PTI Grant Priorities

PROGRAM PRIORITIES

 –        Increase parents’ knowledge of:

    • The nature of their children’s disabilities, including their children’s strengths, and academic, behavioral, and developmental challenges;
    • The importance of having high expectations for their children and how to help them meet those expectations;
    • The local, State, and Federal resources available to assist them and their children and local resources that strengthen their connection to their communities;
    • IDEA, Federal IDEA regulations, and State implementation of IDEA, including:
      • Their rights and responsibilities under IDEA, including procedural safeguards and dispute resolution;
      • Their role on Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) Teams and how to effectively participate on IFSP and IEP Teams; and
      • How services are provided under IDEA;
    • Other relevant educational and health care legislation, including the Elementary and Secondary Education Act of 1965, as amended (ESEA); section 504 of the Rehabilitation Act of 1973, as amended (section 504); and the Americans with Disabilities Act of 1990(ADA);
    • Transition services at all levels, including: Part C early intervention to Part B preschool, preschool to elementary school, elementary school to secondary school, secondary school to postsecondary education and workforce options, and re-entry of incarcerated youth to school and the community;
    • How their children can have access to the general education curriculum, including access to college- and career-ready academic standards and assessments, extracurricular and enrichment opportunities available to all children, and other initiatives to make students college- and career-ready;
    • How their children can have access to inclusive early learning programs, inclusive general education classrooms and settings, and extracurricular and enrichment opportunities available to all children;
    • Evidence-based early intervention and education practices that improve early learning, school-aged, and postsecondary outcomes;
    • School reform efforts to improve student achievement and increase graduation rates; and
    • The use of data to inform instruction and advance school reform efforts;

 –        Increase parents’ capacity to:

    • Effectively support their children with disabilities and participate in their children’s education;
    • Communicate effectively and work collaboratively in partnership with early intervention service providers, school-based personnel, related services personnel, and administrators;
    • Resolve disputes effectively; and
    • Participate in school reform activities to improve outcomes for children;

 –        Increase the knowledge of youth with disabilities about:

    • The nature of their disabilities, including their strengths, and of their academic, behavioral, and developmental challenges;
    • The importance of having high expectations for themselves and how to meet those expectations;
    • The resources available to support their success in secondary and postsecondary education and employment and full participation in their communities;
    • IDEA, section 504, ADA, and other legislation and policies that affect people with disabilities;
    • Their rights and responsibilities while receiving services under IDEA and after transitioning to post-school programs, services, and employment;
    • How they can participate on IEP Teams; and
    • Supported decisionmaking necessary to transition to adult life; and

 –        Increase the capacity of youth with disabilities to advocate for themselves, including communicating effectively and working in partnership with providers;