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Tag » early- 1/1/07 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center
This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system. - 1/1/07 - Romero, M., Lee, Y.
It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children... - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 1/1/07 - Matt Timm, Sharon Doubet
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy... - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and the Law - 1/1/07 - Technical Assistance ALLIANCE for Parent Centers,
Listed below are acronyms related to early intervention, education, special education, and other laws important to individuals with disabilities and their families. For related information, also read Acronyms and Agencies. - 1/1/07 - Foundation for Child Development,
"The centerpiece of the Foundation for Child Development's 2007 Annual Report, All Our Children? The Health and Education of Children of Immigrants is an essay by Alexandra Fuenmayor Starr. Ms. Starr writes about U.S. immigration policy for Slate, The New Republic, and The American Scholar. Her essay, "The Dividends of Investing Early: Why We Need to Help the Youngest Children of Immigrants," argues that young children of immigrants, over 90 percent of whom are citizens, will have a large... - 1/1/09 - Gary Nave, Vicki Nishioka, Arthur Burke
This report informs Oregon education policy-makers about the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three... - 1/1/07 - Kennelly, Louise, Monrad, M.
This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to... - 1/1/06 - Technical Assistance ALLIANCE for Parent Centers,
Research shows that assistive technology (AT) can help young children with disabilities to learn developmental skills.(1) Its use may help infants and toddlers to improve in many areas: • social skills including sharing and taking turns • communication skills • attention span • fine and gross motor skills • self confidence and independence The right type of assistive technology can improve a child’s ability to communicate. This in turn may help reduce some negative behaviors... - 1/1/04 - M.M. Ostrosky, E.Y. Jung
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that... - 1/1/08 - Linda Espinosa
This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject
matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their... - 1/1/07 - Koretz, D., Kim, Y.
In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across... Multilingual, this webpage is for those who provide services for early childhood settings, as well as families with young children. Information and demonstrations are given relating to inclusive education. The project is funded by the U.S. Department of Education, Office of Special Education. One can search for examples of inclusive settings, as well as view discussions and questions that have been answered by people invovled in inclusion. There are role-playing scenarios and re-printable... - 1/1/08 - Donna Ford
According to virtually every report and study focusing on the achievement gap between Black and White students, Black students are under-performing in school settings compared to their White counterparts. Of the more than 16,000 school districts in the U.S., few (if any) can report that no achievement gap exists, that the achievement gap is marginal, or that the gap has been narrowed or closed. Nationally, there is the average of a four-year gap in which Black students at the age of 17... - 1/1/04 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...
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