Categories
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Category: EARLY INTERVENING
- 1/1/08 - Artiles, Alfredo J.
This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions. - 1/1/08 - Federico Waitoller, Kathleen A. King, Elizabeth B. Kozleski
Presentation designed to give an overview of Early Intervening and Its Connection to Disproportionality, Tensions in the Field of EBD, Emerging Early Intervening Practices, Limitations of Early Intervening Practices and Equity-Grounded Early Intervening Services - 1/1/08 - Kozeski, Elizabeth B., Barbacane, Rich
This presentation discusses equity within EIS and RTI and importance of inclusive schools - 1/1/08 - U.S. Department of Education,
On July 28, 2008 the Office of Special Education Programs (OSEP) released guidance on the appropriate use of IDEA-Coordinated Early Intervening Services funding. This guidance is intended to provide states with information regarding the use of funds provided under Part B of the Individuals with Disabilities Education Act by local education agencies to develop and implement coordinated early intervening services (CEIS) for students who are not currently identified as needing special education. - 1/1/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/1/07 - National Research Center on Learning Disabilities,
This 2007 brief explains the connection between Early Intervening Services (EIS) as stipulated in the 2004 reauthorization of IDEA and Responsiveness to Intervention. It was created by the National Research Center on Learning Disabilities and could be of use for families who are looking for foundational information regarding EIS and RTI. - 1/1/09 - Elizabeth B. Kozleski
This presentation explores a framework for the design and implementation of early intervening services through theory, research, and public policy. Strategies for implementation in classroom practices, program evaluation, and continuous improvement are also addressed. - 1/1/09 - Elizabeth B. Kozleski, Amanda L. Sullivan, Kathleen A. King
This presentation explores a framework for the design and implementation of early intervening services, translates these perspectives into classroom practices, program evaluation, and models for continuous improvement and examines the implications for school psychologists. - 1/1/09 - Elizabeth A. Isakson , Louisa B. Higgins , Leslie L. Davidson, Janice L. Cooper
"Social-emotional development in young children encompasses how young children feel about themselves, how they behave and how they relate to people close to them, such as caregivers, teachers, and peers. Although infant and early childhood mental health are often used in the same way, the term social-emotional development illustrates the importance of prevention and early intervention. There is strong evidence linking social-emotional health in the early childhood years (birth to 6) to... - 1/1/09 - Julie Cohen, Barbara Gebhard, Ann Kirwan, Brandy Jones Lawrence
"Drawing on both the shared and unique experiences of Illinois, Kansas, Nebraska, and Oklahoma, this policy brief is designed to inspire other states to advocate for, develop, and implement new financing structures to support services for at-risk infants and toddlers. It provides an overview of the key policy elements that cut across all four states, as well as strategic decisions, lessons, and recommendations critical to the establishment of particular financing structures that support... - 1/1/09 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis
While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners. - 1/1/10 - Southern Education Foundation,
"Mississippi is the only Southern state that has no statesupported pre-kindergarten (Pre-K) program. This brief reviews how Mississippi is falling behind other states in the Deep South in early childhood education; why Mississippi needs a Pre-K program now; options for how the state can finance such a program; and current opportunities (even in economic hard times) for Mississippi to begin to build on existing assets to establish a Pre-K program for the benefit of all Mississippians in the... - Elizabeth Kozleski, Carolyn Jefferson-Jenkins , Deidre Magee, Anne Smith , Jim Lundstrom
This tool provides a framework for assessing schools on their inclusive practices. A set of 15 standards frames governance, continuous improvement, teacher practice, student performance and family involvement. This tool is designed for use by accreditation bodies as well as by districts committed to ensuring effective early intervening as well as high quality special education services and supports. - 1/1/08 - Bendheim-Thoman Center for Research on Child Wellbeing,
This brief summarizes the results of an extensive analysis examining the risks faced by urban children whose parents have been incarcerated. The findings are not meant to suggest a causal relationship between incarceration and child wellbeing. Rather, the analyses identify the extent to which the children of incarcerated parents are at greater risk for material hardship, family instability, or developmental challenges. - Alter, P., Conroy, M.
The single best way to address challenging behaviors in young children today is to take steps to make sure that they never occur. While there is no universal panacea for preventing challenging behaviors, there are several broad-based early intervention strategies that researchers suggest to prevent challenging behaviors. - 1/1/08 - Rachel A. Metz, Julie Goldsmith, Amy J.A. Arbeton
"What are the most important characteristics of quality after-school programs for preteens, based on the latest research? The Lucile Packard Foundation for Children’s Health (the Foundation) set out to answer that question by commissioning Public/Private Ventures (P/PV) to examine the literature and develop a set of guiding principles for after-school programs serving preteens. This report builds on a set of benchmarks that P/PV created for the Foundation in 2003."
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