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| | Series: | inForum Brief Policy Analysis | | Author: | Müller, Eve | | Publication Date: | 2007 | | Abstract: | The purpose of this document is to identify the features of four successful collaborative partnerships between state education agencies (SEAs) and parent training and information centers (PTIs) and describe how these collaborative partnerships are improving SEA outcomes on Indicator B8 of the state performance plans (SPPs)—i.e., “Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities” [20 U.S.C. §1416(a)(3)(A)]. Although a similar Part C indicator exists, this study focuses on the Part B indicator since most Part C programs exist outside the SEA. This document elaborates on an earlier document published by Project Forum and the Technical Assistance Alliance for Parent Centers (ALLIANCE) (Brick & Markowitz, 2004). Project Forum completed this document as part of its cooperative agreement with the U.S. Department of Education’s Office of Special Education Programs (OSEP). | | Publisher: | Project Forum | | Pages: | 9 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/CollaborativePartnershipsBetweenSEAsandPTIs.pdf |
| | Series: | NICHCY Parent Guide, PA9, 1-24. | | Author: | Rebhorn, Theresa; Kupper, Lisa | | Publication Date: | 2002 | | Abstract: | Throughout a child’s school years, there is often a need to communicate in writing with school teachers, administrators, and others concerned with the child’s education. Letters provide both parents and the school staff with a record of requests, ideas, concerns, and suggestions. This Parent Guide gives a general overview of the rights of parents and children with disabilities and identifies points in times when parents may want or need to write to the school. Topics include: discussing a problem; requesting an initial evaluation for special education services; requesting an independent evaluation (IEE); requesting a meeting to review the IEP; requesting a change of placement; requesting a child’s records; requesting prior written notice; requesting mediation; letting the school know that parents intend to place their child in a private school at public expense; requesting a due process hearing; filing a complaint with the state; writing a follow-up letter; and giving positive feedback. Sample letters for addressing these issues are included. This publication is also available in Spanish. | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | 24 | | Format: | PDF | | Target Age: | | | Intended Audience: | Families | | HTML Version: | | | PDF Version: | http://www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/pa9.pdf |
| | Series: | NICHCY Parent Guide, PA9SP, 1-9. | | Author: | Rebhorn, Theresa; Kupper, Lisa | | Publication Date: | 2005 | | Abstract: | A través de los anos escolares de un niño es necesario comunicarse por medio de cartas con los maestros, administradores y otros sobre la educación del niño. Las cartas proveen un archivo de solicitudes, ideas, preocupaciones y sugerencias para los padres y el personel escolar. Esta Guia para Padres provee un repaso de los derechos de los padres y niños con discapacidades, e identifica situaciones en las que sería conveniente que los padres intercambiasen correspondencia con la escuela. Se incluyen ejemplos de cartas sobre como: discutir un problema, pedir una evaluacion inicial para servicios de educacion especial, pedir una evaluacion independiente (IEE), solicitar una reunion para repasar el PEI (IEP en ingles), solicitar un cambio de ubicacion, pedir los archivos del nino, solicitar notificacion previa por escrito, solicitar mediacion, informar a la escuela que los padres tienen la intencion de poner al nino en una escuela privada, solicitar un proceso legal debido, registrar una queja con el estado y escribir una carta que provea comentarios positivos. Esta publicacion tambien esta disponible en ingles.
