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Universal Design for Learning (UDL) Implementation

Loui consults globally on the implementation of UDL with:

schools

districts

state departments

national education offices

ministries of education

universities.

Whether she works with your organization for a few months or for several years, she brings her depth of cross-cultural knowledge and works alongside you and your staff to identify initial goals, next steps, and provide guidance on how to continue and sustain your own momentum with UDL.
Learn more

Loui's thought-provoking keynotes and workshops motivate her audiences to reflect on their practice and to move forward with UDL. Whether an audience of 5 or 5,000, Loui values each person in front of her and uses UDL to intentionally design her presentations to engage and inspire each audience member.
Learn more

Loui's latest book shares their vision of designing culturally responsive environments through the use of the UDL Framework to benefit all learners. Culturally Responsive Design for English Learners: The UDL Approach was co-authored with Patti Ralabate, Ed.D. in 2017 and has already gained the attention of educators focused on English learners and culturally responsive teaching. Her first book, Design and Deliver: Planning and Teaching Using Universal Design for Learning, came out in 2014 and an updated Second Edition was released in early 2021. This book remains a best seller. It strikes a balance between understanding the background of UDL and suggestions for practice. Stay tuned for an announcement about her next book! Also, learn more about a new game to help UDL educators!
Learn more

The Why of UDL

From birth, we are learners. Our brains are constantly processing information, experiences, and emotions. This processing establishes our own mix of background knowledge. That knowledge is the base which is built upon as we move through educational systems.

We're also directly impacted by the environment in which we are learning. Whether or not that environment supports our learning depends on the personal connection we make to the topic or skill. Whether that environment provides us with different ways to connect to and understand the things we're supposed to be learning influences our learning. And whether that environment offers us different ways to show our understanding determines whether or not we will be successful in showing the skills and knowledge we have gained. The Universal Design for Learning framework provides the structure needed to design the kind of learning environments that allow for these types of supports. Learn how Loui can help you continue forward with your designing your learning environment.

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UDL, Universal Design for Learning * Loui Lord Nelson

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The web site of international UDL educator Loui Lord Nelson. Learn how Loui can help you continue forward with designing your learning environment.

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Stepping Stones Triple P
|For Parents of Children with Developmental Disabilities|

​

Families Suitable For This Course:

Stepping Stones Triple P can help you:

* manage problem behavior and developmental issues
common in children with disabilities

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Stepping Stones Parent Education | C.O.P.E. Family Support Center

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C.O.P.E. Family Support Center's Stepping Stones Triple P program helps parents develop strategies for parenting children with developmental disabilities. Parents or caregivers of children with a disability (up to 12 years of age) who benefit from this program are interested in general information about promoting their child's development.

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select your preferred language: for the children development.  

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select your preferred language: for the children development.  

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All About Young Children: Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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Kizclub.com provides educational resources for preschool to kindergarten children, focusing on English learning through storybooks, phonics activities, and crafts. Explore fun and engaging materials for young learners!

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These resources support full and effective participation of children with disabilities and suspected delays and their families across early learning environments.

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System Improvement Leads have joined other lead agencies within the Statewide System of Support including California Collaborative for Educational Excellence (CCEE), California Department of Education (CDE) and the State Board of Education to identify inequities and improving outcomes for each student.

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System Improvement Leads: Inspire, Connect, Innovate

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KIT strives to help the world see the ability in every child. Our organization helps others meaningfully include kids with disabilities through inclusion training, policy development and sharing our best practices information and research.

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Inclusion is vital for our society, it makes us richer, more diverse and more just.

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come join 2nd Annual Inclusion Conference.  Let's change life together. 

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come join 2nd Annual Inclusion Conference.  Let's change life together. 

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17 special education advocacy Tips with different languages

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17 special education advocacy Tips with different languages

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This document will provide you with tips before, during, and after an IEP meeting to help you advocate for your child.

This document will provide you with tips before, during, and after an IEP 1 meeting to help you advocate for your child.

BEFORE THE IEP MEETING

1. Organize Your Child's IEP Records

Before your child's IEP meeting, organize your child's IEP records. Choose an organizing way that works for you. This will help you prepare for the meeting. Make sure that you have an up-to-date record of all communications about your child, like emails with school staff about your child; all assessment requests, assessment plans, and assessment reports; copies of your child's IEP and any Prior Written Notice that you may have received; a copy of your procedural safeguards; report cards and progress reports; sample work; and if applicable, a behavior intervention plan and any behavior incident reports.

2. Request Assessments

A school district must assess a student in all areas of suspected disability. You may also request your child's school district to assess your child in any area of suspected disability. You may also request your child's school district to assess your child for any services they may need, like speech therapy. You should make all assessment requests in writing to the school district.

Once you make your request, the school district should provide you with an assessment plan within 15 days. Once you sign and return this plan back to the school district, the school district has 60 days to finish assessments and to hold an IEP meeting.

If you do not agree with the school district's assessment, you can ask the school district to pay for an independent educational evaluation or IEE. The school district must either pay for the independent evaluation or file for a due process hearing (the school district will have to show that its assessment was appropriate).

3. Ask for All Assessment Reports One Week Before the IEP Meeting

School districts are required by federal and state law to provide copies of assessment reports before an IEP meeting. But, there are no timelines that tell school districts how many days before the IEP meeting they must give you copies of assessment reports. Ask the school district early on to give you copies of the assessment reports a week before the IEP meeting. This is very important so that you can read the reports, write down questions you may have about the reports, and plan for the IEP meeting.

4. Plan for the IEP meeting with a Friend or Advocate

Planning for the IEP meeting with a friend or advocate can help you be better prepared at the IEP meeting.

Parent groups, like Family Resource Centers and Parent Training and Information Centers, may have advocates who can help you plan for an IEP meeting or go with you to an IEP meeting. Or, you can buddy up with another family and help each other out. If your child is a Regional Center client, your child's Regional Center Service Coordinator should help you with planning for the IEP meeting.

With a friend or advocate,

read all assessments reports,

identify your aims for the IEP meeting,

review your child's current IEP goals and all progress reports related to those IEP goals,

identify any areas of need that your child has, including special difficulties that your child has and that you want to bring to the school district's attention, and

identify what your child has achieved since the last IEP meeting and what you hope they will learn.

Discuss any IEP goals that you may want to suggest to the IEP team with your friend or advocate.

Also, talk about the option of full inclusion or increased integration. The law says that to the maximum extent appropriate, as decided by the IEP team, children with disabilities must be educated in their neighborhood schools and attend regular classes (with supplemental aids and services, as needed). If you are seeking full inclusion or increased integration, such as participation in field trips or extracurricular activities like clubs and sports, identify how your child interacts with children without disabilities outside of school and what makes it successful for your child.

5. Make a List of the Points You Want to Discuss at the IEP Meeting

No matter how well you have prepared for the IEP meeting, you may get nervous or distracted during the meeting. Preparing a written list of points you want to discuss and questions you have will help you not forget during the IEP meeting. During the IEP meeting, you can check off the discussion points and jot down the answers to your questions.

6. Submit a Written Notice to Record the IEP Meeting

If you want a recording of the IEP meeting, you can use a tape recorder or an audio recording app on your phone to record the IEP meeting. But, you can only record the meeting if you give the school district 24 hours written notice that you want to record the meeting. If you record the IEP meeting, the District can also record.

DURING THE IEP MEETING

1. Bring a Friend, Advocate, and/or a Person Who Knows Your Child

You can invite anyone you want to attend your child's IEP meeting. It is always a good idea to have someone with you. Consider bringing someone, such as a day-care provider, grandparent, tutor, or any other person who knows your child and his/her/their learning style. If you are planning to bring an advocate, including a Regional Center Service Coordinator, you may need to schedule the date in advance with them.

2. Don't Be Afraid to Ask Questions and Make Sure you Understand Any "Jargon"

IEP meetings can be overwhelming and confusing at times, even if you have attended IEP meetings in the past. Asking questions is an important way for you to be informed and prepared so that you can advocate for your child.

School districts are required to explain all findings and recommendations in easy to understand language. School district staff use the same terms every day and may forget that others do not know what they mean. If you don't understand something that has been said at the IEP meeting, don't be afraid to ask questions and ask for more information.

3. Discuss Present Levels of Your Child's Performance

The IEP team will discuss your child's present performance in different areas. This will include reviewing all reports and assessments. Your child's teacher(s) and service provider(s) will discuss their observations of your child's performance. Make sure that you discuss your observations of your child's performance, including strengths of your child and/or any concerns you have about your child.

