CPIR joins with the National Center on Educational Outcomes (NCEO) as the first action step in a collaboration to develop and share user-friendly information about state assessments with families of children with disabilities. This webinar focuses on NCEO’s new (and quite amazing!) resource, the Participation Communications Toolkit. The highly customizable toolkit is designed for stakeholders to use in discussing and making decisions about how children with disabilities will participate in state assessments. The webinar highlights the role that Parent Centers can play in supporting the family’s role as one of the primary decision makers about their child’s participation. It’s also available in Spanish.
Least restrictive environment, or LRE as it is more commonly called, is one of several vital components in the development of a child’s IEP and plays a critical role, influencing where a child spends his or her time at school, how services are provided, and the relationships the child develops within the school and community. Indeed, LRE is a foundational element in building an appropriate IEP that can improve outcomes for a child—in school and in life.
COVID-19 shuttered school buildings and the impact on students will potentially be significant for years to come. While instructional loss will affect most students, it could have a disproportionate impact on students with disabilities and other historically marginalized populations, including students of color, students impacted by poverty, and English language learners. It’s critical that schools take immediate steps to address the issue of instructional loss and prevent students from falling further behind. This 26-page report from NCLD discusses promising practices for doing just that. It explores in some detail research-based approaches to accelerate learning; how to implement those approaches with success; and policy recommendations and actions at the state and federal levels. Read more about the report and download it here.
This draft parent reentry guide provides parents with support and resources to help navigate these unprecedented times of schooling during the pandemic. It presents an overview of the potential challenges that may present in the 2020-2021 school year and then addresses how to support students and families in the areas of social emotional learning, academic support at home, family culture and well-being, current operations, and health and safety concerns. It concludes with a large resource list for families.
(2020) | Useful to Parent Centers for sharing with families and schools Also available in Spanish. As the year begins with distance or hybrid learning at most schools, many parents are worried that pre-pandemic IEP plans may leave students with disabilities without vital services. Luckily, IEP or 504 plans aren’t set in stone. If a […]
Parents or adult family members play an essential role as learning coaches, ensuring their children have the structure and support to succeed in online and distance learning environments. This learning coach/master planner role is particularly important for children with disabilities, learning and attention issues, and those who struggle with executive function skills, including organization and prioritizing. This article from schoolvirtually.org offers several ways to get started in your role as learning coach. The article ends with a list of Visual Schedule apps you can download. Access the article and the list of Visual Schedule apps here.
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.
(2019, July) | Available in English and Spanish | Useful for sharing with families of children with disabilities. Whether the child is starting a new school year or has a new Individualized Education Program (IEP), this Great Schools article will help parents how to get things started on the right foot. https://www.greatschools.org/gk/articles/8-steps-to-kicking-off-your-childs-iep-the-right-way/ In Spanish | […]
(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, April) | Useful to Parent Centers, educators, families, and school systems interested in how to initiate or expand school climate improvement activities. The Parent and Educator Guide to School Climate Resources, from the U.S. Department of Education, is intended to provide parents, teachers, administrators, and other interested parties with: a general understanding of school climate, […]