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Navigating Excellence - Parent Center Assistance & Collaboration Team
Region A E-News
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Inspirational Quote
"To handle yourself, use your head; to handle others, use your heart." -Eleanor Roosevelt
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Message from Carolyn & Diana
We are winding down 2018! We send all of you best wishes for a warm and wonderful holiday (if you celebrate a holiday!) and for a successful year ahead. Remember that we are here to support you in any way we can, so don't hesitate to contact us! (Emails are best).
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Reminder about the NE-PACT/Region A Parent Center Workspace!
You've been invited to join NE-PACT: A group for Region A Parent Centers.
Check your email for this invitation to our
universal location to house all of our resource collections, materials, documents, and files, including the Transition Resource Repository, Trauma Toolkit, Drop-in call notes, webinar announcements and recordings, peer to peer and CQI applications, TA resources, and much more! Reach out to Rosslin Mensah-Boateng at
[email protected]
if you can't find your invitation or need other assistance accessing the new Region A parent center workspace.
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Featuring...
 Parents Place of Maryland
: PPMD's LEADers Program provides parents with the information they need to be involved in special education and health-related issues around the state. It also gives families the tools they need to be a voice for their own children and other children in the community. The next series begins in January. More information.
Advocates for Justice and Education: AJE's Transition Advocacy Project provides youth ages 13-26 and their parents with support, advocacy, information and training to improving their involvement in their educational planning. The TAP program partners with schools and youth-serving organizations to prepare youth to be effective self-advocates. Find out more.
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Upcoming Events/Dates to Remember
NE-PACT/Region A PTAC Drop-In Call, Tuesday, 1/8 at 10 am (on the 2
nd Tuesday because of New Year's Day)
: Please remember to join us each month on the first Tuesday of the month. Dial 877-713-0446 and use participant code 389-654-6677. Each month, we will share national and regional information of interest, facilitate conversation on issues raised by the centers in our region, and provide an opportunity for you to share updates on your work and developments in your community/territory/ state. Please let us (
[email protected],
[email protected], and
[email protected]) know if you have any agenda items you would like to include.
Parent Leadership and Advocacy Conference, March 23, NJIT, Newark, NJ: Join us for this biannual conference for and about meaningful parent leadership across education, health, mental health, family support, human services and child welfare systems. This year's theme is Speak Up! Take Action! Create Change! The Time is NOW!
More information.
Addressing Challenging Behavior National Training Institute on Effective Practices, March 22-25, Clearwater Beach, Florida
: The format of this institute is designed to provide cutting-edge information on challenging behavior in an in-depth, intensive learning experience. Each workshop is 3 hours long and topics are chosen carefully to give you a variety of options. Participants have many opportunities to practice new strategies, interact with experts, and engage in lively discussions. More information about sessions, travel, and registration.
NE-PACT Follow-Up Forum: Mark your calendars! The NEPACT Follow-up Forum will be on Monday, April 1 - April 2, 2019.
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Non-Profit Management Resources
Improvement Science and Implementation Science:
We've all been hearing about "improvement science" and "implementation science" - how do these two "sciences" intersect with each other? Read this interesting article, "Harnessing the Synergy Between Improvement Science and Implementation Science in Cancer: A Call to Action"
. While the article focuses on the field of cancer, it is a good explanation of these two approaches, noting that implementation science focuses on timely and appropriate "uptake" of evidence, and improvement science focuses on measuring performance to achieve improvement. In our upcoming e-newsletters, we will be providing additional information on each of these "sciences" and how they relate to our work as parent centers.
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Family-Centered Services Resources
DEC Recommended Practices
: Are you familiar with the Division for Early Childhood Education's recommended practices, developed in 2014? (If not, you can access them here.
You can also access the recommended practices with embedded examples
. They are available in English and Spanish). One of the 7 areas covered is "family practices." Family practices refer to ongoing activities that (1) promote the active participation of families in decision-making related to their child (e.g., assessment, planning, intervention); (2) lead to the development of a service plan (e.g., a set of goals for the family and child and the services and supports to achieve those goals); or (3) support families in achieving the goals they hold for their child and the other family members. The version with examples provides good information about family-centered practices that you can discuss with your staff to make sure everyone is on the same page.
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Youth-Centered Services Resources
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Absenteeism
Attendance Works:
The motto of Attendance Works is, "Advancing Student Success by Reducing Chronic Absence." They offer a comprehensive set of resources for schools, school districts, communities and states, available free of charge on their website, including messaging materials, toolkits, data tools, online webinars, and interactive, online training courses. Check it out.
