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eNotes search results for 'Every Student Succeeds Act or ESSA'. Please note that links in past issues of eNotes may become inactive over time. If you are looking for an item that has an inactive link, please contact Sonya Detwiler for assistance.
Source: BUILD Initiative
After interviewing state leaders and TA providers in 2017, BUILD Initiative released this compilation of 10 questions (April 2018) for states, partners and technical assistance providers to consider when working together to improve early childhood systems. A team approach to address priorities and needs, as well as, honest evaluation of the process and accomplishments are necessary to meet goals, sustain progress, and make well-planned decisions for improvement.
Source: New America
This recent policy brief from New America (April 2018) reviews a study that compares how parents search and choose child care centers for their 4 year olds versus Head Start or state pre-K programs. The study revealed that many parents found difficulties in the search process and were less likely to choose their preferred child care program. With the recent funding increase for child care subsidies, it is predicted that the number of parents searching for quality child care will also increase. It will behoove stakeholders to understand parents' motivations and frustrations so that they can provide the necessary information to lessen the burdens parents face when searching for a quality early education program.
Source: Office of Special Education Programs (OSEP)
OSEP funds a network of centers tasked with providing resources and TA around the implementation of IDEA. Six of the centers work with state agencies responsible for implementing IDEA's early childhood provisions, IDEA Part C and Part B Section 619. These centers have recently collaborated to develop an easy-to-use infographic (April 2018) outlining their services and distinct content areas within their work scopes. The centers also collaborate closely to ensure states receive the TA and resources necessary to meet their specific needs.
Source: National Academies of Sciences, Engineering, and Medicine
A new report from the National Academies (February 2018) provides a financing structure and strategies to support accessible high-quality early care and education for children birth to kindergarten, and is a follow-up study to the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The report gives ten recommendations for supporting "adequate and integrated funding for service delivery, workforce supports, and system supports with mechanisms for accountability and improvement." Flexibility is necessary for decreasing silos and facilitating "efficient coordination of funding streams, standards, and requirements from disparate sources."
Source: American Academy of Pediatrics
The AAP has published a special supplement on Zika (February 2018) including articles that offer best practices for addressing the needs of children affected by the congenital syndrome, what to expect as affected infants develop, and extensive care coordination with health care professionals to provide the necessary supports and services for families.
Source: National Council on Disability (NCD)
This IDEA Report Series issued by the NCD (February 2018) examines the implementation of the IDEA and focuses on five significant issues that remain unresolved: 1) The Underfunding of IDEA, 2) English Learners and Students from Low-income Families, 3) Federal Monitoring and Enforcement of IDEA Compliance, 4) ESSA and Students with Disabilities, and 5) The Segregation of Students with Disabilities. Each report provides the current state of policy and practice for each topic, a detailed review of progress or lack thereof, and recommendations for improvement.
Source: Education Week
Teaching tolerance at a very early age has a positive impact on a child's understanding of race and skin color. In this short video clip from the weekly PBS series Making the Grade, teachers explain how their anti-bias curriculum engages thoughtful discussion with preschoolers about race. Also, a brief interview with Louise Derman-Sparks, a renowned author of teaching anti-racism to children books, discusses how the skin color seen in books or other visual teaching materials, or of preschool staff working in different positions all send important messages to young children about who matters in the world, who's visible, who's not, and who has power.
Source: Center on Enhancing Early Learning Outcomes (CEELO)
CEELO has released a new policy brief (December 2017) that focuses on key areas for supporting early learning in ESSA. Learn what other state education agencies are doing to promote early learning (birth through third grade) in their ESSA plans, and link to evidence based resources in this brief.
Source: National Center on Early Childhood Quality Assurance
A well-constructed professional development program gives child care licensing staff clear directions on skills and competency necessary to be successful in their careers. Learn the education and training requirements for quality licensors, methods of training delivery used by other states, and how to measure the effectiveness of professional development in this new brief (December 2017) from the National Center on Early Childhood Quality Assurance. Additional information can be found in the bibliography, references and appendices.
Source: Early Learning Challenge Technical Assistance (ELC TA)
This new resource from ELC TA (December 2017) is a compilation of activities organized by Early Learning Challenge states that align with improving Every Student Succeeds Act (ESSA) state plans related to child development, early learning, and professional development. States may find this useful as they work to strengthen their own state plans and educational programs for birth through grade 3.
Source: Center for Parent Information and Resources (CPIR)
Parent involvement is key for making the necessary decisions about early intervention services for children. This list of resources for parents and early intervention providers recently compiled by CIPR (December 2017) offers information and strategies for supporting parent participation in developmental screening, identifying appropriate services to best meet the child's needs, and staying informed about your (parents') rights.
Source: Center on Enhancing Early Learning Outcomes (CEELO) & Council of Chief State School Officers (CCSSO)
In September 2017, CEELO & CCSSO produced this new toolkit, Birth to Grade 3 Indicator Framework to assist states who have added early learning objectives into their Every Student Succeeds Act (ESSA) state plans. The framework provides strategies for states to better coordinate between early child education and K-12 education policy.
Source: Science Daily
A recent research study from Princeton University (August 7, 2017) found that bilingual infants can process dual languages quickly and correctly as early as 20 months of age just by listening. The study also revealed that infants can quickly detect when the language is switched in mid-sentence, called "code switches", as regularly experienced in bilingual communities; and "toddlers naturally activate the vocabulary of the language that is being used in any particular setting."
Reference: Byers-Heinlein, K., Morin-Lessard, E., & Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. Proc Natl Acad Sci U S A, 114(34).
Source: U.S. Department of Education
The U.S. Dept. of Education is working with other federal agencies, such as FEMA and DHS, to ensure continuation of critical services to students, families, and educators and the restoration of the learning environment. The Disaster Distress Helpline is below, and additional hurricane resources can be found here.
Source: U.S. Departments of Education and Health and Human Services
Text4Teachers supports Head Start and Early Head Start teachers, staff members, and others who care for and teach young children in center-based and family child care settings. You can sign up to receive two free text messages per month with information, tips, research, and resources to strengthen and support your teaching practices. Text4Teachers will also share messages about key events and professional development (PD) opportunities. To sign up, text ECDTL to 22660, and you will have access to the newest resources as soon as they are released. Text4Teachers is also available in Spanish.
Source: Center on Enhancing Early Learning Outcomes (CEELO)
As an informational service to early learning policymakers, agencies and practitioners, CEELO reviews department of education websites for all 50 states for new information related to ESSA state plans and implementation and provides monthly updates. This update (August 2017) describes CEELO's findings from a scan of 16 completed state ESSA plans as of April 2017 with a focus on how states are addressing early childhood education needs. It is noted that Delaware is the only state that makes high quality early childhood education its long-term goal. Also, Oregon describes its policies as part of a preK-12 continuum, including transition strategies for birth to preschool and preschool to kindergarten.
Source: U.S. Department of Education, Office of Special Education Programs (OSEP)
On August 11, 2017, OSEP published its reopened NIA in the Federal Register to allow applicants to submit or resubmit applications that meet the requirements to ensure that State Part C and Part B, section 619 programs receive the technical assistance necessary to implement high-quality comprehensive systems of personnel development. This notice reopens the competition until September 11, 2017.
The application package for the competition is now posted on the Department's website, and also on Grants.gov. The contact person is Tracie Dickson.
Source: CLASP and ZERO TO THREE
This brief (2017) from CLASP and ZERO TO THREE focuses on the essential policies necessary to support infants, toddlers, and their families. Based on growing evidence, "children enrolled in Medicaid in their early years not only do better in childhood than children without health insurance, but also have better health, educational, and employment outcomes in adulthood." Research further "demonstrates that Medicaid coverage improves access to care and overall health and reduces mortality rates."
Source: Center on Enhancing Early Learning Outcomes (CEELO) and New America
According to the latest Early Ed in ESSA: Helping Every Child Succeed blog (July 2017), DaSy and ECTA, both national technical assistance centers, encourage states to make the inclusion of children with disabilities a priority, as part of their efforts to improve early learning programs. "Planning for the inclusion of young children with disabilities in new or expanded early learning programs offers local education agencies the additional benefit of supporting their efforts under IDEA."
Source: Center on Enhancing Early Learning Outcomes (CEELO) and New America
In blog #10 of the Early Ed in ESSA: Helping Every Child Succeed blog series (June 2017), CEELO and New America offer states practical tips for embedding early learning in their ESSA plans. A few examples are below:
Source: U.S. Department of Education
Today, the U.S. Department of Education released Final Regulations (effective June 30, 2017) under Parts B and C of the Individuals with Disabilities Education Act (IDEA). The final regulations make technical revisions required to implement statutory amendments made to the IDEA by the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). When ESSA reauthorized ESEA on December 10, 2015, the new law changed sections 602 and 611-614 of the IDEA. As a result, the IDEA regulations were amended in Parts 300 and 303 to reflect the conforming changes. See the amendments summary here.
