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Webinar | OSEP Discipline & Behavior Guidance 2022

In this webinar, a presentation and discussion regarding the Department’s recently released, Guidance to Help Schools Support Students with Disabilities and Avoid Disparities In the Use of Discipline.

Working Together Series

The Working Together Series includes 5 interactive self-directed courses. These courses provide families and educators with a number of strategies for working together and through conflict. Anyone supporting children or youth with disabilities may benefit from this series. The setting in which collaborative problem solving and conflict resolution takes place within this series is typically the school or IEP meeting.

Produced by CADRE, the series includes a webinar that briefly introduces the Working Together Series, a companion Facilitator Guide, and other supplemental resources. The full series is available in English and in Spanish (Trabajando Juntos).

To learn more about the 5 courses in the series, view the introductory webinar, or access the series in Spanish, read our abstract here.

State Laws on School Nursing Responsibilities

Child Trends, in partnership with EMT Associates, analyzed the landscape of state statutes and regulations as of October 2021 to better understand how state laws and policies define the role of school nurses. This 2022 brief presents their findings.

Knowing your state’s school nurse policies is important to practitioners, Parent Centers, families, and education administrators and staff alike. The brief details state policies on such matters as whether districts must employ school nurses, what qualifications are required, and nurses’ role in individual aspects of the work.

Additionally, the brief provides current data on state policies for a school nurse’s role in: managing chronic conditions; administering medication; developing and managing student health plans; student immunizations; and infectious disease control. Read CPIR’s abstract and access the brief here.

Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504

On July 19, 2022, the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services released multiple guidance documents to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline, and include: (1) a 41-page guidance on avoiding the discriminatory use of student discipline under Section 504; (2) an accompanying fact sheet summarizing the main points of the guidance; (3) a 57-page Q&A regarding IDEA’s disciplinary provisions; (4) a 19-page technical assistance guide describing positive, proactive approaches to supporing the needs of children with disabilities; and (5) a letter from Secretary of Education Cardona to stakeholders. Read more about and connect with each document in CPIR’s abstract.

Parent Center Data Collection | Sample Scenarios

Updated August 2022 Reporting your Parent Center’s activities accurately for the 2021-2022 program year is an important task. This page gives you two different scenarios of training, support and assistance you might offer to a parent, and illustrates how the various contacts and activities would be counted and recorded in the Data Collection. Scenario 1 […]

Adverse Childhood Experiences in Indian Country

Useful to: Alaska Native and American Indian communities, organizations working with and on behalf of Native communities, Native families and tribes themselves Adverse Childhood Experiences (ACEs) are common. Many Tribal individuals, families, and communities have been impacted by childhood experiences causing physical and mental health adversities throughout the lifespan. However, with understanding and effort, individuals […]

Basic Steps of the Early Intervention Process

This 5-page handout from CPIR shows the 8 basic steps of early intervention, with brief summaries of each step. You can use this handout when introducing families, professionals, and community members to the state’s early intervention system for infants and toddlers with developmental delays or suspected disabilities. Steps 1 and 2, for example, are when the child is referred to the early intervention system, which then evaluates the child to see if he or she does have a delay or disability and is eligible for services. Moving through the steps thereafter, the process ends with Step 8, when the child exits early intervention upon reaching the 3rd birthday.

This handout was created as part of CPIR’s training curriculum on early intervention, Building the Legacy for Our Youngest Children with Disabilities. CPIR is pleased to update it to 2022 and provide it anew, as an accessible PDF and in Word. Read more about the handout and download it here.

Best Practices for Communicating Data to Parents and the Public

(2021, May) | Useful to Parent Centers and other organizations who work with families and support how school data are communicated to parents and the public Data on its own may not mean much to parents who don’t understand it. Narrative explanations, simple definitions, and high-quality translations go a long way toward ensuring that all […]

Safe Schools Checklist

(2022, February) | Useful to parents, students, school leaders, and school personnel with respect to protecting the return to in-person learning against COVID-19 and its variants | (Available in English and Spanish)   As we return to in-person learning in schools, parents and schools alike are concerned that COVID-19 and variants of the virus could […]

Q&A on Serving Children with Disabilities Placed by Their Parents in Private Schools

This OSEP-revised document, Questions and Answers on Serving Children with Disabilities Placed by Their Parents in Private Schools, is intended to provide guidance regarding the Individuals with Disabilities Education Act (IDEA) requirements applicable to children with disabilities placed by their parents in private schools, students who are not enrolled in the local educational agencies (LEA), and for whom the provision of free appropriate public education (FAPE) is not at issue. This Q&A updates and supersedes the Department’s 2011 guidance of the same title.

To connect with this important guidance and its PDF, and to see its Table of Contents and the sheer range of topics covered, come to this abstract page.

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