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Parent Involvement

Tools to Increase Parent Involvement Critical Issue: Supporting Ways Parents and Families Can Become Involved in Schools - North Central Regional Educational Laboratory (NCREL) Strategies to Increase Parent Involvement that Really Work!– Council for Exceptional Children Parent Involvement Resource Page - U.S. Department of Education Parental Involvement from the Practitioner's Perspective Webcast – U. S. Department of Education Parent Involvement, Integrating Research with Improved Policies and Practices - National Research Center on Learning Disabilities Increase Parent Involvement With First Day of School Activities – National Education Association Supports for Parent Involvement- National Coalition for Parent Involvement in Education (NCPIE) Research Effective Strategies for Increasing Parent Involvement in K-12 Special Education: Indicator B8 of the Annual Performance Report - Western Regional Resource Center (WRRC) - 2007 - Abstract: This research brief was prepared for the Idaho State Education Agency (SEA). It explores various methods for increasing parent involvement in the special education process, including reviewing strategies that have proven successful, and exploring available techniques and models. School Improvement Research Series: Parent Involvement in Education - Kathleen Cotton and Karen Reed Wikelund, Northwest Regional Educational Laboratory Office of Special Education - U. S. Department of Education Helping Parents Become Involved and Informed Participants The following materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities They offer a collection of resources on the same substantive areas addressed in the initial release of the Tool Kit, including assessment, instructional practices, behavior, and accommodations. However, these documents were written specifically for parents and include information they need as they work with schools to ensure that their children are receiving a quality education. These materials provide information that will help parents become active and informed participants in IEP discussions and other decision making meetings that support students with disabilities and their families. ASSESSMENT ISSUES Assessment Including Students with Disabilities in State & District Assessments - National Dissemination Center for Children with Disabilities (NICHCY) - Federal law requires that students with disabilities take part in the large assessments conducted by states and districts. This NICHCY A-Z topics page links readers with overviews of what the law requires, the issues and evidence with respect to including children with disabilities in large-scale assessments, what states are doing, what accommodations students are receiving, and what alternate assessments are being used. All Kids Count - Federation of Children with Special Needs - This guide is designed to provide basic guidelines and points of reference for participation in discussions related to the inclusion of students with disabilities in large-scale assessment programs. Examples of accommodations from state assessment policies that may be useful in developing a student's Individualized Education Program or in designing state polices are among the information provided. Participation of Students with Disabilities: Introduction - National Center on Educational Outcomes (NCEO) - Participation in large-scale assessments is now recognized by many educators and parents as a critical element of equal opportunity and access to education. This short resource from NCEO introduces how this topic applies to students with disabilities. Participation of Students with Disabilities: Frequently Asked Questions- National Center on Educational Outcomes (NCEO) - NCEO answers seven frequently asked questions on the participation of children with disabilities in large-scale assessments. Putting It All Together- National Center on Educational Outcomes (NCEO) - This Policy Directions from NCEO provides an overview of the key components of inclusive assessment and accountability and to highlight how they fit together to form a cohesive whole that facilitates the intended benefits of standards-based reform. A list of resources is provided. NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do - National Center on Educational Outcomes (NCEO) - The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), respectively, are our nation's general education and special education laws. Together, they provide a framework for the education of students with disabilities, especially with respect to participation in large assessment programs conducted at the state and local levels. This 23-page publication takes a look at what both laws require in this regard, how they align with one another, what parents should know about each, and what they should do with that knowledge. Alternate Assessment Alternate Assessments for Students with Disabilities: Introduction - National Center on Educational Outcomes (NCEO) Alternate assessments are tools used to evaluate the performance of students who are unable to participate in general state assessments even with accommodations. Alternate assessments provide a mechanism for students with the most significant cognitive disabilities and for other students who may need alternate assessment formats to be included in the accountability system. This short resource from NCEO introduces the topic Alternate Assessments for Students with Disabilities: Frequently Asked Questions - National Center on Educational Outcomes (NCEO) - NCEO answers frequently asked questions on alternate assessments for students with disabilities. Progress Monitoring Student Progress Monitoring: What This Means for Your Child - National Center on Student Progress Monitoring - Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. This information brief on the subject talks directly to parents, describing what student progress monitoring is, how the process works in combination with children who have an IEP, and what kind of information parents might expect to receive from the school if the school or their child's teacher decides to implement student progress monitoring. Common Questions for Progress Monitoring (English) - National Center on Student Progress Monitoring - This Web site on progress monitoring answers the following common questions: What is progress monitoring? How does progress monitoring work? What are its benefits and challenges? Who should be practicing progress monitoring? Does it have other names? Common Questions for Progress Monitoring (Spanish) - National Center on Student Progress Monitoring - This is the Spanish version of Web site on progress monitoring described above. It answers the following common questions: ¿Qué es el monitoreo de progreso? ¿Cómo funciona el monitoreo de progreso? ¿Cuáles son los beneficios del monitoreo de progreso? ¿Quiénes deberían implementar el monitoreo de progreso? ¿A qué desafíos se enfrenta el monitoreo de progreso? ¿Existen otros nombres para el monitoreo de progreso? What is Curriculum-Based Measurement and What Does It Mean to My Child? - National Center on Student Progress Monitoring - This online brief gives an overview of curriculum-based measurement (CBM), a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. It explains how CBM works, what benefits it provides to students, and how their parents can use the results to work more effectively with the school system on their child’s behalf. Curriculum Based Measurement and Statewide Tests - National Center on Student Progress Monitoring - Statewide tests are generally given annually to students in elementary, middle, and high schools. This brief discusses the purposes of testing, students with disabilities and testing, and a brief overview of Curriculum Based Measurement (CBM). Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement - National Center on Student Progress Monitoring - This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described. An RTF version of this document is also available. Determining Adequate Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement - National Center on Student Progress Monitoring - This paper provides a framework for applying one model of student progress monitoring, Curriculum-Based Measurement (CBM), to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind (NCLB) legislation and how such an approach may be linked to special education accountability. An RTF version of "Determining AYP" is also available. Response To Intervention How Progress Monitoring Assists Decision Making in a Response-to-Instruction Framework- National Center on Student Progress Monitoring - Progress monitoring requires frequent data collection (i.e., weekly) with technically adequate measures, interpretation of the data at regular intervals,and changes to instruction based on the interpretation of child progress. The two cases presented in this report illustrate how progress monitoring data could be used to make reasonable decisions about children’s responsiveness to instruction. An RTF version of "Decision Making" is also available. INSTRUCTIONAL PRACTICES K-3 Literacy NICHCY Connections...to Literacy National Dissemination Center for Children with Disabilities (NICHCY) - This A-Z topics page of NICHCY connects visitors to research-based methods of literacy instruction for students, including those with disabilities. Materials are grouped by: the Research Basics, NCLB (No Child Left Behind) and Reading, Beginning Reading Instruction, Reading with Older Children, and Literacy and Children with Disabilities. Target the Problem Reading Rockets - This Web resource from Reading Rockets is designed to help parents and classroom teachers understand the specific problems a child may be having with reading. You'll find practical suggestions on what you (and kids themselves) can do to help students overcome or deal with their reading difficulties. NCLB: Reading Tips for Parents (English) U.S. Department of Education - This publication highlights ways to help your child get ready to read and ready to learn. NCLB: Reading Tips for Parents (Spanish) U.S. Department of Education - Consejos Prácticos para los Padres sobre la Lectura highlights ways to help your child get ready to read and ready to learn. Literacy-Rich Environements The Access Center - This brief provides information on the purpose of a literacy rich environment and important elements that make it effective. Research evidence on classroom materials, the role of the teacher, and the classroom layout are discussed as well. Reading Rockets Family Guide: Giving a Big Boost to a Child You Love Reading Rockets - The colorful bilingual Family Guide includes tips for helping children get the most out of reading as well as pointers on working with schools and teachers, ideas for using the public library, and more. The PDF of the guide above includes both the English and the Spanish versions. Social Interaction and Communication Learning to Communicate: Strategies for Developing Communication with Infants Whose Multiple Disabilities Include Visual Impairment and Hearing Loss (English) California Deaf-Blind Services - When infants have a visual impairment and hearing loss in additional to other disabilities, the communication process does not develop naturally. Communication with these infants requires careful planning, consistent attention, and specific procedures. The purpose of this article is to discuss selected strategies that families and service providers can use for communicating with infants (birth to 36 months) who are