Source: Center on Enhancing Early Learning Outcomes (CEELO) and New America
According to this blog entry from the blog series Early Ed in ESSA: Helping Every Child Succeed (June 2017), CEELO together with the Regional Education Laboratory-Southwest sponsored a webinar recently highlighting important strategies that early education administrators can use to ensure early learning is integrated throughout the ESSA plan. Some of the strategies include using a birth to third grade system framework, creating an evidence-based early learning footprint in the state plan, and building alliances to engage all stakeholders for aligning priorities and resources.
Source: Center on Enhancing Early Learning Outcomes and New America
According to a recent entry from the blog series Early Ed in ESSA: Helping Every Child Succeed (May 2017), K-2 years have historically been ignored in state accountability systems. ESSA gives states new flexibility to focus dollars on early learning, and this means new approaches for measuring accountability and school improvement systems, and addressing different needs for K-2. These additional resources are provided at the end of the article:
Source: Center on Enhancing Early Learning Outcomes and New America - April 25, 2017
A new blog series, Early Ed in ESSA: Helping Every Child Succeed, will highlight early learning opportunities and challenges under the Every Student Succeeds Act (ESSA). The blogs will be authored by early childhood education scholars and researchers exploring key issues raised by ESSA and its implementation. Blog #1 - What's the Right Thing to Do for Every Child to Succeed? (April 25, 2017) discusses strategies that can help reduce the achievement gap and avoid more costly interventions in later grades. The series is an initiative of the Center on Enhancing Early Learning Outcomes (CEELO) and New America.
Source: U.S. Department of Education - March 21. 2017
The new National Center on Improving Literacy recently launched its website. NCIL will provide technical assistance services to families to improve literacy outcomes for children in pre-K through grade 12 with, or at risk for, literacy-related disabilities, including dyslexia. Family-focused activities will include a repository of evidence-based products and assessments; the online Kids Zone, which facilitates effective child-adult interactions for literacy development; the Ask-an-Expert tool; and a text messaging plug-in to receive text messages alerting users to new resources, events, or literacy tips. NCIL is jointly administered by the Office of Special Education and Rehabilitative Services and the Office of Elementary and Secondary Education.
Source: New America and the BUILD Initiative - March 2, 2017
In December 2015, the Elementary and Secondary Education Act was reauthorized by Congress as the Every Student Succeeds Act (ESSA, P.L. 114-95) and states are currently in the process of preparing to submit their ESSA plans for approval. A new paper, Unlocking ESSA's Potential to Support Early Learning (March 2017), provides an introduction to the ESSA and explores major provisions that expand early learning opportunities, bring new attention to children's earliest years, and have implications for the early learning system.
Source: Center on Technology and Disability - February 14, 2017
The Center on Technology and Disability has published the following resources showing how the Every Student Succeeds Act (ESSA) supports the effective use of assistive and instructional technology to enhance teaching and learning.
Source: Education Commission of the States - January 30, 2017
A new 50-state review, State Pre-K Funding 2016-17 Fiscal Year: Trends and Opportunities (January 2017), looks at state investments in pre-K funding by program for the 2016-17 fiscal year (FY). It finds that 2016-17 state pre-K funding increased $480 million or 6.8% over 2015-16. The review highlights a number of state examples and describes early learning opportunities for states under the Every Student Succeeds Act (ESSA).
Source: Center on Enhancing Early Learning Outcomes - January 27, 2017
Since the Every Student Succeeds Act (ESSA) was signed into law on December 10, 2015, states have been making plans for a smooth transition into full implementation, scheduled for 2017. The Center on Enhancing Early Learning Outcomes (CEELO) recently reviewed the State Department of Education websites of all states and posted an updated version of their Every Student Succeeds Act and Opportunities to Prioritize Early Learning Policy: State Scan (updated January 2017). This resource was developed to assist the field in identifying opportunities and best practices to support the elevation of early learning in ESSA state plans. It includes:
For this and other relevant resources, visit the ESSA page on the CEELO website.
Source: U.S. Department of Education - November 28, 2016
The final regulations to implement the accountability, data reporting, and state plan provisions of the Every Student Succeeds Act (ESSA) were released on November 28, 2016. Highlights of key changes made in response to direct feedback from public comments can be found in the press release from the U.S. Department of Education. These regulations are effective January 30, 2017.
Source: National Association for the Education of Homeless Children and Youth - October 2016
A new resource, Aligning Early Childhood Programs To Serve Children Experiencing Homelessness (2016), compares preschool, Head Start, and child care policies for children experiencing homelessness. It can be used to help educators, service providers, and advocates understand changes due to the Every Student Succeeds Act, new Head Start Program Performance Standards, and new child care regulations.
Source: Robert Wood Johnson Foundation and Child Care Aware - October 14, 2016
Two recently published briefs examine issues related to early childhood expulsion and suspension, as well as barriers to accessing quality early childhood education for young boys of color in the U.S.
These two briefs are part of a series of issue briefs commissioned by the Robert Wood Johnson Foundation's Forward Promise Initiative.
Source: U.S. Department of Education - October 20, 2016
The Every Student Succeeds Act (ESSA) includes provisions to: promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders and others serving young children to provide high-quality early learning opportunities. The ESSA also authorizes Preschool Development Grants to ensure that more children have access to high-quality preschool. New Non-Regulatory Guidance from the U.S. Department of Education has been released to:
This and additional guidance related to the ESSA can be found at http://www2.ed.gov/policy/elsec/leg/essa/index.html
Source: National Association of State Boards of Education and Mid-Atlantic Comprehensive Center at WestEd - October 10, 2016
Two new reports highlight opportunities for supporting and improving access to high quality early childhood education in the Every Student Succeeds Act (ESSA).
Source: U.S. Department of Education - September 27, 2016
New Non-Regulatory Guidance provides recommendations to support, recruit and retain high quality teachers through the use of funding from Title II, Part A of the Every Student Succeeds Act (ESSA), as well as other funding sources. This guidance highlights some key areas Title II, Part A funds can be used to support the workforce through better preparation, mentorship and induction, increased diversity, and bolstering teacher leadership. Strategies for using Title II, Part A funds to support the professional development of early educators can be found on page 24. This and additional guidance related to the ESSA can be found at http://www2.ed.gov/policy/elsec/leg/essa/index.html
Source: U.S. Department of Education - September 23, 2016
Non-Regulatory Guidance has been released to help States, school districts, and schools provide effective services that improve the English language proficiency and academic achievement of English language learners through Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). The ESSA promotes the inclusion of English language learners as young as age 3 in early learning programs as part of Title III (see the relevant statutory provisions on pages 31-34). This and additional guidance related to the ESSA can be found at http://www2.ed.gov/policy/elsec/leg/essa/index.html
Source: JFK Partners, University of Colorado School of Medicine - August 29, 2016
JFK Partners' ENRICH Early Intervention Reunion Videos features families who received early intervention services as long as 20 years ago. Being Amy's Sister: On Having a Sibling with a Disability (Runtime: 13:42) is a new addition to the series. In this video Meg Bost describes her experiences growing up as a twin with a sister with disabilities. The video includes important messages for family members of children with disabilities, especially sisters and brothers, as well as providers who offer support for families. It is a companion to the video A Reunion with Amy.
Source: U.S. Department of Education - July 27, 2016
New guidance is available to assist state and local partners in implementing the provisions in the Every Student Succeeds Act (ESSA) for supporting homeless children and youth, including preschool-aged homeless children. The guidance clarifies requirements of Title VII-B of the McKinney-Vento Homeless Assistance Act, which was re-authorized in December 2015 by the ESSA. The McKinney-Vento Act includes, among other things, new or changed requirements focused on preschool-aged homeless children, including clarification that local liaisons must ensure that these children and their families have access to and receive services, if eligible, under preschool programs administered by the local education agency (LEA), including Head Start, Part C of the Individuals with Disabilities Education Act (IDEA) (Early Intervention Program for Infants and Toddlers with Disabilities), and other LEA-administered preschool programs.
The new guidance is part of a series of guidance documents that is being released related to new provisions in the ESSA.
Source: U.S. Departments of Education and Health and Human Services - June 23, 2016
The U.S. Departments of Education and Health and Human Services have released guidance to states, school districts and child welfare agencies on new provisions in the Every Student Succeeds Act (ESSA) for supporting children in foster care. The U.S. Education of Department also has released a letter stressing the importance of meaningful stakeholder engagement as states and local school districts transition to the ESSA.
Additional guidance related to the ESSA is available at http://www2.ed.gov/policy/elsec/leg/essa/index.html.
Source: Desired Results Access Project - May 9, 2016
Last year the Desired Results Access Project produced a video entitled "Getty's Window To Inclusion: The Chance To Be Just Like Any Other Kid," which showed how Getty, a young girl who cannot physically be near other children because of health issues, was able to virtually participate in preschool. A new, follow-up video has just been released.
Both videos are available in the Desired Results Access Project Video Library (at the top of the page, select the "General Interest" tab). As with all Desired Results videos, they can be viewed online or downloaded at no cost for use in educational and professional development activities.