4. Develop Annual IEP Goals and Make Sure To Set Appropriate Progress Monitoring of the IEP Goals

The IEP team will review your child's progress on past annual goals and then develop new annual goals. If your child did not meet an annual goal, the IEP team should review this goal. The IEP team should make changes to this goal so that it is appropriate for your child and/or provide additional services and supports in order to help your child make progress on this goal. The IEP team should develop goals that are ambitious and challenging in light of your child's circumstances.

Once the IEP team develops new annual goals for your child, the IEP team must let you know how often it will provide you with reports on your child's progress with his/her/their goals. If your child will be assessed using alternate achievement standards rather than the school district's general education standards (such as the California Assessment of Student Performance and Progress or CAASPP), the IEP must break down the annual goal into short-term objectives which are reviewed at specific points during the year to make sure the child is progressing on annual goals. Make sure that the short-term objectives are clear and have dates assigned to them for review of progress. If your child will be assessed using general education standard testing, his/her/their IEP will not include short-term objectives.

5. Identify Full Inclusion or Integration Opportunities and the Supports Needed for Success

School districts must provide additional aids and services to support the needs of students with disabilities in integrated settings. This can include a trained aide, use of a tape recorder, or a behavioral intervention plan to address behaviors.

6. Describe the Placement for Your Child and Identify Specific Related Services and Supports

Once the IEP team has developed annual goals for your child, the IEP team should talk about services, supports, and placement that will support your child's progress on annual goals. All related services, such as speech therapy, should be identified including how many minutes and how often (per day, per week, per month, per year) your child will receive the service.

In your child's IEP, placement should be clearly identified. For example, "Natasha will be fully included in second grade with a full-time aide and an inclusion specialist will support Natasha for five hours per week." You do not have the right to make the school district to provide services from a specific person in a specific classroom, but specific placement options should be discussed with the IEP team.

7. Sign the IEP Only if You Are Satisfied

You do not need to sign the IEP at the meeting - you can take it home to think about it and discuss with others. You can consent to part of the IEP so that those services you agree with can begin. If you sign the IEP and soon afterward change your mind, you can try to withdraw your consent by writing to the special education administrator. Withdrawing your consent, however, will not undo the education and services that occurred after you gave consent but before you withdrew consent. If you and the school district do not agree on a proposed IEP, the last IEP that you agreed with remains in effect while your dispute is resolved at a future meeting, mediation, or due process hearing.

AFTER THE IEP MEETING

1. If Possible, Be Involved in Your Child's Classroom/School

Parents have different amounts of time and money. You can contact your child's teacher or school to ask how you can help in your child's classroom or school. You can volunteer in the classroom during the school day, volunteer with a school activity, or if you work during the day, you may be able to prepare materials in the evening in your home. Being active in your child's classroom/school can help you become more familiar with the school and its staff, including your child's teacher, and help make your child feel special.

2. Support Your Child in Developing Friendships with Classmates

Help your child to develop friendships with classmates by coordinating play-dates outside of school. Having friendships with classmates will help your child to be a part of his/her/their community.

3. Monitor Your Child's Progress

You may want to set up a regular communication system with your child's teacher, such as a notebook that goes back and forth to school. A notebook can help you track whether your child is receiving services and supports. You may also want to set up a communication system with your child's related service providers, such as a speech therapist, to check in on your child's progress.

You should write down projected target dates for your child to learn particular skills, such as the dates of the short-term objectives in your child's IEP goals.

4. Options if Things Don't Work Out

If you believe that the school district has not followed special education laws or procedures and/or has failed to provide services required in a signed IEP, you can file a compliance complaint with the California Department of Education ("CDE"). The complaint is investigated by the school district or the CDE and a written determination of whether the district was/is "out of compliance" is made. See Special Education Rights and Responsibilities, Chapter 6 for details.

If you and the school district do not agree about your child's eligibility, placement, program needs, integration or related services, either of you may request a due process hearing. If you decide to file a request for due process hearing, you must file your request within two years from the date that you knew (or had reason to know) of the facts of your complaint. At the hearing, both parties present evidence to an independent hearing officer hired by the State of California. The hearing officer will decide on the facts and the law and issue a written decision. See Special Education Rights and Responsibilities, Chapter 6 for details.

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This document will provide you with tips before, during, and after an IEP meeting to help you advocate for your child. This document will provide you with tips before, during, and after an IEP 1 meeting to help you advocate for your child. Before your child's IEP meeting, organize your child's IEP records.

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Top 9 ways children benefit from preschool inclusion 

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Top 9 ways children benefit from preschool inclusion 

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[INFOGRAPHIC] Top 9 Ways Children Benefit from Preschool Inclusion - Brookes Blog

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How do young children in early childhood classrooms benefit from inclusive environments where all kids with and without disabilities are welcomed and fully participate? Today's post is an infographic that sums it up in nine key points. These are adapted from the excellent guidebook First Steps to Preschool Inclusion: How to Jumpstart Your Programwide Plan, [...]

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Kids with ADHD can have a hard time listening, remembering, following rules, and resisting temptation. Not surprisingly, they tend to get into trouble a lot. But how do you discipline kids with ADHD who struggle with the skills they need to behave? What discipline strategies are helpful for kids with ADHD?

Having ADHD doesn't excuse bad behavior, but it can explain why it happens. Here are tips and things to keep in mind when it comes to disciplining kids with ADHD.

1. Remember the challenges of ADHD.

Kids with ADHD usually don't mean to misbehave.The symptoms of ADHD make it harder for them to control their behavior and learn from mistakes. Having empathy and remembering your child's challenges can help you discipline in a positive way.

ADHD can make it difficult for kids to stop what they're doing and switch gears. Give your child a chance to correct behavior before you discipline. You can say, "I've told you twice to set the table, but you're still watching the movie. If you don't turn it off now, you'll lose TV privileges."

3. Avoid disciplining with anger.

Kids with ADHD have trouble managing emotions and can easily get caught up in strong feelings. So, it's important to stay calm when you discipline and keep the focus on correcting the behavior. In fact, research shows that cutting back on yelling and harsh punishment can make a big difference in how kids with ADHD behave.

Unless your child's behavior is creating a dangerous situation, there's no reason to rush straight into discipline mode. You may decide that the natural consequences of your child's behavior will have greater impact than consequences that come from you.

5. Use logical consequences.

Kids with ADHD often have trouble thinking about consequences. Help make logical connections when you discipline. Let's say your child plays with something that's off limits and accidentally breaks it. The consequence might be losing TV time to fix the item or missing allowance to help pay to replace it.

6. Be ready to try different approaches.

Discipline strategies that work for other kids may not work for your child with ADHD. You may need to try a few approaches before you find the best ones. For example, if time-outs aren't helpful, you might try giving your child a chore instead. Or having your child write or draw an apology. If taking away a privilege doesn't work, you could try a "reward" for a positive change in behavior.

Your child with ADHD may show the same behavior or make the same mistake over and over, even with discipline. That's part of ADHD. Set firm rules and expectations. And make sure your discipline is consistent and predictable.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Ellen Braaten, PhD is the director of LEAP at Massachusetts General Hospital.

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ADHD Discipline Tips for Parents | Understood

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Kids with ADHD can have a hard time listening, remembering, following rules, and resisting temptation. Not surprisingly, they tend to get into trouble a lot. But how do you discipline kids with ADHD who struggle with the skills they need to behave? What discipline strategies are helpful for kids with ADHD?

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1. All children have equal access to education.

2. All children learn alongside their same-age peers.

3. The focus of education is on the child's abilities, not disabilities.

4. Children become accepting and understanding of one another's abilities, talents, personalities and needs.

5. Meaningful relationships and friendships develop as students spend quality time with one another.

6. Students develop confidence in their ability to interact with one another and the world around them.

7. Teachers in inclusive schools are highly trained and skilled at delivering appropriate, student-centered curriculum through differentiated activities according to ability level.

8. In addition to the classroom teacher, children with special needs are supported by special education teachers, paraprofessionals, and specialists such as Speech/Language Therapists.

9. Various resources and assistive technologies are available to students in inclusive schools in an effort to reach and teach all learners.

10. Inclusive schools value input and participation from the whole community, not just students. Everyone is welcome!

Do you have any other reasons to add to this list?

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1. All children have equal access to education. 2. All children learn alongside their same-age peers. 3. The focus of education is on the child's abilities, not disabilities. 4. Children become accepting and understanding of one another's abilities, talents, personalities and needs. 5. Meaningful relationships and friendships develop as students spend quality time with one another.

