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This Buzz is packed with info for you and the families and professionals you serve. We start off with a Dear Colleague Letter from the feds, share 3 resources for and about youth in transition to adulthood, and 3 others focused on state assessments, which are meant to be shared with families.
The Wisconsin Early Childhood Collaborating Partners offers a FACTS and TIPS series of publications in English and Spanish. The series is intended to give early childhood programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. Examples of products in the series include: […]
(2019) | Useful to Parent Centers, service providers, and Spanish-speaking communities in learning about helpful systems in the United States and what services and information the government makes available in Spanish Description of this resource in English Descripción de este recurso en español _____________ Description of This Resource in English This official website of the […]
Links updated, July 2017 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 […]
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 […]
(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 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, […]
