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Area: PRACTITIONER:family connections and partnerships
- 1/1/07 - National Research Center on Learning Disabilities,
This 2007 brief explains the connection between Early Intervening Services (EIS) as stipulated in the 2004 reauthorization of IDEA and Responsiveness to Intervention. It was created by the National Research Center on Learning Disabilities and could be of use for families who are looking for foundational information regarding EIS and RTI. - 1/1/09 - Dale Russakoff
"Journalist Dale Russakoff, in her essay for this Annual Report, charts the course of requirements for parent involvement in successive reauthorizations of Title I, the largest federal education program aimed, for the last 45 years, at narrowing the achievement gap between children from more affluent and from low-income families.Russakoff examines the evidence for whether the vast range of efforts by schools to comply with federal requirements to engage parents have lead to better... - 1/1/06 - Technical Assistance ALLIANCE for Parent Centers,
Children go to school to learn, of course. But parents of children with disabilities often ask, “How will I know my child is learning and making progress?” Parents can answer that question by looking at a variety of data, including information from special education and general education sources and information from outside the school. - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
IDEA is the nation’s special education law. Under IDEA if a child is found to be a “child with a disability,” he or she is eligible for special education and related services. If your child has a disability, under IDEA, a team of people will gather to talk about what special instruction and services your child needs. This team includes you, the parent. The team reviews the information available about your child. This includes such information as classroom work, reports from teachers... - 1/1/08 - Joseph G. Kosciw, Elizabeth M. Diaz
Comprehensive report on lesbian, gay, bisexual and transgender (LGBT) families’ experiences in education found that LGBT parents are more likely to be involved in their children’s K-12 education than the general parent population. These parents are more involved in school activities and maintain consistent communication with school personnel. In addition, both LGBT parents and children of LGBT parents often report harassment because of their family structure. - 1/1/04 - Ferguson, Dianne
Welcome books have pictures of the principal, secretaries, Kindergarten teachers, lunchroom manager, librarian and janitors – everyone that a new student needs to get to know. Under each picture, the duties or responsibilities of each person are listed, and how their duties relate to the child. The book can include whatever will help the student familiarize themselves with the new school. It could include maps of the school or community, description of special school events or routines... - 1/1/04 - Ferguson, Dianne
An alternative to homework would be integrating learning that will reinforce (but maybe not exactly imitate) what’s being learned at school. By integrating home learning into activities that families already routinely do, family have more opportunities to reinforce school learning than they might achieve through homework. - 1/1/04 - Ferguson, Dianne
Good communication between teachers and families can help build school community and foster successful school experiences for kids. One way to achieve good communication is to establish a consistent system for sharing information. A weekly “Friday” folder, provided to each student by his or her teacher, creates an arena for schools and families to share information, successes, questions, and suggestions. - 1/1/09 - Christopher Wildeman
"Although the share of the homeless population composed of African Americans and children has grown since at least the early 1980s, the causes of these changes remain poorly understood. This article implicates mass imprisonment in at least the second of these shifts by considering the effects of parental incarceration on child homelessness using data from the Fragile Families and Child Wellbeing Study. These are the only data that simultaneously represent a contemporary cohort of the urban... - 1/1/08 - Parent Teacher Association,
The PTA's National Standards for Family-School Partnerships offer a framework for how families, schools, and communities should work together to support student success. This assessment guide, or rubric, helps facilitate the implementation of these standards. The guide includes specific goals for each standard, indicators for measuring these goals, and examples for each indicator to show what good practice looks like at different levels of development. - 1/1/04 - Martha Boethel
This research synthesis is the fourth in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis addresses readiness as it relates to children, schools, families, and communities. - Center for Appropriate Dispute Resolution in Special Education,
Tools and resources to encourage the use of mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs. - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Before a child receives special education or related services, he or she must have an evaluation. The evaluation will help determine if a child needs special education. A parent or a member of the school staff may make the request for an evaluation. The child’s parent must give consent in writing for the first evaluation. The evaluation will include information from parents, assessments (tests), medical concerns, and interviews with parents and school staff. - National Secondary Transition Technical Asssistance Center,
This fact sheet provides information on how students can be involved in the IEP process as well as evidence based practices. - 1/1/07 - Mellard, D.F., McKnight, M.A. , Deshler, D.
This brief from 2007 provides information for parents on what children may experience in schools that use RTI to identify and instruct children with specific learning disabilities. It presents a three-tier model and includes question section that parents could use to fill in information about screening, progress monitoring, tiered instruction, staff collaboration, and fidelity of implementation. - 1/1/08 - Chris Ferguson, Manica Ramos , Zena Rudo, Lacy Wood
This set of studies provides greater clarity about creating partnerships among schools, families, and community groups. Most importantly, these studies provide insight into the how and why of programs adopting contextually driven approaches rather than limiting efforts to those activities that are convenience to school staff, time, and facilities. When efforts are designed to meet the needs of the community setting, there is increased support for student learning and involvement from outside...
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