Source: U.S. Department of Education - April 26, 2016
The U.S. Department of Education is seeking input on areas of the Every Student Succeeds Act (ESSA) on which to provide non-regulatory guidance. Non-regulatory guidance is not binding and does not impose any new requirements beyond those in the law and regulations. It is intended to provide clarification and examples of best practices. One specific area the Department would like input on is ways to expand early learning - strategies to recruit, develop, and retain teachers and leaders. You can send suggestions to firstname.lastname@example.com, noting the topic area(s) in the subject line. Please include your name and, if applicable, the organization on behalf of which you are submitting comments. To have the most impact, please submit your comments by May 25, 2016.
Source: Ohio Developmental Disabilities Council - April 26, 2016
A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at http://ddc.ohio.gov/video-ei-series. It is suggested that you watch them in order:
The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.
Source: Center on the Developing Child at Harvard University - March 18, 2016
A new report, Building Core Capabilities for Life: The Science Behind the Skills Adults Need to Succeed in Parenting and in the Workplace (March 2016), combines research findings with practical knowledge and experience to provide strategies for helping individuals develop the skills needed to effectively cope with adversity. These skills are necessary for providing responsive care for children, successfully managing a household, and contributing productively to the community.
Source: U.S. Department of Education - December 10, 2015
On December 10, 2015, President Obama signed into law the Every Student Succeeds Act (ESSA), which reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA) and will replace the No Child Left Behind Act of 2001. It takes full effect during the 2017-18 school year. Guidance to states from the U.S. Department of Education on how the transition process will work is available at http://www.ed.gov/essa. The new federal education law authorizes $250 million annually for a new, redesigned Preschool Development Grant (PDG) program to be administered jointly by the U.S. Departments of Health and Human Services and Education.
For more information about additions related to early education, see a commentary from Laura Bornfreund at the New America Foundation.
Source: Child Trends - September 24, 2015
The World Family Map report tracks 16 indicators that affect child and family well-being in 49 countries representing all regions of the world. The indicators were selected by an expert group because of their known relationships to child outcomes in the research literature. The 2015 edition of the report finds that marriage is becoming less common around the world, although in most countries more than half of children live with two parents. Malnutrition rates are decreasing, but many families in developing countries continue to experience undernourishment, poverty and unemployment. Learn more here. The report includes an essay looking at how parents divide labor-force participation, housework, and child care.
Source: DEC's Journal of Early Intervention, 36(3) - September 2014
Abstracts of the following articles are available at: http://jei.sagepub.com/content/36/3
Edward G. Feil, Andy Frey, Hill M. Walker, Jason W. Small, John R. Seeley, Annemieke Golly, and Steven R. Forness
Patricia H. Manz, Amanda L. Gernhart, Catherine B. Bracaliello, Vanessa J. Pressimone, and Rachel A. Eisenberg
Christine DiStefano, Fred W. Greer, R. W. Kamphaus, and William H. Brown
Cynthia J. Cress, Matthew C. Lambert, and Michael H. Epstein
Elena P. Soukakou, Pam J. Winton, Tracey A. West, John H. Sideris, and Lia M. Rucker
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families.
Source: Desired Results access Project - February 9, 2015
The Desired Results access Project recently published a new video on supporting inclusion beginning as early as possible. The video can be viewed online or downloaded at no cost for use in educational and professional development activities from the General Interest section of Desired Results' online Video Library.
The Desired Results access Project, Napa County Office of Education, is funded by the California Department of Education, Special Education Division. Many thanks to Lydia Rose's family, the HOPE Infant Family Support Program, and the Child Development Center at Mira Costa College for their partnership in telling this story.
Source: National Bureau of Economic Research - November 10, 2014
A new paper from the National Bureau of Economic Research (NBER), One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers (November 2014 - NBER Working Paper No. 20659), discusses an evaluation of READY4K!, a text messaging program designed to help parents of preschoolers support their children's literacy development. The program breaks down the complexity of parenting into small steps and provides continuous support throughout the school year. The authors found that READY4K! positively affected both parental engagement in home literacy activities with their children and parental involvement at school. These increases translated into children's learning gains in some areas of early literacy. The authors discuss text messaging as a promising approach to supporting parenting practices.
Source: Office of Planning, Research and Evaluation - July 7, 2014
Head Start CARES is a national demonstration that tests the effectiveness of three program enhancements designed to improve preschool children's social-emotional competence. The three enhancements include "The Incredible Years Teacher Training Program," "Preschool PATHS" (Promoting Alternative Thinking Strategies), and "Tools of the Mind - Play." A new report, Impact Findings from the Head Start CARES Demonstration (July 2014) finds that all three enhancements had positive impacts on teacher practice and on children's social-emotional outcomes during the preschool year, although in varying degrees and not necessarily in the expected ways. The report was published by the Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families, U.S. Department of Health and Human Services.
Source: American Academy of Pediatrics - June 23, 2014
The American Academy of Pediatrics (AAP) recently published a formal policy statement recommending that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten. Literacy Promotion: An Essential Component of Primary Care Pediatric Practice (June 2014) discusses five recommendations related to: (1) encouraging all parents to read with young children; (2) counseling all parents about developmentally appropriate shared-reading activities; (3) providing developmentally appropriate books at health supervision visits for all high-risk, low-income young children; (4) using a robust spectrum of options to support and promote these efforts; and (5) partnering with other child advocates to influence national messaging and policies that support and promote key early shared-reading experiences.
Source: Results Matter, Colorado Department of Education - April 24, 2014
Results Matter, a program of the Colorado Department of Education, recently posted a new video about strengthening family engagement and family-school relationships in the Results Matter Video Library.
All Results Matter videos can be viewed online and downloaded at no cost for use in educational and professional development activities. This clip is posted at the top of the Practices Here and There section of the library.
Source: Child Trends - April 16, 2014
The World Family Map Project identifies and tracks family factors affecting child and family well-being across 60 countries, focusing on 16 specific indicators selected by an expert group because of their known relationships to child outcomes in the research literature. The second annual edition of the World Family Map, World Family Map 2014: Mapping Family Change and Child Well-Being Outcomes, sponsored by Child Trends and a range of educational and nongovernmental institutions from across the globe, is now available online. It includes new indicators and an essay focusing on union stability and early childhood health in developing countries.
Source: U.S. Department of Education, Office of Special Education Programs - Retrieved April 11, 2014
The U.S. Department of Education, Office of Special Education Programs (OSEP) recently published the following guidance documents related to the implementation of the Individuals with Disabilities Education Act (IDEA):
OSEP Memos, Dear Colleague Letters and Policy Letters are publicly available online. A subset of OSEP guidance documents related to the early childhood provisions of the IDEA (Part C and Part B, Section 619) can be accessed on the ECTA Center Web site.
Source: National Black Child Development Institute - Retrieved October 23, 2013
The National Black Child Development Institute (NBCDI) recently published a new paper, Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child (2013). While recognizing the challenges facing African American children and the failure of various systems to address their needs, the report challenges the prevailing discourse about Black children, which overemphasizes limitations and deficits. Instead, it focuses on the considerable strengths, assets and resilience demonstrated by Black children and families. It includes:
Source: White House Initiative on Educational Excellence For Hispanics - September 18, 2013
On September 18, 2013, the White House Initiative on Educational Excellence For Hispanics and the President's Advisory Commission on Educational Excellence for Hispanics hosted a National Summit on Hispanic Early Learning in Miami, FL. A video message from James Heckman, Nobel Prize winning Professor of Education at the University of Chicago, was shown at the summit. Videos of the full event (Part 1 / Part 2 / Part 3 / Part 4 / Part 5) can be seen on Miami-Dade College's YouTube channel. Hispanic children represent the fastest growing segment of the nation's population under the age of five, but less than half are enrolled in any early learning program.
Source: Frank Porter Graham Child Development, University of North Carolina at Chapel Hill - July 18, 2013
A new FPG Snapshot summarizes research results from a study finding that preschoolers with Autism Spectrum Disorder (ASD) who receive high-quality early intervention make significant positive gains during the school year regardless of the comprehensive treatment model used (TEACCH, LEAP or a high-quality special education program without a specific model). The results may shift the field's thinking about treatment models for young children with ASD and may have important implications for special-education programs and school classrooms across the country. To learn more, see The LEAP and TEACCH Comprehensive Treatment Models: Comparing Outcomes for Preschoolers with Autism in High-Quality Classrooms (2013).
Full article citation: Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L., ... Odom, S. L. (2013). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-013-1877-9
Source: Center on the Developing Child at Harvard University - September 27, 2012
Executive function skills help us to focus on multiple streams of information at the same time and revise plans as necessary. A new evidence base has identified these skills as being essential for school achievement, success in work, and healthy lives. The Center on the Developing Child at Harvard University has published a new two-page summary, InBrief: Executive Function: Essential Skills for Life and Learning (2012), outlining how these skills develop, what can disrupt their development, and how supporting them pays off in school and life.
