This 4-page Parent Brief from the TIES Center focuses on alternate assessments for students with the most significant cognitive disabilities. As the brief’s title indicates, the fact that a student will be taking the alternative assessment does not mean that he or she then needs to be educated in a separate, non-inclusive setting. The brief reviews IDEA’s least restrictive environment (LRE) provisions and other legal provisions that support inclusion in the regular classroom. It also provides guidance to parents on what to say and stress in the IEP meeting. The brief closes with “Next Steps for Parents” and a short list of additional resources.
Our September issue of the Buzz from the Hub focuses on the variety of IEP resources that CPIR offers. In tandem with the Buzz, we are pleased to also spotlight two training modules from the IRIS Center on developing high-quality IEPs. The first is intended for IEP team members to use. (It’s also excellent to use in staff development and training.) The second online module is primarily designed for administrators and offers guidance on supporting the development and implementation of high-quality IEPs.
Both modules explicitly address the higher standard set for FAPE in the March 2019 Supreme Court ruling in Endrew F. v. Douglas County School District. Access both modules here.
Identifying students who have specific learning disabilities (SLD) and are eligible for special education can be a complicated process under IDEA. To improve policy and practice, 11 national organizations, working together, developed this 2-page resource, Eligibility for Special Education Under a Specific Learning Disability Classification. The resource succinctly lays out 8 critical elements of a quality evaluation process when SLD is suspected. Using these 8 principles, schools and evaluation teams can examine their current practices and determine areas that need improvement. Access the principles and a list of additional resources here.
(2019) | Useful for Parent Center capacity building and for sharing with state and local education leaders and advocates The primary mechanism for ensuring that students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program (IEP). This resource from the Council of Chief […]
(2019, July) | Useful to Parent Centers who wish to share (with funders, community organizations, and state/local agencies) a snapshot of the Parent Center network’s 2018 work with families and professionals. Parent Centers are a lifeline of support for families of children, youth, and young adults with disabilities. The advocacy they provide is grounded in […]
ESSA requires states and districts to rate schools based on multiple data points (measures) that collectively comprise a state’s “accountability system.” What does it mean when a school is rated as “low performing”?
This short blog emphasizes the importance of parents being informed about and understanding the data measures used to rate schools, so that they can be partners in school improvement activities. The blog also connects you with a 2019 report, which takes a look at how many schools were identified as “struggling” based on ESSA’s requirements. Read the blog and access multiple related resources on school data, report cards, and the value of parent involvement.
When a child is suspended from school, it not only impacts the child, but the entire family. Parents often feel isolated and ashamed. They may also feel defeated with nowhere to turn. Many parents worry about the impact of the suspension on the child’s future, losing their job to care for the child during the suspension period, their child being targeted, and their child’s ability develop and maintain positive relationships with teachers and peers. During this 52-minute webinar, parents share the impact of their child’s suspension(s) on the family.
Read more about this webinar and its companion webinar, both of which are part of the National Center for Pyramid Model Innovations Let’s Talk series.
The Institute of Education Sciences at the U.S. Department of Education (ED) has announced its proposal to collect information to determine how states, districts, and schools are identifying and supporting children and youth with disabilities. The study is one component of a Congressionally-mandated National Assessment of IDEA.
Purpose? To develop an up-to-date national picture of how states, districts, and schools are implementing IDEA in order to provide ED, Congress, and other stakeholders with knowledge that can inform the next reauthorization of IDEA and, ultimately, how services are provided to children.
The comment period ends June 14, 2019. Read more about the Department’s proposed plan, download a PDF of the plan, and find out where to submit your comments.
(2018, August) | Useful to Parent Centers for sharing with the families they serve, to better parental understanding of ESSA and their role in advocating for how it is implemented in their state. This 19-page Parents’ Guide to ESSA comes from the U.S. Department of Education with the stated purpose of helping parents understand the […]