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Explore Alameda County Library. New titles, recently rated, and recently tagged by the library community.

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Download CDC's Milestone tracker app for 0-5 years old. 

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Download CDC's Milestone tracker app for 0-5 years old. 

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Centers for Disease Control and Prevention

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Download CDC's free Milestone Tracker app to complete a milestone checklist for your child. Available for iOS and Android in English and Spanish.

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NEW NAME, SAME US (AND MUCH MORE) !

In July 2021 the funding for the California Inclusion and Behavior Consultation (CIBC) Network project moved to the California Department of Social Services (CDSS) as part of the Child Care Transition from the California Department of Education, Early Learning and Care Division (CDE/ELCD) to CDSS and additional funding was dedicated to expand the Network. As part of this transition and expansion, CIBC was renamed the California Infant and Early Childhood Mental Health Consultation (IECMHC) Network. The IECMHC Network now offers an expanded suite of infant and early childhood mental health consultation resources services and services to all early learning and care programs and providers across California.

Visit the IECMHC Network portal to access consultation services. If you are requesting consultation services for the first time, you will be prompted to set up an account to submit your request. You will only need to complete the IECMHC Network account registration process one time. Please note your username and password so that you have them available for future use.

You can access "just in time" consultative support via the IECMHC Network Helpline by calling 1-877-524-2422. Live Helpline staff will offer one-on-one support for timely, non-emergency guidance regarding specific questions or concerns related to infant, toddler and young children's social, emotional and behavioral health. We also encourage you to join us for additional services and supports, including webinars and workshops, open-door consultation sessions, and Community of Support series. All services are offered at no cost to participants. For more information and links for registration, visit the Events tab .

ABOUT THE IECMHC NETWORK

The California Infant and Early Childhood Mental Health Consultation (IECMHC) Network is a professional development project funded by the California Department of Social Services (CDSS), Child Care and Development Division, and is coordinated by WestEd. The IECMHC Network is designed to deliver consultation services, resources, and training activities for early learning and care center-based program staff, family child care providers, and family, friend and neighbor caregivers. IECMHC Network services are offered at no cost for early learning and care programs and home-based providers in California.

The IECMHC Network's services are designed to build the capacity of program staff and care providers to foster the developmental, social, and emotional health and well-being of young children in their care. IECMHC Network consultants use a reflective practice approach to support program administrators, teachers and providers while exploring problem-solving strategies within the context of infant and early childhood mental health. Consultation provides an opportunity to consider all relationships influencing young children's well-being, both adult-child relationships and those between the adults caring for children.

Areas of support include:

Promoting positive mental health and social and emotional development.

Addressing behavior that providers find challenging or concerning.

Focusing on relationships and practices that buffer against stress and trauma.

Developing a program culture that promotes the well-being of providers, young children, and families.

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CIBC | The California Inclusion and Behavior Consultation Network

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In July 2021 the funding for the California Inclusion and Behavior Consultation (CIBC) Network project moved to the California Department of Social Services (CDSS) as part of the Child Care Transition from the California Department of Education, Early Learning and Care Division (CDE/ELCD) to CDSS and additional funding was dedicated to expand the Network.

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Forget Me Not: Inclusion in the Classroom (2022)

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An intimate account of a family’s fight to have their son with Down syndrome included in the country’s most segregated school system in New York City.

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

For Teacher
Education Faculty

Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

Instructional Strategies

Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

"I appreciate the ML Toolkit Overview as a teacher."

"What an amazing job of putting strategies, resources, and information together which will be an essential tool for children, parents, and teachers! Thank you."

"This really helps with new ideas. It's easy to get stuck on what you already do."

"I think that the Toolkit is very well written and is a very easy read as a teacher."

Support the diverse linguistic and cultural assets of children
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Welcome to the Multilingual Learning Toolkit!

We want you to get the most out of using this website. To learn all about the great content available, and how to navigate the Toolkit, please visit our How to use this site page.
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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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SEL for Teachers: Understanding Stress and Burnout

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The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind

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The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind - Kindle edition by Siegel, Daniel J., Bryson, Tina Payne. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind.

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Echo - We provide trauma & resilience training for families, communities, professionals and organizations.

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Trauma-Informed Support for Children - Echo

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You’ve worked through the questions in our infographic “What Lies Beneath Behavior?” and instead of judging or punishing you’ve figured out the child is just trying to do the best they can to communicate whatever pain or distress lives inside of them… “So now what do I do?” you ask. As promised, we have produced a second infographic to provide you with a step-by-step guide to a trauma-informed response.

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What happens when a state really commits to using ASQ® Online to help meet ambitious developmental screening goals? For real-world answers, let's look in on Michigan, where Help Me Grow Oakland County was the very first ASQ Online account to celebrate the milestone of 100,000 screens in 2019!

The ever-expanding Help Me Grow Michigan initiative has been using ASQ Online for more than 10 years to promote regular screenings and help young children get the best possible start in life. Their impressive-yet achievable-success story is one that every state can learn from.

How HMG chose ASQ Online

Help Me Grow (HMG) is a collaborative system with a critical mission: to identify kids at risk for delays and help families find the right services for their child. That mission is catching on nationwide-32 states have become HMG affiliates, and Michigan is one of them.

One of Help Me Grow's major objectives is to promote regular developmental screening with tools like ASQ. To reach their screening goals, the HMG Michigan team needed to answer a key question: How do we coordinate screenings with our multiple community partners and integrate and manage all our data? After exploring their options, they knew ASQ Online was the solution they were looking for. The ASQ Enterprise option, which is tailored to the needs of programs with multiple sites, would be just what they needed to:

easily manage all their screenings across multiple community partners

organize and analyze their data

raise their screening rates by allowing parents to complete questionnaires online (through ASQ® Family Access)

The validity and reliability of ASQ was also a big benefit, as was the fact that ASQ is a parent-completed screener. What better way to engage families and make the most of their expertise?

Massive growth: 350,000 screens and counting

Over the next several years, an initial HMG pilot in Oakland, Macomb, and Wayne counties expanded to include more Michigan counties (see a full list in the sidebar). As the initiative grew, the new counties also established ASQ Online accounts. Online screening was a key part of the comprehensive services they offered to young children and families, which included:

Free online developmental screening with ASQ®-3 and ASQ®:SE-2

Child development information and support for families of young children

Care coordination, referral, and follow-up services

Customized template letters to parents detailing screening results and what they mean

Activities for each developmental domain to increase positive interaction and developmental promotion

How successful has this initiative been so far? Across ten years of project operations, HMG Michigan has seen massive growth in the number of completed ASQ-3 and ASQ:SE-2 screenings. Once HMG Michigan started using ASQ Online, they had an easy and efficient way to track how many children were being screened across the state. In 2010, Help Me Grow Oakland County entered 2,300 screens-but ten years later, more than 350,000 cumulative screens (and counting) have been tracked across 12 Enterprise accounts. Hundreds of community partners have entered 202,487 children in the system, meaning that more than 202,000 unique children have been screened. These impressive statistics help make Michigan one of the top 5 states screening with ASQ Online in the country!

Kelly Isrow, Coordinator of Great Start Collaborative Macomb, attributes the success of Help Me Grow and the rising numbers of developmental and social-emotional screens to the multiple partnerships within the county, which give parents easy access to information about Help Me Grow and the ability to complete ASQ-3 or ASQ:SE-2 questionnaires conveniently. "With all of our partners supporting this initiative, one of our greatest achievements has been our parent-to-parent outreach and recommendation," says Isrow. "Parents have been the key to continued screening, keeping children on task for school readiness, supporting infant and toddler development, and sharing developmentally appropriate practices from intervention strategies provided. In addition, our parent screeners have been instrumental in reaching the diverse populations of our county and offering an autonomous way of supporting early childhood development."

Veronica Pechumer, Help Me Grow State Lead and Coordinator, Great Start Collaborative Oakland, elaborates on the successful collaborative process among Help Me Grow affiliates in Michigan. "We meet quarterly to share what is working and ask questions of each other to determine best practices," says Pechumer. "We are always willing to share and support each other's work, which draws in other communities with like goals. Developmental screening has been a large part of this work, along with central access and ensuring that families receive the resources they need."