See also, the Center's related 5-minute video, Executive Function: Skills for Life and Learning (2012), as well as a new online training module to help early care and education providers better understand and support the development of executive function skills, produced by the Washington State Department of Early Learning, in collaboration with the Center's Frontiers of Innovation initiative.
Source: Center on the Developing Child at Harvard University - June 26, 2012
Executive functioning skills help us to focus on multiple streams of information at the same time and revise plans as necessary. Acquiring the early building blocks of these skills is an important and challenging task in early childhood. A new 5-minute video, Executive Function: Skills for Life and Learning (2012), looks at how these skills develop, what can disrupt their development, and how supporting them pays off in school and life. The video provides an overview of Building the Brain's "Air Traffic Control" System: How Early Experiences Shape the Development of Executive Function (2011), the joint Working Paper from the National Scientific Council on the Developing Child and the National Forum on Early Childhood Policy and Programs.
Source: ReadyNation and the Center on the Developing Child - Retrieved May 25, 2012
ReadyNation, with help from the Center on the Developing Child at Harvard University, has compiled a variety of tools to help lay speakers present information about research findings on early brain development as a body of evidence for investing in young children. The Brain Science of Early Childhood: Tools to Help You Deliver the Neuroscience Message includes a PowerPoint presentation with embedded (90 second) videos and annotations, which can be delivered by a lay person; five short videos with an accompanying set of talking points; and four one-page briefs that describe different areas of the development of the brain in the first five years of life.
Source: National Center for Children in Poverty - February 22, 2012
Census numbers for 2010 show that the official child poverty rate in the United States increased for the fourth year in a row. The National Center for Children in Poverty (NCCP) has published the following updated fact sheets describing the demographic, socioeconomic, and geographic characteristics of young children and their families - highlighting important factors that appear to distinguish low-income and poor children from their less disadvantaged peers.
Source: National Association for the Education of Young Children - Retrieved December 29, 2011
The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed new guidance to support states' development and implementation of kindergarten readiness assessment systems. Developing Kindergarten Readiness and Other Large-Scale Assessment Systems: Necessary Considerations in the Assessment of Young Children (December 2011) is available online at http://www.naeyc.org/resources/research/kreadinessassessment
Source: Urban Institute - Retrieved November 4, 2011
The Urban Institute has published a new report, Today's Children, Tomorrow's America: Six Experts Face the Facts (October 2011), in which six scholars discuss early childhood programs and why these programs should be given more funding. It includes the following essays:
To learn more and to access the report, go to http://www.urban.org/publications/412427.html
Source: U.S. Department of Education - Retrieved September 16, 2011
The U.S. Departments of Education and Health and Human Services (the Departments) recently posted Race to the Top - Early Learning Challenge (RTT-ELC) Guidance and Frequently Asked Questions at http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/faq.html
On Tuesday, September 13th, the Departments hosted a RTT - ELC Technical Assistance Workshop for State Applicants in Washington, D.C. with simultaneous Video-tele Conferencing to the ten U.S. Department of Health and Human Services Regional Offices. The slides from that workshop are available for reference at http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/technical-assistance-workshop-slides-sept-13-2011.pdf
The Departments will provide additional or updated program guidance as necessary on the RTT-ELC Web site at http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html. For further questions, please email email@example.com
Source: Project Forum - Retrieved August 8, 2011
Project Forum at the National Association of State Directors of Special Education has published the proceedings from a policy forum held May 11-13, 2011, to provide input to the Office of Special Education Programs (OSEP) about the Individuals with Disabilities Education Act (IDEA) accountability reporting system known as the State Performance Plan/ Annual Performance Report (SPP/APR) process. Participants discussed the benefits and challenges of the SPP/APR requirements and made recommendations for improvement. No attempt was made to develop consensus recommendations and all input was accepted and documented. State Performance Plan Process and Indicators: A Policy Forum (July 2011) is available online at http://projectforum.org/docs/StatePerformancePlanProcessandIndicators.pdf
Source: Center for the Study of Child Care Employment, University of California at Berkeley - Retrieved July 20, 2011
The Center for the Study of Child Care Employment at the University of California at Berkeley recently published a research brief that looks at the extent to which Quality Rating and Improvement Systems (QRIS) include key elements that support or improve early childhood workforce quality, especially in the following four areas: staff qualifications, professional development, compensation and benefits, and workplace environment. Staff Preparation, Reward, and Support: Are Quality Rating and Improvement Systems Addressing All of the Key Ingredients Necessary for Change? (2011), by Lea J.E. Austin, Marcy Whitebook, Maia Connors, and Rory Darrah, is available at http://www.irle.berkeley.edu/cscce/2011/staff-preparation-reward-and-support-are-quality-rating-and-improvement-systems-including-all-of-the-key-ingredients-necessary-for-change/
Source: National Center on Children in Poverty - Retrieved May 27, 2011
The National Center on Children in Poverty (NCCP) has published a new report that examines racial gaps in early childhood. The main research questions addressed include the following:
The report, Racial Gaps in Early Childhood: Socio-emotional Health, Developmental, and Educational Outcomes Among African-American Boys (2011), by Yumiko Aratani, Vanessa R. Wight, and Janice L. Cooper, is available online at http://www.nccp.org/publications/pub_1014.html
Source: Administration for Children and Families (ACF), Office of Head Start - May 6, 2011
The Administration for Children and Families, Office of Head Start (OHS), has announced the availability of $3,000,000 to be competitively awarded for a National Center on Health. The goal of the Center is to provide a vehicle for the dissemination of a clear, consistent message from OHS about its priorities for Head Start (HS) and Early Head Start (EHS) programs and their partners to develop and implement effective practices in the areas of health; nutrition; health promotion; disease prevention; access to medical and dental care; mental wellness for staff, children, and families; safe environments; health literacy; emergency preparedness; oral health; and obesity prevention. The Center will showcase evidence-based practices that ensure all HS and EHS programs have access to the same level of high quality information in order to produce the best possible outcomes for children. The closing date applications is July 6, 2011. To learn more, go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-OHS-HC-0190
Source: U.S. Department of Education, Office of Special Education & Rehabilitative Services - April 13, 2011
On April 13, 2011, the U.S. Department of Education's Office of Special Education & Rehabilitative Services (OSERS) posted the following grant notice in the Federal Register:
Title: Personnel Development To Improve Services and Results for Children With Disabilities (CFDA Nos. 84.325D, 325K, 325T).
Summary: The purposes of this program are to (1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically-based research and experience, to be successful in serving those children.
Applications Due: May 31, 2011
For additional information, go to: http://www.gpo.gov/fdsys/pkg/FR-2011-04-13/pdf/2011-8745.pdf
Source: Centers for Disease Control and Prevention - Retrieved February 21, 2011
The Centers for Disease Control and Prevention's (CDC) "Learn the Signs, Act Early" program seeks to improve early identification of children with autism and other developmental disabilities. The program recently released two new resources for parents:
Source: Center for the Developing Child at Harvard University - February 9, 2011
Executive functioning skills help us to focus on multiple streams of information at the same time and revise plans as necessary. Acquiring the early building blocks of these skills is an important and challenging task in the early childhood years. A new joint Working Paper from the National Scientific Council on the Developing Child and the National Forum on Early Childhood Policy and Programs explains how these skills develop, what can disrupt their development, and how supporting them pays off in school and life. Building the Brain's "Air Traffic Control" System: How Early Experiences Shape the Development of Executive Function (February 2011) is available online at http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp11/
Source: National Center for Children in Poverty - Retrieved November 4, 2010
The National Center for Children in Poverty (NCCP) has published the following new facts describing the demographic, socioeconomic, and geographic characteristics of young children and their parents and highlighting the important factors that appear to distinguish low-income and poor children from their less disadvantaged counterparts.