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Accessibility
 National Center on Accessible Instructional Materials:
The AEM Center provides technical assistance (TA) to state education agencies (SEAs), local education agencies (LEAs), and other stakeholders to i(1) improve the implementation of NIMAS, a technical standard used by publishers to produce source files (in XML) that may be used to develop multiple specialized formats (such as Braille or audio books) for students with print disabilities, and (2) to develop and implement unified distribution systems in SEAs that will improve the timely delivery of high-quality accessible instructional materials to all children with disabilities who need instructional materials in accessible formats. AEM Center provides support for the use of AEM in early learning, higher education, and workplace settings and has extended its reach to include educational materials that are first developed and distributed in digital formats. The AEM Center will also provide support for the development, selection, and use of accessible technologies. Check out their resources.
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Bilingual/LEP
The National Association for Bilingual Education: The National Association for Bilingual Education, works to advocate for educational equity and excellence for bilingual/multi-lingual students. Their website features a wide array of resources.
National Clearinghouse of English Language Acquisition
: Authorized under Title III of the No Child Left Behind Act of 2001 (NCLB), the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) supports the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, as well as to implement NCLB as it applies to ELLs.
The NYS Statewide Language Regional Education Resource Network: The NYS Statewide Language RBE-RN is funded by the New York State Education Department Office of Bilingual Education and World Languages to provide support for the education of limited English proficient/English language learners (LEP/ELLs), and students of languages other than English. Districts and schools statewide are offered technical assistance, professional development and resource materials, including information that strengthens the teaching and learning of students of English as a new language, and students of languages other than English. Check out their available resources.
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Bullying
National Center for Safe Supportive Learning Environments:
The National Center on Safe Supportive Learning Environments Center (NCSSLE) provides training and support to school and district administrators, institutions of higher education, teachers, support staff at schools, communities and families, and students on issues related to safe and supportive environments and factors that affect the conditions for learning, such as bullying, harassment, violence, and substance abuse.
StopBullying.Gov
: This website,
contains information on training, state laws and policies, what schools can do, and what kids can do, to prevent and respond to bullying and cyber-bullying.
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Child Welfare
Child Welfare TA Implementation Centers: In 2008, the Children's Bureau of the US Department of Health and Human Services' Administration for Children and Families established five regional Implementation Centers to improve child welfare services and achieve "sustainable, systemic change for greater safety, permanency, and well-being for children, youth and families."
Find out more.
Other Child Welfare TA Centers:
Resource Centers provide training and technical assistance in specific focus areas with the goal of helping agencies, managers, family and juvenile courts, and other child welfare professionals better serve children and families, such as the National Center for Community-Based Child Abuse Prevention.
Center for the Study of Social Policy: One of the priority areas for the Center for the Study of Social Policy is
child welfare. In this area, they support the child welfare system in offering quality help to families to allow them to stay together, heal, and thrive.
Juvenile Law Center: The Juvenile Law Center advocates for rights, dignity, equity and opportunity for youth in the child welfare and justice systems. For more information about their work related to children in child welfare
click here.
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Choice/Charter Schools/Virtual Schools/Voucher Programs
National Center for Special Education in Charter Schools:
The goal of the NCSECS is to advocate for students with diverse learning needs to ensure that, if they are interested in attending charter schools, they are able to access and thrive in schools designed to enable all students to succeed. Check out their resources.
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Cultural Competence
 The National Center for Cultural Competence: The National Center for Cultural Competence seeks to increase the capacity of programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote equity. Their many resources, including the Cultural and Linguistic Competence Self-Assessment for Family Organizations, are available
here.
Think Cultural Health
: The Think Cultural Health website features information, continuing education opportunities, resources, and more for professionals to learn about culturally and linguistically appropriate services (the CLAS Standards). Sponsored by the Office of Minority Health, the site includes professional development
, resources (including a resource library, recorded presentations, and videos).
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Data
Center for the Integration of IDEA Data:
The CIID provides technical assistance to states to increase the capacity to report high-quality data required under the IDEA Part B, Sections 616 and 618.
 Center for IDEA Early Childhood Data Systems (DaSy):
The DaSy Center is a national technical assistance center funded by the U.S. Department of Education Office of Special Education Programs. DaSy works with states to support IDEA early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems. DaSy provides technical assistance (TA) and resources to state agencies to assist with the development or enhancement of data systems for Part C early intervention and Part B preschool special education programs supported through the Individuals with Disabilities Education Act (IDEA). The DaSy Center collaborates with other centers to leverage what is known and generate new ideas and products to help state agencies create and expand early childhood cross-agency and longitudinal data systems that include the Part C and Part B preschool data needed to collect, analyze, and report high-quality data required under IDEA. Check out their website
; they also have data resources for families.