"An incredible asset": How ASQ Online benefits HMG

Over the past decade, ASQ Online has helped HMG Michigan:

Identify children with developmental concerns and connect them to further evaluation and community resources

Help families understand, document, and maintain their child's developmental history

Encourage early childhood professionals to use screening as a first indicator of potential developmental delay

Build reliable community data that they can use for future planning and advocacy efforts

How did HMG Michigan make progress toward these important goals? Two components of ASQ Online-Enterprise and Family Access-worked together seamlessly to help professionals, children, and families. Here's how:

ASQ Enterprise

ASQ Enterprise gave HMG Michigan what they needed most: a comprehensive data integration system. Using 12 ASQ Enterprise accounts, HMG Michigan affiliates were able to create and manage all their child and program data, store child profile records and results, and generate an automated summary and analysis of results. HMG Michigan now had access to detailed and reliable data on children's development status and trajectory. The team could easily access varying levels of data by program, building, age group, community, and countywide. Enterprise users also appreciated the convenient age calculator, interval selection, and automated scoring and generation of summary sheets.

ASQ Family Access

Adding ASQ Family Access was a boon for HMG Michigan-now they could give parents an easy way to complete developmental screening questionnaires online. Having this online questionnaire option reduced copying and mailing costs, saving both money and time.

The Family Access option has been a big draw for both child care and doctor office partners. Courtney Gupta, HMG Care Coordinator in Oakland County, shares their experience: "We were able to onboard a new pediatrician who had been doing paper copies of the ASQ and was so excited to use Family Access. The office manager knew more parents would be likely to complete it if they could do it from the convenience of their phone instead of remembering to bring in a paper copy. She also mentioned that because it's automatically scored, the pediatrician has more time to address the results in real time. Ultimately, the convenience of Family Access means more families are getting the results from their trusted pediatricians and therefore more likely to get connected to resources."

Early childhood professionals and teachers in Michigan sing the praises of online questionnaire completion through Family Access. "I love keeping families in the loop by sending the link so they can do ASQ at their convenience," says Heather Moroni, Lead Infant Teacher. And best of all, parents love it too. Responses to Help Me Grow surveys show how receptive parents have been to ASQ Family Access:

"This screening is a great tool for parents to use."

"The questions made me more knowledgeable about my son's development. He's our first child, so it's great to see he's on track!"

"I found the process to be easy to complete and self-explanatory."

"I have been very pleased with this tool as well as the follow-up. I recommend it to everyone I know with children."

Another benefit of Family Access was the treasure trove of resources it allowed programs to distribute to families. The ASQ learning activities available through Family Access were invaluable resources for parents, helping them enhance the growth and development of their young children between screenings. HMG Michigan affiliates also found ASQ Family Access to be an excellent platform for distributing additional family engagement activities, including e-newsletters, re-screen reminders, and other developmental materials.

And "many more": Navigating 2020 and looking ahead with hope

As the COVID-19 pandemic began to unfold in the first months of 2020, HMG Michigan faced unprecedented challenges-which ASQ Online helped them navigate efficiently.

Stephanie Babcock, HMG Care Coordinator for Wayne County, says that phasing out paper ASQ questionnaires in favor of ASQ Online over the past few years put them in a good position to face the challenges of 2020. When the pandemic hit and providers, medical partners, and parents were forced to stay home, they were already familiar with ASQ Online. "Not having to learn another system on top of the many online platforms being utilized made completing an ASQ an easy, continuous process," says Babcock. "Laying the foundation for partners to use the online system pre-pandemic made for a smoother transition to completing ASQ for children at home. And with ASQ Online, results are sent directly and confidentially to parents, where they can share with stakeholders in their child's care electronically."

Babcock also points to the benefits of the ASQ learning activities: "Every ASQ we sent also included ideas for free or low-cost developmental activities that caregivers could work on: ideas on how to play with their children during quarantine, and in some cases, spend more time playing with little ones than they ever had before."

In order to keep using ASQ to track development and gather the data needed to connect families to additional support services, HMG Michigan counties got creative during the pandemic. For example, Allegan County moved the screening component of their biannual Books, Balls, and Blocks events online using their HMG website. Families were given access to free ASQ-3 questionnaires online, which helped them maintain awareness of their child's strengths and weaknesses within key developmental domains. Care coordinators reviewed children's data, provided parents with developmental activities to help their kids thrive, and made referrals when delays were detected. "We had 69 assessments filled out this past fall for our virtual Books, Balls, and Blocks event in October 2020," says Rebecca Huberty, Coordinator of Great Start Collaborative Allegan. "This is considered good for our county. I would say it was a success offering virtual Books, Balls, and Blocks events during a pandemic."

For more than a decade, and throughout some of the most challenging times in recent history, ASQ Online has been a cornerstone of Help Me Grow Michigan's success. Reaching the milestone of 350,000 screens was just the beginning for Michigan-this team looks forward to many more years of using ASQ to help all young children get the best start in life.

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Watch a live product demo
To discover how ASQ Online can help your program raise screening rates, streamline workflow, and analyze and use results, See Upcoming Demos join one of our live product demos! We'll walk you through the system and answer your questions.

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Growing Strong with ASQ Online: HMG Michigan's Statewide Screening Successes - Ages and Stages

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What happens when a state really commits to using ASQ® Online to help meet ambitious developmental screening goals? For real-world answers, let's look in on Michigan, where Help Me Grow Oakland County was the very first ASQ Online account to celebrate the milestone of 100,000 screens in 2019!

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Teaching parents about children's developmental stages through creative use of ASQ.

In the heart of Irvine, CA, there's a pint-sized indoor city built just for kids. At the nonprofit Pretend City Children's Museum, little visitors can shop for play food at the grocery store, examine X-rays in the doctor's office, splash in the marina, and even plant and harvest vegetables in rubber "mulch." With 17 interactive exhibits-including a kid-sized post office, restaurant, farm, stage, fire station, beach, and art studio-there's no limit to the creative fun children and parents can have in an afternoon at the museum.

But Pretend City is more than just a good time-its mission is to "build better brains through fun, whole body learning experiences" that enhance children's early development. That goal is echoed in Pretend City's innovative county-wide child development initiative, Good To Go From Head To Toe. Launched in 2009, Good To Go From Head To Toe educates Orange County parents and caregivers about healthy child development and the importance of regular developmental screenings for young children.

Getting parents comfortable

"One of our initial tasks was to change the overall community perception of developmental screenings," says Tiffany Dobson, Developmental Screening Coordinator at Pretend City. "When the initiative launched, many parents were still unfamiliar with developmental screenings or had a negative perception about them." ASQ® was an ideal choice for them: a reliable, parent-friendly tool that was easy to complete.

To make it as simple as possible for parents to fill out an ASQ questionnaire, Good To Go From Head To Toe opted for an ASQ Pro account plus online questionnaire completion through ASQ Family Access. By clicking a button on the Pretend City website that links up with ASQ Family Access, parents can access a free questionnaire, complete it in minutes, and submit it with just a few clicks. Paper questionnaires are also readily available at the museum itself: near the entrance is a wall of colorful, clearly marked bins with ASQ-3 questionnaires for each age and prepaid envelopes parents can use to return completed questionnaires. (As an extra incentive, all parents who fill out a questionnaire-whether they do it on paper or online-get a free ticket to Pretend City!)

Follow-up and results

After parents complete an ASQ questionnaire, Dobson quickly follows up. She reviews and scores all of the questionnaires and sends each parent a customized response. If the child's screening results fall within the "above" range, parents get a letter, a screening results summary, and a developmentally appropriate activity sheet in the mail. When screening results fall within the "monitoring" or "below" range, Dobson personally calls the parent to discuss the results and address any questions about the child's development. If there are areas of concern, Dobson suggests a referral to Help Me Grow Orange County, a local resource and referral agency, for further evaluation. She also sends parents a customized letter, screening results summary, and specific developmental activity sheets that target the areas of concern.

Since Good To Go From Head To Toe started their ASQ initiative, they've seen great results. In a typical month, Dobson receives about 275 completed questionnaires in the mail and online. She says that parents "find the developmental screening quite helpful and informative" and "value the reassurance given to them in regards to their child's development." Judging from the positive feedback she gets from parents who complete the questionnaires, she believes the ASQ initiative has "helped enhance parents' awareness of developmental milestones their children should be reaching, and assisted in providing the necessary support and resources to help them do so."

Still to come

To expand their ASQ screening initiative so it helps as many families as possible, Good To Go From Head To Toe is planning some exciting next steps. They're partnering with several pediatricians' offices and the local chapter of the AAP to distribute ASQ packets at specific well-child visits-9, 18, 24, and 36 months. They're also planning to add a feature to their upcoming Good To Go iPhone app that will send alerts to parents when a child is ready for the next ASQ screening.