Source: Brookings Institute and the National Institute for Early Education Research - October 13, 2010
A new collection of essays issued by the Brookings Institute and the National Institute for Early Education Research (NIEER) assesses federal policies for early childhood education and child care, and provides recommendations for reforming Head Start and other early education programs to make them more targeted, more effective, and more cost-efficient. To learn more, see Investing in Young Children: New Directions in Federal Preschool and Early Childhood Policy (2010), edited by Ron Haskins and W. Steven Barnett, at http://www.brookings.edu/reports/2010/1013_investing_in_young_children_haskins.aspx
Source: National Center for Children in Poverty - Retrieved August 5, 2010
The National Center for Children in Poverty (NCCP) recently released a number of new publications related to early childhood care and development. These include:
Source: National Center for Research on Early Childhood Education - Retrieved March 19, 2010
The National Center for Research on Early Childhood Education (NCRECE) has published a new short brief, entitled Learning How Much Quality is Necessary to Get to Good Results for Children (NCRECE In Focus, v.1, no.2), which summarizes the results of a study examining data on teacher-child interactions and instructional quality from an 11-state pre-kindergarten evaluation. To read the brief, go to http://ncrece.org/wordpress/wp-content/uploads/2010/03/NCRECEInFocusV1I2Thresholdanalysis.pdf
Source: National Center for Children in Poverty - January 21, 2010
The National Center for Children in Poverty (NCCP) has published a new fact sheet, entitled Who Are America's Poor Children? The Official Story (January 2010), by Vanessa R. Wight, Michelle Chau, and Yumiko Aratani. This fact sheet looks at the characteristics of children who are considered poor by the official standard in America and the hardships faced by these children. It also provides recommendations on what should be done about child poverty. It is available online at http://www.nccp.org/publications/pub_912.html
Source: Child & Family Policy Center - Retrieved January 14, 2010
The Child & Family Policy Center (CFPC) has completed its 2009 evaluation essay for the Build Initiative, an 8-state learning community supported by a broad-based group of foundations included in the Early Childhood Funders Collaborative. The essay describes the advances made in early childhood systems building within the Build states and the leadership roles both states and the national Build effort have played in promoting comprehensive approaches to early childhood. The First Seven Years: The BUILD Initiative and Early Childhood Systems Development, 2002 to 2009 is available online at http://www.cfpciowa.org/uploaded/Build%20Presentations/BUILD%20-%20First%207%20years-2.pdf
Source: National Center for Children in Poverty - November 18, 2009
In 2008, 44 percent of young children under age 3 and under age 6 in the U.S. lived in low-income families and 22 percent lived in poor families. The National Center for Children in Poverty (NCCP) has published new fact sheets that describe the demographic, socio-economic, and geographic characteristics of these very young children and their parents, highlighting important factors that appear to distinguish them from their less disadvantaged counterparts.
Source: Annie E. Casey Foundation - July 30, 2009
The 2009 KIDS COUNT Data Book is now available online. This annual report profiles the well-being of America's children on a state-by-state basis and ranks states on 10 key measures of child well-being. This year's essay, entitled Counting What Counts: Taking Results Seriously for Vulnerable Children and Families, outlines a series of action steps to improve the nation's use of data in creating policies that improve the lives of vulnerable children and families. The report is available online at http://datacenter.kidscount.org/databook/2009/Default.aspx
Source: Project Forum at NASDSE - Retrieved November 25, 2008
Project Forum at the National Association of State Directors of Special Education (NASDSE) has published a new proceedings document entitled Homeless and Special Education Administrative Collaboration: Recommendations, by Diana Bowman, Paula Burdette, and Patricia Julianelle. The document highlights challenges faced by administrators who support homeless education under the McKinney-Vento Act and those who provide early intervention and special education services for children with disabilities who are homeless. It includes recommendations on developing policies and practices for: (1) expediting enrollment and provision of services; and (2) coordinating programs and services. It is available online at http://www.projectforum.org/docs/HomelessandSpecialEducationAdministrativeCollaboration.pdf
Source: ZERO TO THREE - July 18, 2008
Hundreds of thousands of very young children in the United States are the victims of child abuse and neglect each year. Researchers have linked early childhood maltreatment to a number of physical, cognitive, emotional and behavioral difficulties. The July issue of the Journal of ZERO TO THREE focuses on current issues affecting children and their families involved in the child welfare system. To learn more go to http://www.zerotothree.org/site/MessageViewer?em_id=3401.0
Source: National Governors' Association Center for Best Practices - May 29, 2008
The National Governors' Association Center for Best Practices (NGO) is hosting a webinar on June 10th from 3:00-4:30 p.m. ET to announce the release of a new report entitled Partnering with the Private and Philanthropic Sectors: A Governor's Guide to Investing in Early Childhood. The webinar will include a panel of presenters highlighting recommendations from the report. It is open to all governors' offices, state policymakers and early childhood organizations.
Registration is required for the web-based portion of the call. To RSVP, please e-mail Cardella Mingo at firstname.lastname@example.com by 5 p.m. ET on Wednesday, June 4 with the following information: Name, Title & Affiliation, State. No RSVP is necessary to participate in the conference call portion. To join the call please dial 1-866-537-1630 and enter pass code 6259961#.
Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services - May 13, 2008
The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) has posted proposed amendments to the regulations governing the Assistance to States for the Education of Children with Disabilities Program and Preschool Grants for Children with Disabilities Program, as published in the Federal Register on August 14, 2006. These proposed regulations have not previously been available for public comment. The announcement states, "In developing final regulations for the Assistance to States for the Education of Children with Disabilities Program, we identified certain issues for which additional regulatory changes might be necessary." These issues include:
Source: Foundation for Child Development - October 26, 2007
The Foundation for Child Development's 2007 Annual Report All our Children? Health and Education of Children of Immigrants includes an essay by Alexandra Fuenmayor Starr entitled The Dividends of Investing Early: Why We Need to Help the Youngest Children of Immigrants. The author discusses the impact that young children of immigrants, over 90 percent of whom are citizens, will have on America's cultural and economic future. It is available at http://www.fcd-us.org/resources/resources_show.htm?doc_id=561788.
Source: Annie E. Casey Foundation - July 26, 2007
Data from the Annie E. Casey Foundation's 2007 KIDS COUNT Data Book are now available and can be searched in an online database that allows users to generate custom graphs, maps, ranked lists, and state-by-state profiles. Go to http://www.kidscount.org/datacenter/databook.jsp. This year's essay focuses on the 726,000 children who spend time in foster care each year and outlines steps that can be taken to ensure that every child has a genuine chance to be part of a lifelong family. It is available at http://www.kidscount.org/datacenter/db_essay.jsp
Source: Institute of Education Sciences - April 26, 2007
The Institute of Education Sciences (IES) recently announced an online forum designed to help anyone with questions relating to education issues and IES Web site activities such as data tools, searches, funding availability, upcoming conferences or workshops, and publications. The IES Message Board seeks to provide the public with a medium to interact with others on focused educational topics as they relate to IES. For more information go to http://ies.ed.gov/whatsnew/messageboard/About.aspx [Note: Link checked on 2/22/2007 - this document is no longer available online. The IES Web site is available at http://ies.ed.gov/].
Source: Annie E. Casey Foundation - Retrieved June 30, 2006
The 2006 KIDS COUNT Data Book provides national and state-by-state data on the well-being of America's children. States are ranked on 10 key indicators and information is provided on topics such as child health, immigrant children, education, and family economic conditions. The report shows that between 2000 and 2004, three of the ten child well-being indicators worsened, including the numbers of children living in poverty, the percentage of low-birthweight babies, and the number of children living in families where no parent has full-time, year-round employment. This year's essay, Family, Friend and Neighbor Care; Strengthening a Critical Resource to Help Young Children Succeed, focuses on improving early childhood development opportunities for young children living in low-income neighborhoods and how to support family-based child care providers.
Data book -
Essay - http://www.kidscount.org/datacenter/db_essay.jsp
Source: NIEER - Retrieved May 31, 2006
The following two working papers from the National Institute for Early Education Research (NIEER) are now available online:
Is More Better? The Effects of Full-Day vs Half-Day Preschool on Early School Achievement
This paper discusses a randomized trial that compared children from low-income families in half-day and full-day public preschool programs. Results show that children attending full-day programs did better on mathematics and literacy tests than children in a 2.5 to 3-hour public preschool program and the achievement gains continued at least until the end of first grade. The paper is available online at http://nieer.org/docs/index.php?DocID=144
How Much Does Quality Preschool Cost?
Research demonstrates that quality preschool programs are a good economic investment. However, there is less information available that examines how much funding is necessary for programs to be successful. This working paper looks at current state spending on preschool, identifies aspects of programs that are related to cost, and provides estimates of the funding needed to achieve desired levels of access and quality. It is available at http://nieer.org/resources/research/CostOfEffectivePreschool.pdf
Source: MCH Alert - May 12, 2006
The EPSDT and Title V Collaboration to Improve Child Health is a Web-based tool designed to help Medicaid and state maternal and child health (MCH) agencies identify opportunities for working together to ensure children's access to and receipt of the full range of Early and Periodic Screening, Diagnosis and Treatment (EPSDT) program services. The Web site was developed by the Health Resources and Services Administration's Maternal and Child Health Bureau in partnership with George Washington University's Department of Health Policy. The Web site provides information about how Medicaid's EPSDT program works with public health, families, managed care organizations, pediatricians, and other health professionals to finance appropriate and necessary pediatric services. Information about the role of MCH programs in fulfilling the potential of EPSDT, family support strategies, data monitoring, and policy and legislative issues is also included. The Web site is available at http://www.hrsa.gov/epsdt.
[Originally published in MCHAlert � 2006 National Center for Education in Maternal and Child Health and Georgetown University. Reprinted with permission.]
Source: National Economic Development and Law Center - Retrieved November 4, 2005
The National Economic Development and Law Center (NEDLC) developed a model to bring together diverse stakeholders to support early care and education programs for young children and promote awareness of the economic impact of these programs. Early care and education experts, business leaders, researchers, elected officials, and economic development professionals were convened in seven states (California, Hawaii, Illinois, Massachusetts, Minnesota, North Carolina, and Ohio) to advise NEDLC's research and develop policy recommendations to support early care and education in each state. Data and recommendations were compiled into state reports that included demographic information on the early care and education industry, the direct economic impact of the early care and education industry, returns on public investment in early care and education, and recommendations for strengthening the system.
