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Tag » families- 1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey
The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well. - 1/1/08 - The Federal Intreragency Forum on Child and Family Statistics,
Statistical data on children and families collected through the coordination and integration of 22 federal agencies. Indicators are organized into seven sections: Family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. - 1/1/08 - Douglas-Hall, A., Chau, M.
Estimates in this data display are “based on the U.S. Current Population Survey, Annual Social and Economic Supplement, March 2008, representing information for calendar year 2007.” Details include (a) numbers and percentages in low-income families; (b) changes over time; (c) federal poverty level figures; (d) family characteristics; (e) variation’s by children’s age; (f) variations by race/ethnicity; (g) variations by parents’ country of birth; and (g) variations by region of... - 1/1/08 - Robin Waterman, Beth Harry
Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers. Most importantly, they bring profound commitment and motivation: The majority of the parents of ELLs have come to the United States in order that they and their children will have a “better life.” And many of these families quickly come to believe that supporting their... - 1/1/07 - U.S. Department of Education,
Children benefit academically when parents and educators work together. For this reason, parents’ involvement in their children’s education is a priority of the No Child Left Behind Act of 2001. But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills and develop the confidence to use them, especially as parents move beyond traditional activities, like helping children with homework, and toward shared... - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Evaluation is a process that helps parents and schools determine whether a child has a disability. Under IDEA a “child with a disability” is one who qualifies for special education and related services. A child cannot receive special education without an evaluation. Information, resources, and internet communities for communication are combined here for anyone involved with people who deal with disabilities. The website is designed as a mini-village, including a school secction where there are topics devoted just for kids. Within education, the site links up to sources with information about how to communicate with schools, be an advocate for students, inclusive education resources, and disability awareness education materials. - 1/1/07 - National Consortium on Deaf-Blindness,
Describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Based on research and training activities conducted by Marleen Janssen, Marianne Riksen-Walraven, Jan van Dijk, and Bernadette van den Tillaart. - 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. - 1/1/04 - Edward Garcia Fierros
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 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... - 1/1/09 - Worsham, D.
As the SPP family survey results start rolling in it is becoming apparent to many that the returns are not quite what had been hoped for. The response rate may be low, or some of the questions not answered, or one particular demographic group not represented at all, due either to failure to be able to deliver the survey to them, or failure of the families to return the completed surveys. The variations on the theme are many, and the “solutions” just as varied, sometimes difficult, and in... - 1/1/06 - Technical Assistance ALLIANCE for Parent Centers,
Informed Parent Consent is one of the important parent rights in the Individuals with Disabilities Education Act (IDEA 2004). IDEA is the federal special education law. When your child receives special education services, there are times when the school must obtain your written permission before acting. - 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. - 1/1/08 - Bridgeland, J., Diulio, J. , Streeter, R. , Mason, J.
Today in America, there are approximately 25 million parents who have children in American high schools. Their role in the educational achievement of their children is profound. Students with involved parents, regardless of their family income or background, are more likely to earn higher grades and test scores, enroll in higher level classes, attend school and pass their classes, develop better social skills, graduate from high school, attend college, and find productive work. The opposite...
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