With the ASQ screening program-and the whole Good To Go From Head To Toe initiative-Pretend City is making it easier than ever to catch developmental delays early, connect Orange County children with the services they need, and help parents play a key role in nurturing their child's development.
Good To Go From Head To Toe

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Pretend City Children's Museum - Ages and Stages

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In the heart of Irvine, CA, there's a pint-sized indoor city built just for kids. At the nonprofit Pretend City Children's Museum, little visitors can shop for play food at the grocery store, examine X-rays in the doctor's office, splash in the marina, and even plant and harvest vegetables in rubber "mulch."

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Music with Mar. is a company dedicated to bringing quality, brain based music and workshops to children, families, teachers and groups.

Mission Statement- Music with Mar., created by Maryann "Mar." Harman, is an internationally respected company dedicated to using music and movement to teach children skills they will need for a successful, happy life and train adults on incorporating music into their lives.

Class Philosophy- To provide music activities for an adult / child to participate in together that will aid in the child's total development while bonding the child and adult and enhancing the adult's understanding of the importance of their involvement in these classes.

Vision - To provide classes for families and educate qualified individuals to teach the classes/philosophy of Music with Mar. so its power can touch more lives and educate those who work with children to do the same.

To provide workshops for groups wishing to expand their knowledge on the value of music in enhancing our lives and enriching our brains.

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Music with Mar. is a company dedicated to bringing quality, brain based music to children, families and teachers. The philosophy is to use music to teach, getting children ready for skills they need for a successful, happy life.

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Quick Links for Help Me Grow Resources_Updated 1.21.2022

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The Afghan Coalition is a 501(c)3 organization founded in 1996 and subject to financial reporting and audit. All funding restricted to programmatic activities will be used to provide support to the Afghan community. Any unrestricted funds will be used where the organization finds it critical to sustain activities. All contributed support is tax deductible.

​

For many years, Afghan Coalition has been the voice for various under-served groups in the Afghan community. Afghan Coalition has been providing domestic violence classes, and various services for the immigrant and refugee population. Services through the TEAM and CHANGES program have been served many individuals and families by listening to their needs and providing to them and connecting them with appropriate services.

​

The Afghan Wellness Project has been advocating for the need for mental health services for the Afghan community, particularly refugees and those who have recently arrived in the U.S.

​​

95% of clients are below the poverty line

87% of Afghan women in Afghanistan suffer from Domestic Violence.

Unfortunately, Domestic Violence does not stop when they come to the U.S.

45% of Afghans in the Bay Area suffer from PTSD.

​

In response to the recent crisis in Afghanistan, Afghan Coalition has focused on the following areas to ensure needs are met for both the new arrivals and our existing clients:

Needs:

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Home | Mysite Welcome To Afghan Coalition

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The Afghan Coalition is a 501(c)3 organization founded in 1996 and subject to financial reporting and audit. All funding restricted to programmatic activities will be used to provide support to the Afghan community. Any unrestricted funds will be used where the organization finds it critical to sustain activities.

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Afghans4Tomorrow, Inc. ("A4T"), is a registered non-profit, non-political, humanitarian organization dedicated to the development and capacity building of Afghanistan. A4T is also a registered nonprofit with the Afghan Ministry of Economics. Our concentration is in improving the capacity of those we serve in our education, agriculture and health programs to become self sufficient and contribute to the economy of their families and country.

URGENT NEED - DONATE NOW TO HELP WITH THE CRISIS IN AFGHANISTAN
Emergency aid for earthquake victims in Paktika and Khost has begun, you can donate directly to earthquake relief Here.
Afghans4Tomorrow is situated to respond quickly to help the most needy Afghan families faced with the hard winter months ahead. There are extreme shortages of money, food and fuel for heat. We have registered with the new government and are partnering with the World Food Program to purchase and distribute food in Kabul and surrounding rural areas. We have a very brave and active staff in Kabul working diligently to meet the immediate needs of the people as they can.

A4T continues to support girls education. We have had numerous requests for funding to keep these schools open. Your help is greatly appreciated.

Who we are

Afghans4Tomorrow consists of professionals from many countries who will be held to the highest of moral and professional standards. We will use our education, knowledge and expertise to build a better Afghanistan and build a better tomorrow for Afghans.

Tax-deductible donations may be made to our 501(c)(3) organization online or by check on our ' Donate to Afghans4Tomorrow ' page.

Note:

NOTE: We have begun an emergency aid project for earthquake victims in Paktika and Khost provinces, you can donate directly to earthquake relief Here.

A4T is grieving the loss of our friend and long-time board member, Asma Eschen, and has established a fund for donations made in her memory: "Asma's Project".

We have committed ourselves to this organization and to each other, with one goal, with one mission: Making a difference in the lives of every Afghan we serve.

We are an all-volunteer service organization in the US. 100% of your donation goes directly to Afghanistan (minus transfer fees).

Our team

A4T is an all-volunteer organization. A4T's board and volunteers dedicate their time actively in the development and capacity building of Afghanistan. We are teachers, program directors, doctors, entrepreneurs and many other professions - with a sincere interest in helping Afghanistan. Countless hours of work from our volunteers is what makes our organization unique and efficient.

"If you educate a girl, you educate a nation."
-
Dr. Helene Gayle, CARE CEO

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Welcome to Afghans4Tomorrow ~ افغانها برای فردا - Afghans4Tomorrow

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Afghans4Tomorrow, Inc. ("A4T"), is a registered non-profit, non-political, humanitarian organization dedicated to the development and capacity building of Afghanistan. A4T is also a registered nonprofit with the Afghan Ministry of Economics. Our concentration is in improving the capacity of those we serve in our education, agriculture and health programs to become self sufficient and contribute to the economy of their families and country.

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How the U.S. refugee vetting and resettlement process really works

President Joe Biden has a chance to rebuild the refugee resettlement program, which has historically enjoyed bipartisan support. The IRC takes you through the steps of the rigorous U.S. refugee vetting and resettlement process.

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President Joe Biden has a chance to rebuild the refugee resettlement program, which has historically enjoyed bipartisan support. The IRC takes you through the steps of the rigorous U.S. refugee vetting and resettlement process.

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Jewish family community service east bay

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Jewish family community service east bay

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Homepage - Jewish Family & Community Services East Bay

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What do we do?

The United Afghan Association Advocates for the Afghan communities in Afghanistan and the diaspora as a whole. We Provide various services and lead campaigns to better serve Afghans as well as other marginalized communities.

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The United Afghan Association Advocates for the Afghan communities in Afghanistan and the diaspora as a whole. We Provide various services and lead campaigns to better serve Afghans as well as other marginalized communities.

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Ulysses Project - Council on Global Relations

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My experience ranges from the Founding Executive Director of The Primary School, Hayward, a founding team member of a start-up tech non-profit (LitLab), and as a consultant specializing in grant writing, public relations, internal and external communication planning, digital marketing, and program scaling for non-profits, universities, and corporations throughout the state of CA.

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Child Safety

Learn about the ways that you can keep your child safe in your home, as well as the resources available to help.

Housing Safety

Learn about ways you can stay safe in your home, as well as resources available to help.

Worker Safety

Learn about trainings & resources available to ensure you & your workers are staying safe.

Property Owners

Learn about the ways to keep your property safe, as well as the resources available.

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Healthy Homes Department - Community Development Agency (CDA) - Alameda County

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Learn about the ways that you can keep your child safe in your home, as well as the resources available to help. Learn about ways you can stay safe in your home, as well as resources available to help. Learn about trainings & resources available to ensure you & your workers are staying safe.

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Join Help Me Grow's Developmental Screening Program today to support your child's development. Help Me Grow uses the Ages and Stages Questionnaire (ASQ). It is used by many pediatricians and provides highly accurate results.
Join the Developmental Screening Program to

Track your child's development

Learn about your child's developmental strengths

Learn if your child needs extra support in an area

Help prepare your child for school

Receive personal assistance and referrals

What if I don't want to complete the screening on a computer?

No problem. Sign up today and we will send you a screening through mail or email.

Click here to complete an on-line enrollment form
Click here to print a English enrollment form to send to Help Me Grow by mail. Click here to print a Spanish enrollment form to send to Help Me Grow by mail.
Click here to print a Chinese enrollment form to send to Help Me Grow by mail.

How will my information be used?

All information you enter on the ASQ (both on paper and online) is confidential and secure. Help Me Grow will not share your information unless you ask us to.

What Happens Next?