This report describes how the model was implemented in these seven states, and it provides steps for implementing the model in other states, including setting policy agendas, developing effective messages, building relationships, and engaging new partners. It is meant to help states work towards a collective vision of early care and education by enhancing public awareness of the societal benefits of investing in programs for young children. Available online at http://www.insightcced.org/uploads///publications/ece/ecerealizing.pdf
Source: Center for Law and Social Policy (CLASP) - July 14, 2005
A new analysis from the Center for Law and Social Policy (CLASP) provides a preliminary estimate of the necessary level of funding needed to raise the degree qualifications to meet the requirements in the Head Start reauthorization legislation currently proposed in the House and Senate. While each bill is designed to improve the quality of Head Start programs by requiring an increase in the number of teachers with a bachelor's degree or higher, there are important differences in the two proposals. To read the full report go to http://www.clasp.org/publications/head_start_memo.pdf
Source: Federal Register: December 23, 2004 (Volume 69, Number 246)
The U.S. Department of Education released the fiscal year 2005 Early Reading First application on December 28, 2004. Early Reading First, part of the President's "Good Start, Grow Smart" initiative, is designed to transform existing early education programs into centers of excellence that provide high-quality, early education to young children, especially those from low-income families. The overall purpose of the Early Reading First Program is to prepare young children to enter kindergarten with the necessary language, cognitive, and early reading skills to prevent reading difficulties and ensure school success. For complete information go to http://www2.ed.gov/legislation/FedRegister/announcements/2004-4/122304a.html.
Source: The Commonwealth Fund - November 1, 2004
For pediatricians, managing issues of child development and behavior is essential for providing comprehensive preventive care. But according to a new Commonwealth Fund Issue Brief , some pediatric faculty members may lack the expertise necessary to provide comprehensive resident training in this subject. The Issue Brief draws on data from a Web-based survey e-mailed to nearly 1,700 members of the Ambulatory Pediatric Association from March to April 2004. Most of the pediatric faculty responding to the survey felt that too little time was devoted to training in this subject. Nearly all respondents agreed that enhancing faculty skills in this area would significantly improve residents' training but cited lack of release time and funding to attend continuing education as important barriers.
The Issue Brief, entitled A Need for Faculty Development in Developmental and Behavioral Pediatrics is available online at http://www.cmwf.org/usr_doc/785_Schor_faculty_devel_IB.pdf.
Source: Federal Register: June 25, 2004 (Volume 69, Number 122)
Title: Report of Early Intervention Services on IFSPs Provided to Infants, Toddlers and Their Families in Accordance With Part C and Report of Number and Type of Personnel Employed and Contracted To Provide Early Intervention Services.
Reporting and Recordkeeping Hour Burden: Responses: 56. Burden Hours: 4,760.
Abstract: This package provides instructions and forms necessary for States to report, by race and ethnicity, the number of infants and toddlers with disabilities and their families receiving different types of part C services, and the number of personnel employed and contracted to provide services for infants and toddlers with disabilities and their families. Data are obtained from state and local service agencies and are used to assess and monitor the implementation of IDEA and for Congressional reporting.For complete information go to http://www2.ed.gov/legislation/FedRegister/other/2004-2/062504b.html.
Source: Federal Register: April 26, 2004 (Volume 69, Number 80)
Abstract: The proposed data collection is necessary to complete the national evaluation of Early Reading First. For more information go to http://www2.ed.gov/legislation/FedRegister/other/2004-2/042604a.html.
Source: www.acf.hhs.gov/ - February 2003
Important findings from the Early Head Start Research and Evaluation Project were released in a series of research reports. New Research to Practice materials are available that distill the findings from these reports and include key messages from the Project. They are organized for easy use by program, regional, and federal staff, as well as training and technical assistance providers.� Two groups of materials are included - one focusing on overall findings and the other focusing on special topics. For each set of materials, a research brief is available, accompanied by a PowerPoint presentation and corresponding Talking Points. You are invited to download, review, and customize materials for presentations to staff, parents, trainers, community partners, government officials, and other interested stakeholders at http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/index.html
Source: MCH Alert - February 14, 2003
The Healthy Child Care America Back to Sleep Campaign, sponsored by the Health Resources and Services Administration, is a national effort to reduce the number of deaths related to sudden infant death syndrome (SIDS) in family child care homes and center-based child care programs.� The campaign, which builds on the success of two recent public awareness campaigns, unites child care, health, and SIDS prevention partners across the country. The campaign offers technical assistance and resources to (1) promote the back-to-sleep message to those who care for young children, (2) raise awareness and change practices in child care settings, (3) disseminate information on new national child care standards related to SIDS risk reduction, and (4) support states to establish or improve child care regulations. More information about the campaign and links to other resources and organizations are available at�http://www.healthychildcare.org/section_SIDS.cfm.
[Originally published in MCHAlert �� 2003 National Center for Education in Maternal and Child Health and Georgetown University.� Reprinted with permission.]
Source: www.ed.gov/PressReleases/ - January 23, 2003
U.S. Secretary of Education Rod Paige today announced the first-ever Early Reading First grants -- 30 grants totaling more than $72 million -- to support local efforts to improve the language and pre-reading skills of young children.� Early Reading First is President Bush's initiative to transform existing early education programs into centers of excellence that provide high-quality, early education to young children, especially those from low-income families. It builds upon the president's vast Good Start, Grow Smart initiative to improve early learning.
�School districts, other public, nonprofit and private organizations -- including
faith-based organizations -- and collaborations of the same entities competed
for the grants. The grants announced today are going to organizations in
22 states. Funded by the U.S. Department of Education (ED) for up to three
years, the projects incorporate strategies, curricula, materials and professional
development for teachers to prepare young children to enter kindergarten
with the necessary language, cognitive and early reading skills that can
avert reading difficulties and ensure continued school success.� For
more information go to:
Source: www.ed.gov - October 17, 2002
U.S. Secretary of Education Rod Paige today issued the following statement on the passage of legislation creating a new education research office -- a key principle of No Child Left Behind: "This is another big win for improving the education of America's children.� Both the House and Senate have worked hard on passing this legislation and I applaud their commitment and focus on this very important issue.� Like the administration, Congress recognizes the importance of providing our schools�� with the best tools necessary to successfully teach our children.
"One of the major tenets of our education policy is that teaching and learning practices be based on sound, scientific research.� Congress shares that understanding with us and it is clear from this bill that they view the role of research as the cornerstone of educational reform.� Also critical is the fact that this bill establishes the new Institute of Education Sciences, which will include national education centers focused on research, statistics, and evaluation, and will allow us to move forward aggressively to support the high-quality research, evaluation, and statistical activities needed to improve education policy and practice.
To read the full press release go to: http://www2.ed.gov/news/pressreleases/2002/10/10172002.html


text:
This morning on the train, when an older woman stood in front next to me, my eyes immediately fell to her handbag. It was made by Dereon, Beyonce's fashion label, and was constructed from fabric and patent leather with polished silvertone hardware.
I find myself doing this all the time now, and not just with handbags. Clothing, shoes, accessories of all kinds — I evaluate them all and attempt to discern the materials from which they were made and then I begin writing copy in my head.

subset: commoncrawl


text:
Holy Family Cathedral » Faith Formation, Family Faith Formation, youth » First Communion Celebrated by Parishioners
First Communion Celebrated by Parishioners
This past Sunday on the Feast of St. Imelda, patron saint of First Communicants, the children of Holy Family Cathedral made their First Holy Communion.
Under the Direction of Monica Conro, Director of of Family Evangelization, these children spent months preparing to join us at the Lord's table. Join us in congratulating them and please keep them in your prayers, that they will continue to grow into the fullness of their faith.
You can find more information on registering your child for First Communion or Faith Formation here.
You can view more photos from First Communion here.
Filed under: Faith Formation, Family Faith Formation, youth


text:
- Home
- Do I have a drug / alcohol problem?
- Treating addiction
- Private alcohol and drug rehab
- Addiction support
- Facts on addiction
Published by Castle Craig Hospital
Professionals with drug and alcohol problems
Drug & alcohol problems at work
Private Drugs Addiction Treatment, Luton
Drug addiction among professionals and executives is a known problem affecting both young and old in Luton, Bedfordshire. Many Luton residents commute from Luton to London where they work in entertainment, the media and creative industries and are often exposed to drugs through peer pressure and the work culture, or recreationally. London city workers and Luton executives often face huge pressure at work as well as issues such as stress, executive burnout and depression. Many turn to drugs such as cannabis and cocaine to escape from these pressures. Day to day drug use can quickly lead to dependence which will have a hugely negative impact on individuals from Luton, their families and on their workplace environment.
Help and support for ...
This video features insights from addictions professionals and a former rehab patient into the importance of professional treatment for employees with alcohol and drug problems.
Employers often ignore alcohol and drug abuse in the workplace until it is too late. Residential rehab treatment can transform an addicted employee from a liability to a productive and fulfilled worker.