IDEA Data Center:
The IDEA Data Center is funded by the US Department of Education's Office of Special Education Programs to provide TA to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA data. Check it out
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National Center for Systemic Improvement:
NCSI
provides states with TA to support their school districts and local early intervention service programs to improve results for infants, toddlers, children, youth and young adults with disabilities. The NCSI's Data Use team develops and helps states use data resources.
National Center for Education Statistics:
The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally. Check out their Data and Tools section.
Privacy TA Center:
The Privacy TA Center is a component of the US Department of Education's comprehensive privacy initiatives that offers TA to states and local education agencies and institutions of higher education related to the privacy, security, and confidentiality of student records. Their help desk can also respond to questions from parents and parent centers.
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Discipline & Positive Behavior Supports
Center for Positive Behavioral Interventions and Supports (PBIS Center): Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Technical Assistance Center on
PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups. They offer information for schools, families, and communities, including training materials.
National Center for Pyramid Model Innovations: The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion.
Find out more.
National Center for Safe Supportive Learning Environments:
The National Center on Safe Supportive Learning Environments Center (NCSSLE) provides training and support to school and district administrators, institutions of higher education, teachers, support staff at schools, communities and families, and students on issues related to safe and supportive environments and factors that affect the conditions for learning, such as bullying, harassment, violence, and substance abuse.
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Dispute Resolution
CADRE (Center for Appropriate Dispute Resolution in Special Education):
CADRE's major emphasis is on encouraging the use of mediation, facilitation, and other collaborative processes as strategies for resolving disagreements between parents and schools about children's educational programs and support services. CADRE supports parents, educators, administrators, attorneys and advocates to benefit from the full continuum of dispute resolution options that can prevent and resolve conflict and ultimately lead to informed partnerships that focus on results for children and youth. Check out their resources.
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Dropout Prevention
National Dropout Prevention Center
:
The mission of the National Dropout Prevention Center is to increase graduation rates through research and evidence-based solutions. Since inception, the National Dropout Prevention Center has worked to improve opportunities for all young people to fully develop the academic, social, work, and healthy life skills needed to graduate from high school and lead productive lives. By promoting awareness of successful programs and policies related to dropout prevention, the work of the Center and its network members has made an impact on education from the local to the national level. Find out more.
National Dropout Prevention Center for Students with Disabilities:
The National Dropout Prevention Center for Students with Disabilities was funded by the US Department of Education's Office for Special Education Programs; the funding period has ended and the site content is no longer being updated, but you can access materials.
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Early Childhood/Early Intervention
 BUILD Initiative:
BUILD works with early childhood leaders within states and nationally to better prepare young children to thrive and succeed. They support states leaders from the public and private sectors as they work to set policy, offer services, and advocate for children from birth to age 5. They help states, advocates and providers focus on connecting programs and services to develop an early childhood system - programs, services and policies - tailored to the needs of the state's unique young child population. They focus on Health, Mental Health and Nutrition; Early Learning; Special Needs and Early Intervention; Family Support; and Cross-Cutting Issues.
Center on Enhancing Early Learning Outcomes:
CEELO works to strengthen capacity of state education agencies to improve early learning opportunities and outcomes.
Early Childhood TA Center (ECTA):
ECTA is funded by the US Department of Education Office of Special Education Programs to provide technical assistance to state early intervention and preschool special education programs.
Access their resources.
Foundation for Child Development:
FCD connects research, policy and practice to support development of effective early childhood development systems.
National Institute for Early Education Research: NIEER conducts academic research to inform policy supporting high-quality, early education for all young children promoting the physical, cognitive and social development needed for children to succeed in school and later life. NIEER provides independent, research-based analysis and technical assistance to policymakers, journalists, researchers, and educators. Find out more.
