By collaborating with her colleagues and carefully planning, Julie Saxe, a special educator from Yarmouth, Maine is able to facilitate her students’ participation in the first-grade spring concert. This is an event that some students might choose to avoid if they did not have the scaffolding in place to feel successful. Listen to Julie Saxe describe how she helps to provide “…the memories and positive experiences that school should be.”
What impact has school closure and disruption to instruction had on student learning? What data can be used to help plan instruction that will meet all student’s needs and support decision-making for system-wide changes? Educators, district leaders and State Education Agencies (SEAs) are asking these question as they prepare to re-open schools after closure due to COVID-19.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned.
This section from the Training Manual: Collaborative Problem Solving and Dispute Resolution in Special Education, focuses on communication skills which are essential for effective collaboration, including collaborating with parents and families within the development and implementation of high-quality educational programming. This section of the training manual covers types of communication, receiving information, sharing information, and barriers to effective communication.
A Tale of Two Conversations is a two-part video, originally developed by the Office for Dispute Resolution in Pennsylvania, showing actors playing a parent of a child with a disability and a school administrator. The meeting was requested by the parent and takes place in the administrator’s office. Take One shows the parent and administrator talking about the child’s special education program. They are talking, but not listening. Their communication is unproductive.
This brochure offers specific communication skills that may be helpful to parents as they develop and maintain partnerships with their child's school. This document was originally published in May 2004 and developed in partnership with the National Dissemination Center for Children with Disabilities (NICHCY). This resource is available in multiple languages
In this multi-part webinar from the Center for Appropriate Dispute Resolution in Special Education (CADRE) presenters Lorig Charkoudian, Ph.D. and Erricka Bridgeford of Community Mediation Maryland introduced participants to the concepts and strategies of Inclusive Listening, a system for listening and reflecting for mediation and facilitation. Inclusive Listening has been developed over the last 15 years by mediators and trainers in Maryland. Inclusive listening honors participants' experiences, supporting them to have the conversation in an authentic way.
IEP teams are intentionally composed of parents, educators, and service providers who bring different expertise to the development of effective educational programs. This resource from the Center for Appropriate Dispute Resolution in Special Education (CADRE) includes suggestions on how educators and service providers can effectively collaborate with parents including specific recommendations for IEP meetings.