Treatment Options near Luton, Bedfordshire
If you are from Luton and concerned about that you may have a drug addiction problem, or if you are the family member, friend or employer of someone with a drug addiction in Luton, the Executive Rehab Guide can provide you with the tools you need to find the right private drug rehab treatment option.
Private drug residential rehab treatment can transform the life of someone with drug addiction, rebuild their family relationships and rescue their career.
The Executive Rehab Guide is published by Castle Craig Hospital, with the aim of raising awareness about the issue of alcohol and drug problems among executives and professionals and equipping them with the information and tools they need to tackle alcohol and drug addiction proactively and at the earliest possible stage.
Treatment with Castle Craig London
Castle Craig London is a branch service of the Castle Craig Group. It provides a diagnostic, referral and continuing care service in London and South East England. It works in partnership with other practitioners and treatment services.
Our treatment approach is to provide high quality medical and holistic treatment for alcohol, drug and other addictions. Castle Craig has been the UK's leading treatment provider for 30 years. Our residential rehabilitation clinics are close to Edinburgh and Dublin and provide the most advanced inpatient treatment available in Europe in a discreet and beautiful setting. Our service in London provides diagnostic, referral and continuing care services.


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Question about Dryers
Hotpoint CTD00 dryer. When I put clothes in, there is heat but the clothes do not dry, even after 2 hours. Someone said that there is a small hole beside the intermediate tank at the rear. I have taken the cover off the tank but cannot find a hole that is blocked. or where water would come in.
Posted by spook68 on
Re you dryer problem.
Make sure the filter is clean.
Make sure the water container is fully emptied.
Make sure the condenser is clean.
Make sure the empty water light is not on.
Make sure the temp setting is correct for what you are drying.
Make sure the air intake grill or rear vents are not obstructed.
Make sure the clothes are not to wet.
Make sure the dryer is not overloaded.
If you check all these points and it still takes a long time to dry, then you are going to have investigate further.
Please leave feedback.
Posted on Nov 29, 2008
Got this sorted by a friend who used to be a washer reapir man.
At the back of the machine in the bottom right corner, open the grey bax and lift eh inside out to reveal the secondary tank. Make sure this is grime free. Now in the bottom left of this tank, at the back you will see a small flat slot. You will need something like a cable tie or what I used, which was the strapping that goes round cardboard boxes. Make sure this is complteley free of any blockage (fluff etc). Once you are happy with this, replace the housing and clip the box back on.
Now round the fron of the machine, remove the condensor unit and reach, with your arm into the hole that it came out of. Try and make sure that there is no dirt at the back. Mind this is a bit of a squeeze as there is a long plastic pin that sticks up in the middle at the back.
After that, remove the screws from the condensor unit and remove the front plate. I tried this myself and couldnt do it, but my friend managed with a bit of brute force. This is where you may find your problem. Mine was completel clogged up with nearly 3 years of fluff. I had cleaned (or so I thought) the condensor many times but I obviously hadnt done it right. You will need to carefully get a knife and hard flat object and remove any blockage from this while running it under a tap or shower. Once this is done. Replace the front and put screws back in. Replace condensor into its housing and you should now have a working dryer. Mine works like new now.
Apparently, if this does not recify the problem, it will most likely be a new pump thats needed.
I hope this helps someone.
Posted on Nov 29, 2008
SOURCE: I have freestanding Series 8 dishwasher. Lately during the filling cycle water hammer is occurring. How can this be resolved
Hi there,
Save hours of searching online or wasting money on unnecessary repairs by talking to a 6YA Expert who can help you resolve this issue over the phone in a minute or two.
Best thing about this new service is that you are never placed on hold and get to talk to real repairmen in the US.
Here's a link to this great service
Good luck!
Posted on Jan 02, 2017
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Wellies, at The Heart of WellswoodWellswood has long been recognised as the capital of affluential and cosmopolitan life in Torquay. Steeped in history, this 'up-market' village was given a Mediterranean makeover by the moneyed Victorians who settled here, Wellswood has managed to retain that seaside charm that continues to draw visitors to the bay.
Right in the heart of Wellswood, Wellies is a bright and welcoming cafe bar bistro serving meals, lunches and beverages morning, noon and night. Our mouth watering comprehensive range of menus ensure whatever time of day you visit, you can be refreshed and satisfied by our freshly prepared daily delights.
Look out for special events and evenings: Steak Night, Live Music, Seafood Night, Fizzy Friday, Wine Tasting. However and whenever you choose to sample the Wellies experience, we guarantee that you will leave with a smile on your face and that warm, satisfied feeling inside that only comes from good food, good drink and the company of friends.
Julia Child put it just perfectly when she said, "People who love to eat are always the best people!".


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Application using this process: Sony PC Companion
Recommended: Check your system for invalid registry entries.
Application using this process: Sony PC Companion
Recommended: Check your system for invalid registry entries.
Application using this process: Sony PC Companion
Recommended: Check your system for invalid registry entries.
What is gmailsync.dll doing on my computer?
GMailSync.dll belongs to the Sony PC Companion software, the program that helps you synchronise and manage data between your Sony mobile phone and your computer.
Non-system processes like gmailsync.dll originate from software you installed on your system. Since most applications store data in your system's registry, it is likely that over time your registry suffers fragmentation and accumulates invalid entries which can affect your PC's performance. It is recommended that you check your registry to identify slowdown issues.
In order to ensure your files and data are not lost, be sure to back up your files online. Using a cloud backup service will allow you to safely secure all your digital files. This will also enable you to access any of your files, at any time, on any device.
Is gmailsync.dll harmful?
This process is considered safe. It is unlikely to pose any harm to your system.
gmailsync.dll is a safe process
Can I stop or remove gmailsync.dll?
Most non-system processes that are running can be stopped because they are not involved in running your operating system. Scan your system now to identify unused processes that are using up valuable resources. gmailsync.dll is used by 'Sony PC Companion'.This is an application created by 'Sony'. To stop gmailsync.dll permanently uninstall 'Sony PC Companion' from your system. Uninstalling applications can leave invalid registry entries, accumulating over time.
Is gmailsync.dll CPU intensive?
This process is not considered CPU intensive. However, running too many processes on your system may affect your PC's performance. To reduce system overload, you can use the Microsoft System Configuration Utility to manually find and disable processes that launch upon start-up.
Why is gmailsync.dll giving me errors?Process related issues are usually related to problems encountered by the application that runs it. A safe way to stop these errors is to uninstall the application and run a system scan to automatically identify any PC issues.
Browse process directory by name
Process Library is the unique and indispensable process listing database since 2004 Now counting 140,000 processes and 55,000 DLLs. Join and subscribe now!


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Many people think that those who do telecommute jobs are a completely different breed to Entrepreneurs. Telecommuting has a plodding, safe, reliable quality about it. Entrepreneurship sounds exciting, dynamic, and is associated with huge earning potential. However, anyone who is telecommuting, or working in a regular job can also be an entrepreneur. Long gone are the days when you have to have lots of capital behind you. You don´t need the right contacts, or a huge loan to get you started. Which means that anyone can start a business and become an entrepreneur.
It is important to understand that unless you have a fairy godmother waving her magic wand, there will be a cost to getting ahead. The cost is paid in either time or money - or both!
You want to get from A to B. You have two ways of getting there. Paying for other people to do the work or help you get there, or you do it yourself to start with. One way takes longer but costs you less. The other way is quicker but costs money.
The slow plodding approach has advantages:
- You can´t afford to make mistakes so you choose your investment of time and money more carefully.
- You learn a lot because you do your own research and learn new skills instead of having others do it for you.
- You are not relying on anyone else to do the work and have control over the time it takes.
The fast costly approach also has advantages:
- An expert will get the job done in a much shorter time.
- You can have your business up and running sooner.
- You can focus on the things you are good at and outsource the rest.
Which one is right for you?
That answer will depend on your personal circumstances but I can tell you about my own experience in the hopes that it might save you some time and money!
- Outsource whenever you can afford it
The chasm between telecommuters and entrepreneurs is often the difference between doing everything yourself and outsourcing some of your work. Getting rid of tasks you don´t like and are not good at, but that are business critical, can give you an important boost onto the next step to entrepreneurship.
- The cheapest contractors are rarely the best
Freelancers or contractors who have experience will not need to offer the lowest bids to get work as they are likely to have a portfolio to show or feedback from previous clients. Those offering the lowest bids are usually lacking in experience, or offer poor quality work in exchange for low pay. (Of course there are exceptions, but with thousands of freelancers to choose from, this could save you hours of searching through profiles).
- Pay for premium services
You can get started for free because there are so many services that offer a free starter plan. However, the free plans are usually limited in functionality. Whether you are talking about hosting or software, premium services almost always give you more options and a better service. The more options you have, the less time you spend trying to make the free options work and the more professional you will look.
If you are telecommuting, I am going to guess that you can yet afford to go full speed to entrepreneur paying for all the bells and whistles approach. Which is OK, it just means you do the slower but more affordable approach.