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Education Reform/Every Student Succeeds Act/School Improvement
Content Centers & Regional Comprehensive Centers:
The US Department of Education Office of Elementary and Secondary Education supports 22 centers to help increase State capacity to help districts and schools improve student achievement. There are 15 regional comprehensive centers that provide services to SEAs to help them assist school districts and schools, especially low performing schools. Each regional center provides training and TA in the implementation and administration of programs authorized under the Elementary and Secondary Education Act (ESEA) (Every Student Succeeds Act/ESSA) and the use of research-based information and strategies. The seven content centers focus on specific areas of expertise, supplying research-based information and products in their specific area that the regional centers use when working with State Education Agencies. The seven content areas are Building State Capacity and Productivity; College and Career Readiness and Success; Enhancing Early Learning Outcomes; Great Teachers and Leaders; Innovations in Learning; School Turnaround; and Standards and Assessments Implementation. Find out more
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National Center on Intensive Intervention:
The NCII works to build district and school capacity to support implementation of data-based individualization in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs.
National Center for Special Education Research:
The National Center for Education Research (NCER) supports rigorous research that contributes to the solution of significant education problems in our country. Through its research programs and the national research and development centers, NCER supports research activities to improve the quality of education and thereby, increase student academic achievement, reduce the achievement gap between high-performing and low-performing students, and increase access to and completion of postsecondary education.
Regional Educational Labs (RELs):
There are 10 Regional Education Laboratories (RELs) which represent regions and territories across the United States. The RELs work in partnership with school districts (e.g. local education agencies), state departments of education (e.g., state education agencies and lead agencies) and others (e.g., universities and parent information and training centers) to conduct the following three main activities: conduct applied research that seeks to solve practical problems and advances fundamental understandings of education problems and processes; disseminate actionable, credible, up-to-date research evidence and engage with researchers, practitioners, and policymakers in understanding that evidence; provide technical assistance related to the application and use of scientifically-valid research through extensive, ongoing, or customized support to meet the needs of particular stakeholders. Check them out
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Equity
Civil Rights Project at UCLA: The
Civil Rights Project provides information and advocacy to achieve racial and ethnic equity including in education. It has published a series of monographs around racial segregation in schools.
Equity Assistance Centers: Equity Assistance Centers are funded by the Department to provide technical assistance and training, upon request, in the areas of race, sex national origin, and religion to public school districts and other responsible governmental agencies to promote equitable education opportunities. The centers work in the areas of civil rights, equity, and school reform. This assistance helps schools and communities ensure that equitable education opportunities are available and accessible for all children. You can find the contact information including websites of the four EACs
here.
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Fatherhood
National Responsible Fatherhood Clearinghouse:
This clearinghouse is an Office of Family Assistance funded national resource for fathers, practitioners, programs/federal grantees, states and the public who are serving or interested in supporting strong fathers and families. The NRFC provides, facilitates, and disseminates current research, proven and innovative strategies that encourage and strengthen fathers and families, and providers of services. More info.
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Foster Care
National Foster Parent Association:
The NFPA
mission is to to be a respected national voice for foster, kinship, and adoptive families through networking, education, and advocacy. Check out their resources.
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Homelessness
National Center for Homeless Education: The
NCHE operates the U.S. Department of Education's technical assistance and information center for the federal Education for Homeless Children and Youth (EHCY) Program including McKinney-Vento awareness materials, state and local contacts, etc.
Access their resources including information on their helpline, training, etc.
NYS-TEACHS:
New York State Technical and Education Assistance Center for Homeless Students (NYC-TEACHS) provides information, referrals, and trainings to schools, school districts, social service providers, parents, and others about the educational rights of children and youth experiencing homelessness. NYS-TEACHS is housed at Advocates for Children of New York, Inc. (AFC), a Region A PTI in NYC. While funded by the NYS Education Department, its resources are relevant to and useful for all parent centers.
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IDEA
Center for IDEA Fiscal Reporting:
IFR provides technical assistance to state education agencies (SEAs) to help them meet their federal obligation to collect and report special education fiscal data. Check out their resources
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National Center for Systemic Improvement (NCSI):
The NCSI supports states in achieving a national vision of results-driven accountability (RDA) for special education and early intervention programs
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Technical Assistance and Dissemination Projects:
The US Department of Education funds a network of technical assistance and dissemination projects around IDEA implementation from early intervention through special education through transition to adult life.
Check out the online database of TA and research centers
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Immigrant
National Immigration Law Center:
The NILC provides advocacy on behalf of low-income immigrants across multiple issue areas including education.
National Network for Immigrant and Refugee Rights:
NNIRR is a national organization composed of local coalitions and immigrant, refugee, community, religious, civil rights and labor organizations and activits. It serves as a forum to share information and analysis, to educate communities and the general public, and to develop and coordinate plans of action on important immigrant and refugee issue. Check out their tools and resources.