not yet using words and who have significant and multiple disabilities. Learning to Communicate: Strategies for Developing Communication with Infants Whose Multiple Disabilities Include Visual Impairment and Hearing Loss (Spanish) California Deaf-Blind Services - This is the Spanish version of the article above, Aprendiendo a Comunicarse: Estrategias para Desarrollar Comunicación con Infantes cuyas Incapacidades Múltiples Incluyen Incapacidad de la Vista y la Pérdida del Oído. Adolescent Literacy Adolescent Literacy National Center on Secondary Education and Transition (NCSET) - This resource explores approaches to improving the literacy skills of adolescents so that they can succeed in content-area classes and enjoy reading. NICHCY Connections...to Literacy National Dissemination Center for Children with Disabilities (NICHCY) - This A-Z topics page of NICHCY connects visitors to research-based methods of literacy instruction for students, including those with disabilities. Materials are grouped by: the Research Basics, NCLB (No Child Left Behind) and Reading, Beginning Reading Instruction, Reading with Older Children, and Literacy and Children with Disabilities. BEHAVIOR Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know (English) Families and Advocates Partnership for Education (FAPE) - This document explains what are functional behavioral assessment and positive interventions for children with behavioral problems. Information about the requirements of IDEA 97 is provided, as well as an overview of current thinking on behavior. The basic steps in conducting a functional behavioral analysis are outlined, and common elements of a behavior plan are listed. The publication concludes with examples of behavior intervention strategies. Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know (Spanish) Families and Advocates Partnership for Education (FAPE) - This is the Spanish version of the article above, Evaluación de Conducta Funcional e Intervenciones Positivas: Lo que los Padres Necesitan Saber. ACCOMMODATIONS Instructional and Assessment Accommodations Adaptations and Accommodations for Students with Disabilities National Dissemination Center for Children with Disabilities (NICHCY) - This NICHCY resource list identifies and describes 37 resources offering a teacher more information and guidance about how to adapt classrooms and curricula to address the unique needs of students with disabilities. Accommodations for Students with Disabilities: Introduction National Center on Educational Outcomes (NCEO) - Accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that allows abilities to be assessed rather than disabilities. They are provided to "level the playing field." Without accommodations, the assessment may not accurately measure the student’s knowledge and skills. This short resource from NCEO introduces the topic. Accommodations for Students with Disabilities: FAQs National Center on Educational Outcomes (NCEO) - NCEO answers frequently asked questions on accommodations for students with disabilities. Accommodations for Students with Disabilities in High School National Center of Secondary Education and Transition (NCSET) - This brief focuses upon the issue that fewer students with disabilities in middle schools and high schools use accommodations than students with disabilities in elementary schools. The issue is defined, legal considerations are presented, and examples of instructional and assessment accommodations are provided, along with state-reported levels of use of accommodations. School Accommodations and Modifications (English) Families and Advocates Partnership for Education (FAPE) - This 4-page publication provides examples of common accommodations and modifications made to: textbooks, curriculum, classroom environment, instruction and assignments (directions, time/transitions, handwriting, grading, tests, math), and behavior. School Accommodations and Modifications (Spanish) Families and Advocates Partnership for Education (FAPE) - This is the Spanish version of the article above, Acomodaciones y Modificaciones Escolares. Questions for Parents to Ask about School Adaptations PACER Center - This 2-page publication provides a very succinct list of questions that parents can ask to focus the discussion on appropriate adaptations for their child with a disability. Accommodations & Modifications Fact Sheet PEAK Parent Center - This 3-page fact sheet provides an overview and many examples of academic accommodations and modifications for children with disabilities. Family Information Guide to Assistive Technology (English) - This guide includes the following sections: The Possibilities of Assistive Technology Assistive Technology in Schools Funding Assistive Technology Quick Questions and Tips Glossary of Assistive Technology Terms and Definitions Additional Assitive Technology Information Family Information Guide to Assistive Technology (Spanish) Family Center on Technology and Disability (FCTD) - This is the Spanish version of the guide above, La Guía Familiar sobre Tecnología Asistencial, which includes the following sections: Las Posibilidades de la Tecnología Asistencial (TA) Tecnología Asistencial en las Escuelas Financiando la TA Preguntas y Recomendaciones Glosario de Términos de TA y Definiciones Recursos Informativos Adicionales sobre TA [End of OSEP Toolkit Materials for parents] New Hampshire Academic Content Standards Curriculum Curriculum Frameworks Directories New Hampshire Schools - Contact information Maneuvering Through The Maze - 2008 Edition – Directory of publicly funded services in New Hampshire - New Hampshire Family Voices Brochure Parent Participation: Bringing the Parent Perspective into the Discussion – New Hampshire Family Voices

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