Once you submit your ASQ, staff will review it.

In 1 - 2 weeks, you will be contacted by email or phone with your results. You can talk to staff about your child. You can ask questions and discuss any concerns you might have. Staff will provide tips and activities to help your child grow.

You will continue to receive the ASQ by mail every 3 - 6 months until your child's 5th birthday. Staff will continue to connect with you and discuss your child's progress.

Questions? Call Help Me Grow at 888-510-1211

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Join Help Me Grow's Developmental Screening Program today to support your child's development. Help Me Grow uses the Ages and Stages Questionnaire (ASQ). It is used by many pediatricians and provides highly accurate results.

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The following RFP is now live: One (1) Specialized Residential Facility (SRF) or one Supported Living Services provider: This home is for individuals who are Deaf or Hard of Hearing [...]

The American Rescue Plan Act (ARPA) of 2021 provided the Department of Developmental Services (Department) $12.5 million for social recreation grants. RCEB is pleased to announce DDS approved three organizations [...]

In fiscal year 2019-2020, Regional Center of the East Bay (RCEB) received Community Resource Development Plan funding from the Department of Developmental Services to develop affordable housing units. RCEB has [...]

Learn more about our services and programs

Stay current with news about Regional Center of the East Bay

This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. Cookie settings ACCEPT

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Advocates for children and adults with developmental disabilities.

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Help Me Grow Alameda County is a system that collaborates reach their optimal development. with agencies, families and providers across the county to help ensure children ages birth - 5 years
To achieve this, we

Provide FREE and confidential support in early childhood development

Promote early identification of developmental concerns

Help families access resources

Build the capacity of early childhood providers

Partner with families, agencies and providers to build a strong network of services

Help Me Grow in the Community
Call us! (888) 510- 1211 Help Me Grow offers a number of services to families and providers.For more resources, click on our "Parent Resources" and "Provider Resources" pages.

Interested in volunteering? Click here!

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System of early identification of children 0-5 with developmental, behavioral and/or social-emotional concerns.

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Let's talk! It's easy to get in touch with one of our staff. You can send us a message, visit our office or give us a call. Get in Touch E-MAIL info@familyresourcenavigators.org PHONE 510-547-7322 ADDRESS 101 Callan Ave., Suite 200...

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Covid-19 Vaccines for children and teens

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Covid-19 Vaccines for children and teens

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Inequality For All Official Trailer 1 (2013) - Robert Reich Documentary HD

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This function calculates a child's age and indicates the ASQ-3 and ASQ:SE-2 questionnaire intervals.

To use, enter the questionnaire administration date, the child's birth date, and the number of weeks premature.

To determine weeks premature, subtract the child's gestational age when born from 39 weeks (full-term pregnancy). You may also subtract from 38 or 40 weeks if that is your program's definition of full-term.

Click Calculate.

If you are still using the first edition of ASQ:SE, you can use this calculator to determine the child's age. Then, refer to the ASQ:SE age administration chart to select the appropriate questionnaire interval.

For additional help or questions, please complete the ASQ Calculator Technical Support Form.

This function calculates an adjusted score for an ASQ questionnaire when items are missing. Adjusted scores do not penalize children for unanswered items.

To use, choose the screener (ASQ-3 or ASQ:SE-2) and enter the total score and number of items missing. For ASQ:SE-2 questionnaires, enter the questionnaire interval. Click Calculate.

ASQ-3 areas cannot be scored if more than two items are missing. ASQ:SE-2 questionnaires cannot be scored if more than three items are missing.
If you are still using the first edition of ASQ:SE, you cannot use this calculator to determine adjusted scores. Please refer to page 40 in the ASQ:SE User's Guide for instructions.
For additional help or questions, please complete the ASQ Calculator Technical Support Form.

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Always choose the right ASQ®-3 and ASQ:SE-2 questionnaire for a child's age with this quick, convenient Age Calculator!

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Antonio Isais
Family Engagement, Outreach, and Equity Specialist

Tennyson High School
Eduardo Picazo
Family Engagement, Outreach, and Equity Specialist

Southgate Elementary School
ep101@husd.k12.ca.us John Masis
Family Engagement, Outreach, and Equity Specialist

Martin Luther King Jr. Middle School

ABOUT HUSD FATHERHOOD INITIATIVE
Nine years ago the Hayward Unified School District started the initiative to intentionally involve fathers in schools through an event called the Million Father March. The Million Fathers March (MFM) is an opportunity for dads, uncles, grandfathers, coaches, mentors, clergy, men's groups and organizations to show their commitment to the educational lives of their children throughout the school year by escorting children to school on this day.

Today the district is working to expand resources and support to father through a number of workshops, events, and programs. In November 2018 the district started with a 12-week R3 Fatherhood Class a partnership program with Healthy Relationships California. A new class series will begin in March at Winton Middle School.

The district has also teamed up with La Familia and First 5 Father Corps to train male staff and Parent Ambassadors to attend a series of train the trainer workshops. The group of fathers will kick off a new Cafe Dad drop in opportunity at the Parent Resource Center HUB starting in mid March 2019.

Working to uplift fathers and families!

Fatherhood Events and Programs (Once a month on the 2nd Thursday of each month at 6pm)

Services funded by First 5 Alameda County and the Alameda County Fathers Corps

Join the Zoom Meeting
Meeting ID: 921 7929 7789
One tap mobile
+16699009128,,92179297789# US (San Jose)
For more information contact:
Darren White
dwh ite@rpicares.com

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Antonio Isais Family Engagement, Outreach, and Equity Specialist Tennyson High School Eduardo Picazo Family Engagement, Outreach, and Equity Specialist Southgate Elementary School ep101@husd.k12.ca.us John Masis Family Engagement, Outreach, and Equity Specialist Martin Luther King Jr.

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This groundbreaking Summit will showcase a wide variety of engaging workshop sessions discussing Fathers' Rights and Responsibilities, Men's Health and Wellness, Education Is Power, Exploring the Skills Needed for Today's Workforce, Strategies for Fathers to Reengage Their Families and Communities, along with an abundance of information, tools and resources for participants to take away.

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Alameda Fatherhood Summit - #FATHERSROCK

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The Fathers Corps' Fatherhood Summit is designed to empower fathers and father-figures by celebrating the role they play in the lives of their children, debunking myths and stereotypes around fatherhood, providing critical information and support through a variety of targeted workshops.

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Popular adult and children's books for everyone helping a child grow up.

The AC Library's refreshed Parenting Collection provides useful, up-to-date information on raising healthy, happy children, from the perspective of a parent, family, caregiver, teacher; everyone helping a child grow up.

Find popular titles and trending topics on the Parenting Collection shelves in the children's area in the library. The Parenting Collection features books in English, Spanish, and Chinese (Russian and Farsi coming soon). You can find both children's picture books and adult self-help books including topics such as:

Developmental stages like toddlers or tweens

Family relationships like fatherhood, adoption, or divorce

Nutrition like allergies or eating habits

Social-emotional learning like understanding feelings, grief, or temper tantrums

Health & hygiene like teeth brushing, haircare, or potty training

Conditions like ADHD or autism

and so much more!

Seeking more information on a specific topic or a particular book? Search the Catalog by:

Keyword for everything on a topic

Series for "Parenting Collection" to browse through the collection

Lists for "ACL_Parenting" for librarian-created booklists on an important topic.

Explore this booklist: Be Healthy
List created by ACL_RebeccaM

Help your little ones learn to take of themselves, from brushing their teeth and washing their hands to developing healthy self-esteem. AC Library Parenting Collection: Popular adult and children's books for everyone helping a child grow up. Selected by AC Library Staff.

Look for this parenting logo on shelf signs to find more great books throughout the library too. Library staff can help!

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Announcing the Refreshed Parenting Collection at AC Library

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Popular adult and children's books for everyone helping a child grow up. The AC Library's refreshed Parenting Collection provides useful, up-to-date information on raising healthy, happy children, from the perspective of a parent, family, caregiver, teacher; everyone helping a child grow up.

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Half sheet VITA Flyer- eng -spn 2021 tax season - one page

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Supporting Children with Individualized Education Programs (IEPs)

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Supporting Children with Individualized Education Programs (IEPs)

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As programs support all children during the transition to kindergarten, it's key to prepare children with Individualized Education Programs (IEPs) and their families. Use these tips and resources to ensure that children with disabilities have a smooth transition and educators who receive them feel fully prepared to support their success in school.