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Inclusion
National Center on Schoolwide Inclusive School Reform: Schoolwide Integrated Framework for Transformation (SWIFT):
The SWIFT Center offers schools, states, and districts the ability to build capacity to scale up and sustain new practices for schoolwide inclusive reform in urban, rural, and high-need schools in grades K-8 for students with disabilities.
TIES Center: The National Center on Educational Outcomes (NCEO) has been awarded a $10 million grant from the U.S. Department of Education's Office of Special Education Programs to establish a National Technical Assistance Center on Inclusive Practices and Policies. NCEO and its partners will establish the
TIES Center
(Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities). Collaborating partners are: University of North Carolina - Charlotte, University of North Carolina - Greensboro, University of Cincinnati, CAST, University of Kentucky, and the Arizona Department of Education. The purpose of the TIES Center is to create sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers while being instructed in a way that meets individual learning needs. The primary outcome of the TIES Center is to improve the quality of instruction for students with significant cognitive disabilities in inclusive environments through the use of existing curriculum and instructional materials. The new center will also provide models and coaching to both general education and special education teachers to create more inclusive opportunities. In addition, the TIES Center will support changes to inclusive practices and policies within partner state and local education agencies. Read more.
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Juvenile Delinquency/Juvenile Justice
Campaign for Youth Justice: CFYI is a national initiative focused entirely on ending the practice of prosecuting, sentencing, and incarcerating youth under the age of 18 in the adult criminal justice system.
Learn more.
Juvenile Law Center: The Juvenile Law Center advocates for rights, dignity, equity and opportunity for youth in the child welfare and justice systems. For more information about their work related to children in prison,
click here.
The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent or At Risk: NDTAC serves as a national resource center to provide direct assistance to states, schools, communities and parents seeking information on the education of children and youth who are considered neglected, delinquent or at risk. The education and transition of youth involved in the juvenile justice system is a primary focus of the Center.
Check them out.
National Center for Mental Health and Juvenile Justice: The
National Center for Mental Health and Juvenile Justice (NCMHJJ) provides a national focal point aimed at improving policy and practice for youth with mental, substance use and trauma-related conditions-referred to as behavioral health conditions-who have come into contact with the juvenile justice system.
National TA Center for the Education of Neglected or Delinquent Children and Youth:
This TA center
provides TA to State agencies with Title I, Part D programs and improving education services for children and youth who are neglected, delinquent, or at risk.
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LGBTQ
National Mentoring Resource Center: This center, funded by the Office of Juvenile Justice and Delinquency Prevention, supports mentoring for at-risk youth, including LGBTQ youth.
Organizations Supporting LGBTQ Youth:
The National Association of School Psychologists provides this listing of organizations that support LGBTQ youth.
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Mental Health
Center for Early Childhood Mental Health Consultation: This center, created through an Office of Head Start grant in October 2008, translates research in healthy mental development into materials tailored to the needs of its target audiences: mental health consultants, Head Start Program administrators, Head Start staff, and training and technical assistance providers. Its Web site provides a range of materials that address these audiences' needs for effective ways to promote young children's social and emotional development and reduce challenging behaviors.
Access resources.
Center for Mental Health in Schools & Student/Learning Supports: This national center's mission is to improve outcomes for students by helping districts and their schools enhance how they address barriers to learning and teaching and re-engage disconnected students. They provide information and links for leaders and practitioners to access a range of no-cost resources that can be used for school improvement, professional development, and direct student/learning support. They have a monthly e-newsletter and a weekly school practitioner community of practice as well as a quarterly e-journal.
Sign up or get more information.
National TA Center for Children's Mental Health: The TA Center is dedicated to improving behavioral health systems and services for children and their families all across the country. The core mission of the TA Center is to benefit the lives of children, youth, and young adults with behavioral health challenges and their families by increasing the capacity of states, tribes, territories, and communities to create, improve, sustain, and expand systems of care and the services and supports provided within them. Their website provides many resources to assist individuals, organizations, and systems in building comprehensive community based service delivery systems for children with behavioral health needs and their families. They have
resources, training, and webinars available free online.
National Training and TA Center for Child, Youth, and Family Mental Health: The Substance Abuse and Mental Health Services Administration's (SAMHSA) Child, Adolescent, and Family Branch is funding the
National Training and Technical Assistance Center for Child, Youth, and Family Mental Health (NTTAC). Led by the Institution for Innovation and Implementation at the University of Maryland, School of Social Work, NTTAC is a partnership of 13 organizations - including the Center for Health Care Strategies (CHCS) - with expertise in systems of care for children. NTTAC provides training and technical assistance to SAMHSA systems of care grantees and other state and local agencies seeking to improve children's behavioral health care.
