This 5-minute presentation provides a quick overview of implementation science and the NIRN’s Active Implementation Frameworks.
How to use implementation science to improve outcomes for children.
This article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks can close the research-to-practice gap in early childhood and ensure sustainable program success.
The deep well of info at the Active Implementation Hub.
The Active Implementation Hub is a free, online learning environment for use by any stakeholder involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice.
The 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 firstname.lastname@example.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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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.