Download the PDF

The Transition Summit Guide recommends kindergarten transition practices for all children. Children with Individualized Education Programs (IEPs) and their families may have unique concerns that need to be supported during this critical period. Find tips and resources site leaders can use to help ensure the needs of children with disabilities are met during the transition to kindergarten. Many of these tips are also applicable when supporting children with 504 Plans or interim services.

General Approaches for Transition Planning

Include special education and disability service coordinators in your Transition Summit.

Develop a disabilities service plan that includes a description of procedures and activities that support smooth and successful transitions to kindergarten for children with IEPs.

Develop interagency agreements with local education agencies (LEAs) that support successful transitions for children with IEPs.

Refer to the Individuals with Disabilities Education Act (IDEA) and the Head Start Program Performance Standards for requirements and recommendations for transition practices that include interagency collaboration, supports for families and children, and training for educators and staff.

School and Community Practices to Help Children with IEPs Make Smooth Transitions

Provide joint trainings and other professional development activities for school district and early childhood educators and staff on the transition to kindergarten.

Offer opportunities for school district and early childhood educators and staff to observe each other's programs and learn about their curricula and teaching practices.

Provide education and family support activities to help families understand their rights and responsibilities and how to advocate for their children.

Include information about the transition to kindergarten during IEP meetings held during the preschool years.

Family Outreach Before Transitions

Confirm dates and work with the school district to make sure the child has a current IEP in place when the kindergarten year begins.

Establish a transition team that includes a primary contact person within both the sending and receiving programs.

Help families learn about kindergarten options, special education and related services that may be provided, as well as available community resources.

Hold a transition meeting with family members, the kindergarten teacher, and the school's special education team to develop a transition plan for the individual child. Make sure the plan includes transfer of the child's records.

Visit the new school with the family and child to learn about its expectations and routines.

Partner with the family to identify and prepare for activities the child will encounter in kindergarten. These include participating in larger groups, following group directions, attending mealtimes, going to the bathroom, and following school bus routines.

Introduce the family to other families who have already experienced the transition process.

Family Outreach During Transitions

Discuss with the family and the kindergarten teacher strategies and modifications that can help the child feel safe and welcomed during the first weeks of school.

Help families and the kindergarten teacher establish a system to communicate about the child's adjustment to the new school.

Check to see whether the child's records have been transferred to the new school.

Partner with the family to make an "Introducing Me" book to share with the new teacher.

Help family members advocate for their child's specific needs.

Family Outreach After Transitions

Follow up with the family and the kindergarten teacher to let them know you are interested in the child's continued progress.

Introduce the family to community resources that are available for families of children with IEPs.

Resources
Transitioning from Early Childhood Special Education (ECSE) to Kindergarten: Tips for Parents of Children with Challenging Behaviors Additional services for children, 45 CFR §1302.61
Fenlon, A. "Collaborative Steps: Paving the Way to Kindergarten for Young Children with Disabilities." Young Children, (2005, 60(2)): 32-67.

Rous, B.S., and R.A. Hallam. Tools for Transition in Early Childhood: A Step-by-Step Guide for Agencies, Educators, and Families. Baltimore, MD: Paul H. Brookes Publishing Co., Inc., 2006.

" Go to Transition to Kindergarten

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Supporting Children with Individualized Education Programs (IEPs) | ECLKC

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As programs support all children during the transition to kindergarten, it's key to prepare children with Individualized Education Programs (IEPs) and their families. Use these tips and resources to ensure that children with disabilities have a smooth transition and educators who receive them feel fully prepared to support their success in school.

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Educator Practices to Support Successful Transitions to Kindergarten

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Educator Practices to Support Successful Transitions to Kindergarten

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Early education, quality child care training for needs of Contra Costa County children, families, early educators, businesses and communities

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All about young children with 8 languages version

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All about young children with 8 languages version

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All About Young Children: Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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California Child Care Resource & Referral Network - Home

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California Child Care Resource & Referral Network - Home

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The California Child Care Resource & Referral Network works to inspire, inform, and advocate for a quality child care system that supports all families in California.

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Visit Berkeley’s North Branch Library for crafts.

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If you're an Alameda County renter who has fallen behind on rent or utilities payments due to the COVID-19 pandemic, you may qualify for assistance. The Emergency Rental Assistance Program will help income-eligible households pay up to 15 months of rent and utilities, both for past due and future payments.

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Parenting Stress Helpline

800-829-3777

Serving Alameda County

Our Parenting Stress Helpline provides free and confidential counseling, information and referrals to anyone in need of parenting support. You have access to caring helpline counselors for anonymous calls at any time, or schedule regular call backs to support you with your parenting or family concerns. We also can refer you to Family Paths' services and 900+ Alameda County resources.

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Our Parenting Stress Helpline provides free and confidential counseling, information and referrals to anyone in need of parenting support. You have access to caring helpline counselors for anonymous calls at any time, or schedule regular call backs to support you with your parenting or family concerns.

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Welcome to the website of United Way Bay Area

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Every morning, dozens of trucks arrive at our Oakland warehouse. They're filled with fresh fruit, veggies, milk, eggs, bread and much more. By the end of the day, thousands of pounds of food will leave our doors and fill tables and cupboards in our community.

How do we do it?

We partner with more than 420+ food pantries, hot-meal programs, senior centers and other non-profits to distribute millions of pounds of food every year. Each of our "partner agencies," as we call them, has its own mission, tailoring their services to meet the unique needs of the community.

Addressing the immediate nutritional needs of children, adults and seniors is core to our mission, and few organizations meet those needs as efficiently as we do.

To find a location to pick up groceries or a hot meal, community members can call our helpline at 1-510-635-3663 or visit FoodNow.net or ComindaAhora.net.

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Every morning, dozens of trucks arrive at our Oakland warehouse. They're filled with fresh fruit, veggies, milk, eggs, bread and much more. By the end of the day, thousands of pounds of food will leave our doors and fill tables and cupboards in our community. How do we do it?

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Mila's dream come true playground in Hayward 

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Mila's dream come true playground in Hayward 

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Hayward Area Recreation and Park District HARD

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Alameda county monthly child care check-in: Dec 

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Alameda county monthly child care check-in: Dec 

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Road to recovery: Alameda county child care check in in Dec.pdf

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Road to recovery: Alameda county child care check in in Dec.pdf

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The Swiss Cheese Model of Pandemic Defense

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The Swiss Cheese Model of Pandemic Defense

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Ji-Young, the first Asian American muppet

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Ji-Young, the first Asian American muppet

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What's in a name? Well, for Ji-Young, the newest muppet resident of "Sesame Street," her name is a sign she was meant to live there.

"So, in Korean traditionally the two syllables they each mean something different and Ji means, like, smart or wise. And Young means, like, brave or courageous and strong," Ji-Young explained during a recent interview. "But we were looking it up and guess what? Ji also means sesame."

At only 7 years old, Ji-Young is making history as the first Asian American muppet in the "Sesame Street" canon. She is Korean American and has two passions: rocking out on her electric guitar and skateboarding. The children's TV program, which first aired 52 years ago this month, gave The Associated Press a first look at its adorable new occupant.

Ji-Young will formally be introduced in "See Us Coming Together: A Sesame Street Special." Simu Liu, Padma Lakshmi and Naomi Osaka are among the celebrities appearing in the special, which will drop Thanksgiving Day on HBO Max, "Sesame Street" social media platforms and on local PBS stations.

Some of Ji-Young's personality comes from her puppeteer. Kathleen Kim, 41 and Korean American, got into puppetry in her 30s. In 2014, she was accepted into a "Sesame Street" workshop. That evolved into a mentorship and becoming part of the team the following year. Being a puppeteer on a show Kim watched growing up was a dream come true. But helping shape an original muppet is a whole other feat.

"I feel like I have a lot of weight that maybe I'm putting on myself to teach these lessons and to be this representative that I did not have as a kid," Kim said. But fellow puppeteer Leslie Carrara-Rudolph - who performs Abby Cadabby - reminded her, "It's not about us ... It's about this message."

Ji-Young's existence is the culmination of a lot of discussions after the events of 2020 - George Floyd's death and anti-Asian hate incidents. Like a lot of companies, "Sesame Street" reflected on how it could "meet the moment," said Kay Wilson Stallings, executive vice-president of Creative and Production for Sesame Workshop, the nonprofit organization behind "Sesame Street."

Sesame Workshop established two task forces - one to look at its content and another to look at its own diversity. What developed was Coming Together, a multi-year initiative addressing how to talk to children about race, ethnicity and culture.