Find out more.
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Military Families & Youth
Military Child Education Coalition: The mission of the Military Child Education Coalition is to ensure inclusive, quality educational opportunities for all military-connected children affected by mobility, transition, deployments and family separation. They have
resources focused on children with special needs; college, workforce and life readiness; transitions; policies and initiatives; and more.
Military Interstate Children's Compact Commission: The Council of State Governments and the US Department of Defense drafted the Interstate Compact to address the educational challenges transitioning children of military families face: eligibility, enrollment, placement and graduation. Find out more.
Military Parent TA Center (The Branch): The Branch has a one year no-cost extension to continue to support Parent Centers who serve military families of children and youth with disabilities. Their purpose is to build the capacity of Parent Centers to provide effective services to military families of children and youth with disabilities. Access all their resources.
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Native American Families & Youth
National Indian Education Association: NIEA was formed by Native educators in 1969 to encourage a national discourse on Native education. They host an annual convention and bring educators together to explore ways to improve schools and the education of Native children.
Access more information and resources.
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| Parent/Family Engagement (and Youth!)
Center for Parent Information and Resources: The Center for Parent Information and Resources (CPIR) provides universal TA to parent centers to help them provide effective information, training, individualized assistance, and support to families of and youth with disabilities, including assistance aimed at improving parent/family/youth engagement in EI, schools, and transition to adult life.
Access their resources, including information on the 4 Regional Parent TA Centers who provide targeted and intensive TA to parent centers
.
National Association for Family, School, and Community Engagement: NAFSCE works to advance high-impact policies and practices for family, school, and community engagement to promote child development and improve student achievement. They sponsor an annual conference and other professional learning opportunities.
Find out more
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National Center for Family Professional Partnerships: The
NCFPP, a partnership between Family Voices and SPAN, provides information, resources and assistance to the network of Family to Family Health Information Centers and Maternal and Child Health programs to improve family-professional partnerships at the individual family, program, and systems level.
National Center for Parent Leadership, Advocacy, and Community Empowerment (National PLACE): National PLACE is a national non-profit organization/coalition of non-profit family-driven organizations committed to helping family organizations and individual families acquire the knowledge and skills needed to effectively "sit at the table" and influence the policies and decisions that impact the lives of children, youth and families, including families that face the greatest challenges due to disability, special healthcare needs, poverty, and discrimination. Their
website,
contains resources on family engagement and leadership across systems.
National Federation of Families for Children's Mental Health: The FFCMH provides support to the network of FFCMH state organizations and local chapters to improve services to and outcomes for children and youth with emotional, behavioral, and mental health challenges.
Find out more.
National Parent-Teacher Association (PTA): The National PTA's mission is to make every child's potential a reality by engaging and empowering families and communities to advocate for all children. They have resources including parent guides, information on the common core and ESSA, etc.
Parent to Parent USA:
Parent to Parent USA supports a network of parent to parent programs that provide emotional and informational support to families of children with special needs.
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| Poverty
National Center for Children in Poverty: NCCP works to improve the lives of low-income children and their families by delivering research to advocates and policymakers seeking to craft effective policies that promote healthy child development, and strong, nurturing families that are economically secure. Their research sheds light into all areas of children and their families who are living in poverty, covering low-income housing, paid family leave, early childhood education, physical and mental health, immigration, and public benefits.
Access their materials.
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Racism
Undoing Racism: The People's Institute for Survival and Beyond: Through dialogue, reflection, role-playing, strategic planning and presentations, this intensive process challenges participants to analyze the structures of power and privilege that hinder social equity and prepares them to be effective organizers for justice.
Find out more.
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Social-Emotional Learning
CASEL (Collaborative for Academic, Social, and Emotional Learning): CASEL works to advance the practice of promoting integrated academic, social and emotional learning for all children in preschool through high school.
Check out their resource library.
Center for Mental Health in Schools & Student/Learning Supports: This national center's mission is to improve outcomes for students by helping districts and their schools enhance how they address barriers to learning and teaching and re-engage disconnected students. They provide information and links for leaders and practitioners to access a range of no-cost resources that can be used for school improvement, professional development, and direct student/learning support. They have a monthly e-newsletter and a weekly school practitioner community of practice as well as a quarterly e-journal.
Sign up or get more information.