What is very important is that you be consistent in working towards your goal. That could be 30 minutes a day, an hour 3 times a week, or 5 hours a day at weekends. Whatever your schedule will allow. The time bandit will steal away days, weeks and months without you even realising it if you don´t schedule time to work on your business.
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Jessica Reveals The Status Of Her Relationships With Girls' Generation Members
In an interview on May 17, Jessica shares about the current status of her relationships with Girls' Generation members.
"There are some members that I keep in touch with and some that I don't," Jessica says. "While I can no longer be active with them, I hope that Girls' Generation does well for a long, long time."
She also addresses Girls' Generation member Tiffany's solo debut, which coincides with her own solo debut.
"I think my face off with Tiffany must be entertaining for onlookers," Jessica says. "I have listened to Tiffany's music and seen her music video and showcase. I think I saw a lot of Tiffany wanting to express herself."
"Rather than a rival, since [Tiffany] came out with a different style of music, I would like if people had fun listening and watching. I am supporting Tiffany's activities," Jessica says.
Meanwhile, Jessica recently released her first solo album since debuting nine years ago with Girls' Generation. Six hours after its release on May 17 at midnight KST, Jessica's title track "Fly" topped three live music charts, Bugs Music, Genie, and Monkey3. "Fly" took second place on Olleh and Soribada charts, and sixth place on the MelOn chart.


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The Blue Cross and Blue Shield Louisiana Foundation has set a Jan. 13 deadline for organizations and communities to submit letters of intent to apply for up to $10 million in matching grant funds to fight obesity.
The foundation and the Pennington Biomedical Research Center, its partner in the Challenge for a Healthier Louisiana grant program, also are offering potential grant applicants technical assistance workshops and a web-based meetup option to help them find each other and work together, according to a news release.
Pennington is noted for its work to address childhood obesity and recognized as the foremost academic nutritional research center in the world. It is administering the Blue Cross Foundation grant program, which will offer matching funding to non-profit organizations for projects that promote healthy eating, active living and environmental change.
"The Blue Cross Foundation has committed $10 million to preventing obesity because it is a major public health concern that diminishes the quality of lives of Louisianians and drives up health - care costs," said Foundation President Peggy Scott in the release. "We want to support and work with local non-profit organizations that have innovative ideas to promote healthy living in their communities."
The foundation and Pennington held eight introductory workshops across Louisiana in the fall to promote the challenge grant program. Nearly 275 people, representing almost 175 unique organizations, attended the workshops. A second round of technical assistance workshops will begin in January in cities most represented in the letters of intent.
"We were overwhelmed by the attendance at the introductory workshops, which represented a broad range of organizations that work with children and families in Louisiana. In many cases, there were standing-room-only crowds," said Dr. Peter Katzmarzyk, associate executive director for population science at the Pennington Center. "That keen interest shows there was a real need for the challenge grant program. We look forward to receiving letters of intent to see the ideas that people have come up with."
Louisiana non-profit groups are eligible for the grants, but projects should have multiple collaborators. The Blue Cross Foundation encourages applicants to partner with local municipalities, school districts, universities, hospitals, research centers and/or chambers of commerce. The Blue Cross Foundation will award grants ranging from $250,000 to $1 million. Applicants must provide at least a one-to-one match in funding, which may come from various sources. Up to half of the matching funds may be in kind. The final applications are due April 30. Those interested can find detailed information about the grant requirements and application timeline at www.OurHomeLouisiana.org.


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Welcome to Foto-Smith Studios.
Award winning National & Internationally Published Photographers.
My name is Steve Smith & I am the founder/owner of Foto-Smith Studios.
Established back in 2005 as a Professional photographer I am now into my second decade of my business.
I am a people person, Architecture, Landscapes & Motor Vehicles do not float my boat, people do...
When not working with clients, I shoot vintage inspired imagery, what you would know as Pin Up.
I have had my works published in various leaflets, magazines and books in this country and worldwide.
When not doing any of the above you'll find me fishing..
I look forward to hearing from you to discuss your photography requirements.


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THIS weekend will be a unique double as Arabian royalty and camels join together to stroll around Heaton Park for the first time.
HRH Prince Turki Al-Faisal, the Saudi Arabian Ambassador to the UK, is visiting the Sauda Arabian Days festival at the park to offer his support.
The free, outdoor festival will give festival-goers the chance to see the four authentic Arabian camels along with horses, saluki dogs and falcons.
Anyone who goes to the park will be able to enjoying some traditional Saudi hospitality by stepping into an authentic Bedouin tent. They'll also taste traditional food, drink Arabian coffee and listen to a the music of a one-stringed rababah.
Visitors can also explore different crafts such as weaving and pottery. The aim of the festival is to widen the public's knowledge of the country of Saudi Arabia.
HRH Prince Turki said: "Saudi Arabian Days provides us with an opportunity to show the British people what Saudi Arabia is really like. Despite the 3,000 miles that divides Saudi Arabia from Britain there are many similarities between us and these should help us form friendships. We want to increase peoples interest in Saudi Arabia, we have much to show in the kingdom and visitors will get a real taste of that here.
"We invited so many schoolchildren because I would like them to see that Saudi Arabia is pretty much a country of children like themselves."


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function run_pinmarklet1() { var e=document.createElement('script'); e.setAttribute('type','text/javascript'); e.setAttribute('charset','UTF-8′); e.setAttribute('src','http://assets.pinterest.com/js/pinmarklet.js?r='+Math.random()*99999999); document.body.appendChild(e); } var flike = { url : "", buttonType : "standard", width : "450", height : "25", showFaces : "false" }http://orkut-share.googlecode.com/svn/trunk/flike.js
Good Morning my friends
I sure hope that my post will be sent out to you this morning by e-mail. Yesterday it didn't work for some reason that I can't figure this one out. All my post are done the night before and schedule to be posted around 1 am and feed burner send them out to all subscriber at 5 am mountain time well yesterday it didn't work so I switch the time on my feed and did a test and it work so will see if it work this morning. To get my post by e-mail register on the right hand side of my blog and each day that I post (that would be everyday) you should get it by e-mail. More info at the bottom.
Let's talk about these cards. These card was in my video of the "Bottle Top" can view VIDEO HERE and I promise I would showcase them this week and this week is almost over, Top card I use the DSP in the spring catalog call Tea for Two #129311 and the center of the Soda Pop Top I punch out the DSP with the 1″ circle punch #119868, color card stock are So Saffron, Lucky Limeade and Island Indigo.
The next one I use Blooming with Kindness on page 87 and inside the Bottle Cape it's from the stamp set A Fitting Occasion on page 101 this stamp set is perfect for the bottale cap all occasion check it out on page 101. Bottle cap is on the spring catalog on page 24 #129388. I stamp the flower with StazOn and sponge with Cherry Cobbler and the dab the Shimmer Paint just like I do for Mother of Pearl VIDEO OF MOTHER OF PEARL HERE
Only 2 day left to be part of the Mystery hostess So fare the Mystery Host will get 40.00 of her choice of Stampin'Up! and a pk of Silver Glimmer paper and it's still counting so the more the merrier. To be enter in the Mystery Hostess make sure to enter the code. Order online place on my web store HERE and enter this code 4DE2UU4V All detail on the Mystery Hostess can be find by CLICKING HERE.
Well this is it for now and tomorrow is Showtime make sure to visit me for a fun Video.
Someone ask me about my video and how to get the latest update well here are the info I posted this a few weeks back but to make sure you don;t miss nothing you can subscrib to my video, Facebook and blog and I will keep your creativity going 🙂
VIDEO!!! To be one of the first to see my video or to be notified when I upload a video, you just have to subscribe to my YouTube Channel. To Subscribe to My Channel CLICK HERE. I always have to download my video a day or so before it goes to may blog so it ready to go so you could get notified when I upload a video if you subscribe. Like this weekend I will upload the video for Tuesday….
Facebook To see some extra project and more of what it's going on in my craft room Visit my Business Facebook page and just click on the Like button then under that you will see the get notified make sure to check the get notified so it will show up in your feed every time that I add something new. To be honest I add lots on facebook just because it's so quick to add picture there. Check it out you will see I have more and I added some sneak peek. To get to my Facebook page CLICK HERE.
Pinterest that is where I have a gallery of picture of some project that I save that interested me or for a quick reference. The best part about pinterest is that when you click on the picture it will bring you to the original post. I'm in the proses of categorize all my board so it will be easy to find technique, folds, scrapbook ….. This is still in full progress but it will get better and better. You can follow me on this site to and have all my resources. The best part about this site you can pick the board that you want to follow. This is where you can find lots and lots of great inspiration. To get my Pinterest CLICK HERE and then you can choose the board you want to follow.
That is the 3 place other then my blog www.frenchiestamps.com that you can get extra news and inspiration from me. YES you can subscribe to my blog and get a e-mail every time that I share something new -that would be daily 🙂 on the top right side of this blog you will see the box to enter your e-mail address to subscribe. Don't worry the e-mail address are not share with no one but only use for sending the news feed of my post.