Throughout a child’s school years, there is often a need to communicate in writing with school teachers, administrators, and others concerned with the child’s education. Letters provide both parents and the school staff with a record of requests, ideas, concerns, and suggestions. This Parent Guide gives a general overview of the rights of parents and children with disabilities and identifies points in times when parents may want or need to write to the school. Topics include: discussing a problem; requesting an initial evaluation for special education services; requesting an independent evaluation (IEE); requesting a meeting to review the IEP; requesting a change of placement; requesting a child’s records; requesting prior written notice; requesting mediation; letting the school know that parents intend to place their child in a private school at public expense; requesting a due process hearing; filing a complaint with the state; writing a follow-up letter; and giving positive feedback. Sample letters for addressing these issues are included. A 1991 edition of this publication is also available in English. | | Publisher: | Centro Nacional de Diseminacion de Informacion para Ninos con Discapacidades (NICHCY), en ingles National Dissemination Center for Children with Disabilities | | Pages: | | | Format: | HTML | | Target Age: | Preschool Elementary School Middle School Secondary School | | Intended Audience: | Families | | HTML Version: | http://www.nichcy.org/Documents/Spanish%20pubs/pa9stxt.htm | | PDF Version: | |
| | Series: | NCEO ELLs with Disabilities Report 12 | | Author: | Barrera, Manuel; Vang, Halee; Lie, Kristin; Thurlow, Martha | | Publication Date: | 2005 | | Abstract: | English language learners (ELLs) with disabilities, especially Hmong, Latinos, and Somalis, exhibit the lowest academic performance and participation rates on statewide tests of academic achievement required by No Child Left Behind (NCLB). These challenges are even more acute for learners with disabilities among these groups and likely reflect the combined effect of limited proficiency in English and the specific disability-related characteristics with which these students may be identified. The research project described in this report examines how parents were engaged to review and comment on the reading instruction of teachers working with English language learners identified with disabilities. Two related research questions were addressed:
1. What is an effective way to involve parents in school and classroom-based instructional issues?
2. What instructionally relevant information can Latino, Hmong, and Somali parents of English language learners with disabilities provide about standards-based instructional strategies in the classroom? | | Publisher: | National Center on Educational Outcomes (NCEO) | | Pages: | 50 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | http://cehd.umn.edu/NCEO/OnlinePubs/ELLsDisReport12.html | | PDF Version: | http://cehd.umn.edu/NCEO/OnlinePubs/ELLsDisRpt12.pdf |
| | Series: | Quick Turn Around (QTA) | | Author: | Jackson, Terry L.; Markowitz, Joy | | Publication Date: | 2004 | | Abstract: | The regulations that implemented the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) prescribe ways that educators must involve parents of students with disabilities in their child’s education, such as: being notified of meetings early enough to ensure attendance; being provided with appropriate information regarding purpose, time, location and who will be in attendance at meetings; and being included in individual or conference calls if unable to attend meetings, The purpose of this document is to describe how 10 states are currently collecting and using data on family involvement and/or family perceptions/satisfaction. | | Publisher: | Project Forum | | Pages: | 7 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/family_data.pdf |
| | Series: | Star Legacy Modules | | Author: | Brick, B.; Davis Barrett, S. | | Publication Date: | 2008 | | Abstract: | The IRIS STAR Legacy modules cover topics relevant to future teachers, administrators, and other school personnel. The modules include a challenge, interactive activities, and multiple opportunities for sharing and assessment utilizing the web and CD technology.
This module is designed to help teachers build positive relationships with families. It highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | | | Format: | Web-based | | Target Age: | | | Intended Audience: | Educators | | HTML Version: | http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm | | PDF Version: | |
| | Series: | Star Legacy Modules | | Author: | Brown, J.; Skow, K. | | Publication Date: | | | Abstract: | The IRIS STAR Legacy modules cover topics relevant to future teachers, administrators, and other school personnel. The modules include a challenge, interactive activities, and multiple opportunities for sharing and assessment utilizing the web and CD technology.
This is the fifth module in a series on RTI. It describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | | | Format: | Web-based | | Target Age: | | | Intended Audience: | Educators Local School Administrators | | HTML Version: | http://iris.peabody.vanderbilt.edu/rti05_tier3/chalcycle.htm | | PDF Version: | |
| | Series: | Quick Turn Around (QTA) | | Author: | Brick, Bob; Markowitz, Joy | | Publication Date: | 2004 | | Abstract: | This QTA provides information about building and maintaining collaborative relationships between Parent Training and Information Centers (PTIs), Community Parent Resource Centers (CPRCs) and State Educational Agencies (SEAs). It is based on material presented by three states at the IDEA Partnerships’ 2nd National Summit in Arlington, Virginia on June 19, 2003 and material from three additional states that was presented at the Technical Assistance Alliance for Parent Centers (ALLIANCE), National Conference in Washington, DC on January 30, 2004. | | Publisher: | Project Forum; National ALLIANCE Technical Assistance Center | | Pages: | 6 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | | | PDF Version: | http://www.projectforum.org/docs/pti_sea_collaboration.pdf |
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