Center on the Social-Emotional Foundations of Early Learning:
CSEFEL is focused on promoting the social emotional development and school readiness of young children birth to age 5. It is a national resource center funded by the Office of Head Start and Child Care Bureau to disseminate research and evidence-based practices to early childhood programs. They have extensive, user-friendly training materials, videos and print resources to help early care, health and education providers implement the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children.
National Center for Pyramid Model Innovations: The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. Find out more.
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI): TACSEI uses research on practices that improve social-emotional outcomes for young children with , or at risk of, delays or disabilities to create free products and resources that help decision-makers, caregivers, and service providers apply best practices in the work they do every day.
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Standards and Assessments
National Center on Educational Outcomes:
The NCEO provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students, including students with disabilities and English language learners (ELLs). Check out their resources
.
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Teachers/Teacher Education
Center on Great Teachers and Leaders:
The GTL Center supports state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students. The Center continues the work of the National Comprehensive Center for Teacher Quality (TQ Center), and expands its focus to provide technical assistance and online resources designed to build systems that enable states to develop and retain great teachers and leaders. Check it out
.
Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR):
The CEEDAR Center is dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards.
Early Childhood Personnel Center
: The ECPC facilitates the implementation of an integrated and Comprehensive System of Personnel Development (CSPD) in early childhood, for all personnel serving infants and young children with disabilities. Find out more
.
IRIS Center
: The IRIS Center creates free training enhancement resources for college faculty who are preparing the next generation of school personnel, and for professional development providers who are training current school professionals. Access their resources
.
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Technology
Center on Technology and Disability:
The CTD provides current, accurate, and relevant information resources on assistive and instructional technologies. It conducts outreach to a national infrastructure of organizations that work directly with families and children, strengthening their ability to provide technology-related support. Check it out.
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Transition to Adult Life/Youth
College and Career Readiness and Success Center:
The CCRS Center
helps states and other CCRS stakeholders better inform, align, and support efforts to ensure that all students are ready for success in college and careers.
Institute for Educational Leadership:
IEL has multiple projects focused on transition to adult life for students with disabilities. Check out their transition resources
. Some of their initiatives include:
- National Collaborative on Workforce and Disability for Youth: NCWD/Youth works to ensure that transition age youth are provided full access to high quality services in integrated settings to gain education, employment, and independent living.
- National Consortium on Leadership and Disability for Youth: The National Consortium on Leadership and Disability for Youth (NCLD/Y) serves as a national youth-led information, training, and resource center. NCLD/Y has a four-pronged focus on working on developing leaders, developing the capacity of centers for independent living to serve those leaders, the capacity of the staff working directly with the leaders, and supporting the cadre of youth with disabilities-related organizations. Its work is guided by the five areas of youth development: Learning, Connecting, Thriving, Working and Leading. These five areas correspond with 7 of the 8 areas of emphasis listed in the Developmental Disabilities Act. Find out more.
- Youth Transition to Adulthood Models: These include Ready to Achieve Mentoring Program (RAMP), a high-tech, career-focused mentoring program for youth involved with or at risk of involvement with the juvenile justice system, including those with disabilities. RAMP uses a combination of group, peer, and individualized mentoring to promote the successful transition of all youth. The Right Turn Career-Focused Transition Initiative serves youth involved in, or at risk of becoming involved in, the juvenile justice system, providing individualized education, training, mentoring, and workforce development opportunities. High School High Tech is a national network of state and locally operated programs designed to provide young people with all types of disabilities the opportunity to explore science, technology, engineering, and math (STEM) careers and postsecondary education pathways. Check it out.
Job Driven Vocational Rehabilitation TA Center:
The purpose of the JDVRTAC is to (a) improve the ability of State VR agencies to work with employers and providers of training to ensure equal access to and greater opportunities for individuals with disabilities to engage in competitive employment or training; (b) increase the number and quality of employment outcomes in competitive, integrated employment for VR--eligible individuals with disabilities, including broadening the range of occupations for such individuals in such settings, that result from job--driven strategies; and (c) increase the number of VR eligible individuals with disabilities in employer--driven job training programs.
National RAISE TA Center:
The National Resources for Advocacy, Independence, Self-determination, and Employment (RAISE) TA Center works with the seven Rehabilitation Service Administration-funded Parent Training and Information Centers to develop and disseminate information and resources that increase their capacity to serve youth and young adults with disabilities, their families, and the professionals who serve them. RAISE's resources (publications, webinars, blogs, etc.) are available to anyone.
