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Pictured left to right and top to bottom are SPAN staff members Allyson Matthews, Sofia Reyes, Deepa Srinivasavaradan, Cindy Weber and Kim Rivers. |
Congratulations to
SPAN Staff
SPAN extends heartfelt congratulations to our Early Childhood and Family Engagement staff for their dedication to professional growth. Their participation in extensive professional development opportunities will enhance our efforts to strengthen parent engagement across the state.
Colette Lamothe-Galette Community Health Worker Institute (CLG-CHWI)
Congratulations to Allyson Matthews and Sofia Reyes, two staff members from SPAN’s Early Childhood Team, for successfully graduating from the CLG-CHWI. Community Health Workers (CHWs) are trusted members of their communities, especially in underserved areas, who help people get the care they need, and act as bridges to connect them to health and social services. SPAN deeply values and supports this growing workforce of professionals committed to the health and welfare of their communities and is proud to have several staff members who have completed the CHW training.
Parent Cafe Train-the-Trainer
SPAN would also like to congratulate Cindy Weber, Kim Rivers, and Deepa Srinivasavardan for their successful completion of the Parent Cafe Train-the-Trainer (TTT) series. Deepa, Cindy, and Kim work across several SPAN projects focused on strengthening parent engagement outcomes. Parent Cafes are an interactive way for parents to connect with each other, practice leadership skills, and have deep meaningful conversations about topics they find important to their parenting journey. SPAN is committed to supporting families and professionals who serve families and completion of the Parent Cafe TTT by staff will offer additional opportunities to support that commitment.
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OSERS Issues Postsecondary Transition Guidance
The Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education (the Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment.
On January 16, the Department released transition guidance that addresses, through a series of frequently-asked questions, several topics related to postsecondary transition for students and youth with disabilities.
Building on guidance issued in 2020, it describes how State educational agencies, local educational agencies, and State vocational rehabilitation agencies may coordinate to assist students with disabilities, including students with intellectual disabilities, who are in high school and will be transitioning out of high school and will potentially receive services as an adult funded by programs authorized under the Rehabilitation Act of 1973 and other Federal or State funding sources.
To read more and access the guidance, click here.
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U.S. DOE Secretary Cardona Issues Letter on Resources Ensuring Equal Access to Educational Opportunities for Immigrant Students
On January 1, U.S. Department of Education Secretary, Miguel Cardona released a letter to educators, school leaders and families outlining resources for promoting equal access to education for immigrant students.
The letter includes a directory of resources aimed at ensuring immigrant students can fully access educational opportunities.
To access the letter in English, click here.
to access the letter in Spanish, click here.
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January 24 is Moebius Syndrome Awareness Day
As a very simple explanation, Moebius syndrome is a form of facial paralysis combined with outward, to the side, eye paralysis..It is a life-long condition. How it affects someone depends on their age and life stage. Children with Moebius syndrome face unique challenges as they navigate medical diagnoses, treatment, and therapies. Teenagers may face additional social isolation as they navigate through middle school and high school. Adults with Moebius syndrome may face challenges in seeking employment and dating while they manage their own medical care.
To learn more about Moebius syndrome, click here.
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SPAN Staff Co-Author Genetics Resources Article in Latest EP Magazine
SPAN Community Health Worker and NJICCP Early Childhood Trainer, Cindy Weber, and SPAN Southern Regional Family Engagement Specialist, Tara Szymanek have co-authored an articled in the latest edition of EP Magazine entitled, Genetic Resources.
The article begins, "It is the shared lived and professional experience of both authors that patients rarely leave a genetics appointment with a clear understanding of their diagnosis for treatment of their unique needs and effective planning for the future. Looking back, neither author felt as though they had enough information about their diagnosis to make informed choices about their care, let alone the care of their children or any potential future children."
To read Cindy and Tara's fascinating article, click here.
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New Resource Explains How Schools Must Address Online and Digital Harassment Under Title IX Regulations
On January 14, the U.S. Department of Education’s Office for Civil Rights (OCR) released a new resource to explain that Title IX regulations require schools to address sexual harassment in their education program or activity—even when such harassment occurs online or using emergent technologies such as artificial intelligence.
Online or Digital Sexual Harassment under the 2020 Title IX Regulations: A Resource for Students, Families, and Educators explains schools’ obligations under the 2020 Title IX regulations. Designed to inform students, parents, and educators of their rights under Title IX, this new resource includes answers to frequently asked questions, including:
- What is online or digital sexual harassment?
- What is a school’s responsibility to address such harassment under Title IX?
- What can a student do if they experience online or digital sexual harassment that’s covered by Title IX?
This resource makes clear that under Title IX and its implementing regulations, students have the right to an educational environment free from sexual harassment—no matter what form such harassment takes.
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English Learners with Disabilities Toolkit
The National Center on Educational Outcomes (NCEO) focuses on the inclusion of students with disabilities, English Learners (ELs), and ELs with disabilities in instruction and assessments. Their English Learners with Disabilities Toolkit is designed to provide states and individualized education program (IEP) teams with eight tools they can use to better understand their students who are ELs with disabilities, determine in which state assessment (general or alternate) the students should participate, and discover whether accessibility features or accommodations are needed for their participation in any assessment.
To access the toolkit and the eight tools contained within it, click here.
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Upcoming Events
SPAN offers a variety of learning opportunities for families and the professionals who work with them.
Highlighted Event This Week
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Student-Led IEPs: A Path to Success
Thursday, February 6
12:00-1:00 PM ET
Online
When students are involved in their IEP Meetings they engage in self-determination and can practice decision-making skills.
Young people are experts in their lives. Encouraging students to use their voice early helps to build self- advocacy skills. When students are involved in their IEP meetings they engage in self-determination and can practice different decision making methods in a safe environment. Parents and schools can work together to build these skills in youth/young adults with disabilities.
To register, click here.
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