One result was 8-year-old Tamir. While not the show's first Black muppet, he was one of the first used to talk about subjects like racism.

"When we knew we were going to be doing this work that was going to focus on the Asian and Pacific Islanders experience, we of course knew we needed to create an Asian muppet as well," Stallings said.

These newer muppets - their personalities and their looks - were remarkably constructed in a matter of a months. The process normally takes at least a couple of years. There are outside experts and a cross-section of employees known as the "culture trust" who weigh in on every aspect of a new muppet, Stallings said.

For Kim, it was crucial that Ji-Young not be "generically pan-Asian."

"Because that's something that all Asian Americans have experienced. They kind of want to lump us into this monolithic 'Asian,'" Kim said. "So it was very important that she was specifically Korean American, not just like, generically Korean, but she was born here."

One thing Ji-Young will help teach children is how to be a good "upstander." "Sesame Street" first used the term on its "The Power of We" TV special last year, which featured Tamir.

"Being an upstander means you point out things that are wrong or something that someone does or says that is based on their negative attitude towards the person because of the color of their skin or the language they speak or where they're from," Stallings said. "We want our audience to understand they can be upstanders."

In "See Us Coming Together," Sesame Street is preparing for Neighbor Day where everyone shares food, music or dance from their culture. Ji-Young becomes upset after a kid, off screen, tells her "to go back home," an insult commonly flung at Asian Americans and Pacific Islanders. But she feels empowered after Sesame Street's other Asian American residents, guest stars and friends like Elmo assure her that she belongs as much as anyone else.

The fact that Ji-Young was created to counter anti-Asian sentiment makes her more special to Kim in some ways.

"I remember like the Atlanta shootings and how terrifying that was for me," Kim said. "My one hope, obviously, is to actually help teach what racism is, help teach kids to be able to recognize it and then speak out against it. But then my other hope for Ji-Young is that she just normalizes seeing different kinds of looking kids on TV."

Vanessa Leung, co-executive director of Coalition for Asian American Children and Families, is excited about Ji-Young. The organization was not involved in Ji-Young's creation but previously consulted on anti-racism content for Sesame Workshop. It matters when Asian American families, especially with many of them being immigrant families, can see themselves reflected in an institution like "Sesame Street," Leung said.

"It sparks curiosity and early understanding of the diversity of our community, the beauty in the diversity of our community," Leung said.

Ji-Young will be heavily present throughout the show's 53rd season next year, Stallings reassured. She also won't just be utilized for content related to racial justice. She will pop up in various digital programs, live-action and animated.

As the new kid on the street, Ji-Young is looking forward to showing her friends and neighbors aspects of Korean culture such as the food. She loves cooking dishes like tteokbokki (chewy rice cakes) with her halmoni (grandmother). And she already has one "Sesame Street" friend who wants a sample.

"I would love to try it," said Ernie, who joined Ji-Young's interview. "You know, I've tried bulgogi. I really like bulgogi. I'm gonna guess that maybe old buddy Bert has not tried Korean food."

Having already made several famous friends on "Sesame Street," is there anyone Ji-Young still really wants to meet?

"The Linda Lindas because they're so cool," Ji-Young said, referring to the teenage punk rock band. "And they rock out and they're cool girls and most of them are Asian. They're my heroes. If we can get the Linda Lindas on 'Sesame Street,' I would show them around."

___

Terry Tang is a member of The Associated Press' Race and Ethnicity team. Follow her on Twitter at https://twitter.com/ttangAP

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'Sesame Street' debuts Ji-Young, first Asian American muppet

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What's in a name? Well, for Ji-Young, the newest muppet resident of "Sesame Street," her name is a sign she was meant to live there. "So, in Korean traditionally the two syllables they each mean something different and Ji means, like, smart or wise.

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Morning Keynote: The Circle Makers: The What, Why, and How of Inclusion

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The evolution of inclusion -Shelley Moore

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The evolution of inclusion -Shelley Moore

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Welcome Keynote: The Evolution of Inclusion

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As part of the project, participating teachers engage in the Tools for Teachers professional development and practice-based coaching program to learn about embedded instruction practices. Teachers gain the knowledge, skills, and confidence to use embedded instruction practices.
If you would like to find how your teachers can participate send an information request to info@embeddedinstruction.net

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Helping All Children Embedded Instruction is an evidence-based multi-component approach for planning, implementing, and evaluating instruction for preschool children with disabilities in inclusive settings. The Tools for Teachers professional development package has been shown to increase teachers confidence and competence with embedded instruction and promote positive outcomes for children (Snyder et al.

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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child.

Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

Join guest speakers Dr. Elizabeth Schroeder and Dr. Cornelia Taylor for the Coffee Break webinar in March as they link the DRDP to federal child outcomes and show you where you can find your local preschool child outcomes data.
Tuesday, March 19, 2024, 3:00-3:15 PM

As part of child outcomes reporting, the DR Access Project annually calculates the percent of preschoolers exiting preschool special education functioning at age expectations in "Use of Appropriate Behaviors to Meet Needs"*.

Children experienced reduced physical activity levels due to COVID-19 lockdowns** and spent less time in the community and classroom where they practice adaptive skills, leading to a decline in the percent of SELPAs meeting state targets for preschoolers functioning at age expectations between spring 2019 and winter 2021. Most children returned to classrooms by spring 2021.

Visit DRAccessOutcomes.org to find your local preschool outcomes data in Appropriate Behaviors to Meet Needs development!

Recorded workshop describing and demonstrating how DRDP profiles inform: present levels of performance or development on the IEP or IFSP, long term goals, what to teach next, and linking the DRDP to the California Early Learning Foundations.

Features strategies for using the DRDP and DR Access Reports to identify and measure the developmental and learning progress of children with IFSPs and IEPs.

With the release of the Request for Applications (RFA) for a new round of Inclusive Early Education Expansion Program (IEEEP) funding, comes new opportunities for professional development to support the inclusion of children with disabilities in preschool inclusive classrooms.

Embedded Instruction for Early Learning - California (EIEL-CA) is proud to be part of the professional development offered through IEEEP. Grantees may use the funding to receive job-embedded professional development with practice-based coaching to assist LEA teaching teams with implementing evidence-based instructional practices in preschool inclusive classrooms.

To learn more, contact Therese Snyder at tsnyder@napacoe.org.

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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child. Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

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The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms, Second Edition

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The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms, Second Edition

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Paraprofessionals are some of the unsung heroes of inclusive education...This book provides a wealth of practical tips and tools and will be immediately useful for paraprofessionals and the teachers who supervise them. This essential handbook provides foundational orientation and training content for paraprofessionals. Its accessible style, focus on inclusive contexts, and practical applications should make it a go-to resource for collaborative teams. Now, more than ever, we must commit to supporting paras who are fundamental to the success of so many children regardless of service delivery model or location. This reader-friendly handbook offers the key information, tools, and practical solutions paras need to fully include all students. Wow! Finally, a resource for paraeducators, teachers, principals, and district leaders that can actually be understood and applied in the classroom. The Paraprofessional Handbook offers unique insights into the roles and responsibilities of a para and brings to light important topics that need to be addressed before working with students. Best PD book I have read in years. Practical and fun, it provides support and dignity to the person on the education team who has been undervalued for decades-the paraprofessional. Our paraprofessionals are vital to our students' success. Whether you are a paraprofessional looking for ways to support students, collaborate, and communicate with team members; a teacher who is seeking ideas for educating and supporting the paraprofessionals on your team; or an administrator needing guidance on how to supervise programs or grow an inclusive school, this book will provide answers, ideas, and many, many 'ah-ha!' moments.

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inclusion; disabilities; co-teaching; collaborative teaching; inclusive education; teaching assistant; students with special needs

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The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms, Second Edition

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Paraprofessionals are some of the unsung heroes of inclusive education...This book provides a wealth of practical tips and tools and will be immediately useful for paraprofessionals and the teachers who supervise them. This essential handbook provides foundational orientation and training content for paraprofessionals.

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Inclusive Schooling - Inspiring and innovative custom professional development

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Offering virtual training and customized professional development to engage and energize educators in your school district

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“All the Way to the Top” Read By Annette Bay Pimentel | Kids Books Read Aloud With Gotham Reads

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Guidance for childcare providers requirements and best practices

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Guidance for childcare providers requirements and best practices

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Safe infant sleep for grandparents and other trusted caregivers

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Safe infant sleep for grandparents and other trusted caregivers

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Safe Infant Sleep for Grandparents and Other Trusted Caregivers – Full Length