National TA Center on Transition:
NTACT
assists state education agencies, local education agencies, state vocational rehabilitation (VR) agencies, and VR service providers in implementing evidence-based and promising practices to ensure that students with disabilities, including those with significant disabilities, graduate and are prepared for success in postsecondary education and employment.
Project SEARCH
:
The Project SEARCH Transition-to-Work Program is a business-led, one-year employment preparation program for students with significant disabilities that takes place entirely at the workplace. Total workplace immersion facilitates a seamless combination of classroom instruction, career exploration, and hands-on training through worksite rotations. The program culminates in individualized job development. Project SEARCH is based at Cincinnati Children's Hospital Medical Center. The administrative team oversees a large international network of Project SEARCH program sites. They maintain an active, ongoing program of technical assistance, program evaluation, program development, and continuous improvement. Find out more.
Rehabilitation Training and TA Center for Program Evaluation and Quality Assurance:
Its purpose is to assist State VR agencies to improve performance management by building their capacity to carry out high-quality program evaluations and quality assurance practices that promote continuous program improvement. Check them out.
Vocational Rehabilitation TA Center for Youth with Disabilities:
The purpose of the Vocational Rehabilitation Technical Assistance Center for Youth with Disabilities (VRTAC-Y) is to provide TA to State VR agencies to improve services to and outcomes of: (1) students with disabilities, as defined in section 7(37) of the Rehabilitation Act, who are in school and who are not receiving services under the IDEA; and (2) youth with disabilities, as defined in section 7(42) of the Rehabilitation Act, who are no longer in school and who are not employed, including dropouts. Check it out.
VR TA Center - Targeted Communities:
The purpose of the Vocational Rehabilitation Technical Assistance Center for Targeted Communities (VRTAC-TC) is to enable economically disadvantaged, historically underserved individuals with disabilities from low-income communities to achieve competitive integrated employment. To this end, the VRTAC-TC provides State Vocational Rehabilitation (VR) agency staff and related professionals with technical assistance and training improving their ability to reach out to targeted communities and populations, build partnerships with local community leaders, and provide comprehensive support services to overcome barriers to VR participation and quality employment outcomes.
Workforce Innovation TA Center:
The purpose of the Workforce Innovation Technical Assistance Center
is to provide training and TA to State VR agencies on the new statutory requirements imposed by the Workforce Innovation and Opportunity Act (WIOA) of 2014. The WINTAC will develop and provide training and TA to State VR agency staff and related rehabilitation professionals and service providers to help them develop the skills and processes needed to meet the requirements of WIOA.
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Trauma & Toxic Stress
National Association of State Mental Health Program Directors Center for Innovation in Trauma-Informed Approaches: The Center provides training, technical assistance and consultation to organizations, institutions, systems, and communities seeking to implement trauma-informed approaches. Find out more.
National Center for Trauma-Informed Care and Alternatives to Seclusion and Restraint: SAMHSA funds this center to develop approaches to eliminate the use of seclusion, restraints, and other coercive practices and to further advance the knowledge base related to implementation of trauma-informed approaches.
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ABOUT THE REGION A PARENT TECHNICAL ASSISTANCE CENTER
The Navigating Excellence-Parent Assistance and Collaboration Team (NE-PACT), the Region A Technical Assistance Center, provides technical assistance to federally-funded parent centers -- Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) -  located in the states of
CT-AFCAMP
,
CT-CPAC
, DC-AJE, DE-PIC, MD-PPMD,
ME-MPF
,
MA-FCSN
,
NH-PIC
,
NJ-SPAN
,
NJ-ASCF
,
NY-AFC
, NY-CIDA, NY-LIAC,
NY-UWS
,
NY-Starbridge
,
NY-INCLUDEnyc
,
NY-Sinergia
,
NY-PNWNY
, PA-HUNE, PA- ME, PA-PEAL, PR-APNI,
RI-RIPIN
, VI-DRVI and
VT-VFN
. These Parent Centers are independent non-profit organizations. We also provide support to emerging parent centers and parent organizations serving families of children with or at risk of being identified as having disabilities. In addition, we work with early intervention and education agencies (local, state and federal level) seeking information regarding best practices in involving parents of children with disabilities in systems improvement.
The center activities are specifically designed to:
- Enhance the capacity of parent centers to provide effective services to families of children with special needs and to work effectively with their states to improve special education and early intervention systems; and,
- Facilitate their connections to the larger technical assistance network that supports research-based training, including educating parents about effective practices that improve results for children with disabilities. For more information click here.
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