February 27, 2009

In this Issue:

  1. Third Major Report from the Pre-Elementary Education Longitudinal Study (PEELS)
      Source: Institute of Education Sciences, National Center for Special Education Research - February 25, 2009
  2. Comment Request - Evaluation of the Personnel Development to Improve Services and Results for Children with Disabilities Program
      Source: Institute of Education Sciences - February 26, 2009
  3. Funding Opportunities from the U.S. Department of Health and Human Services
      Source: U.S. Department of Health and Human Services - February 27, 2009
  4. New Report on Pre-K Response to Intervention
      Source: National Center for Learning Disabilities - Retrieved February 27, 2009
  5. New FPG Snapshot: Building Professional Development Partnerships for Inclusion
      Source: FPG Child Development Institute - February 27, 2009
  6. Revised Practice Guides for Parents from the Center for Early Literacy Learning
      Source: Center for Early Literacy Learning - February 24, 2009
  7. Young Children in Immigrant Families Face Higher Risk of Food Insecurity
      Source: Child Trends - Retrieved February 23, 2009
  8. 2nd TACSEI Webinar Recording and Materials Available Online
      Source: Technical Assistance Center on Social Emotional Intervention for Young Children - February 27, 2009

1. Third Major Report from the Pre-Elementary Education Longitudinal Study (PEELS)

Source: Institute of Education Sciences, National Center for Special Education Research - February 25, 2009

The National Center for Special Education Research within the Institute of Education Sciences has released the third major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study (2009). PEELS involves a nationally representative sample of children, ages 3 to 5 years at entrance to the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. This report describes changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06. It is available online at http://ies.ed.gov/ncser/pdf/20093016.pdf

2. Comment Request - Evaluation of the Personnel Development to Improve Services and Results for Children with Disabilities Program

Source: Institute of Education Sciences - February 26, 2009

On February 26, 2009, the Institute of Education Sciences published the 60-day Federal Register Notice inviting comments on the Evaluation of the Personnel Development to Improve Services and Results for Children with Disabilities Program. Westat will conduct the evaluation and it will be divided into two studies, one focusing on the National Centers, the other on the Institutes of Higher Education (IHEs). Interested persons are invited to submit comments on or before April 27, 2009. For information go to http://www2.ed.gov/legislation/FedRegister/other/2009-1/022609a.html

3. Funding Opportunities from the U.S. Department of Health and Human Services

Source: U.S. Department of Health and Human Services - February 27, 2009

Center for Early Care and Education Research: Dual Language Learners
Sponsor: The Office of Planning, Research and Evaluation
Funds will be provided for the creation of a Center for Research in Early Care and Education to focus on dual language learners (DLLs) from birth through 5 years of age and their families. For complete information go to https://extranet.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch=grant.view&gff_grants_forecastInfoID=20021

2009-2010 National Head Start Fellowships Program
Sponsor: The Office of Head Start
The 2009-2010 National Head Start Fellowships Program provides leaders in the Head Start community the opportunity to gain first-hand experiences that offer a national perspective into the operations of OHS and other Federal programs serving children and families. For complete information go to http://eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/Individual%20Development/Head%20Start%20Fellowship%20Program/TheNationalHead.htm

Developing Integrated Child Health Information Systems: Promoting the Use of Health Information Technology
Sponsor: The Maternal and Child Health Bureau
The goal of this grant activity is to 1) make comprehensive, public and private state-level health information more available to children, their families, and their health care providers, 2) ensure that children have access to primary care services and receive coordinated, comprehensive care, and 3) enable health care providers to develop behavioral/social/health profiles that will identify children who are at risk for developing disabling conditions. For complete information go to http://www07.grants.gov/search/search.do?oppId=45462&flag2006=false&mode=VIEW

4. New Report on Pre-K Response to Intervention

Source: National Center for Learning Disabilities - Retrieved February 27, 2009

The National Center for Learning Disabilities (NCLD) has released a new report entitled Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings (2009), by Mary Ruth Coleman, Tracey West, and Froma Roth. The report provides information on key components of Response to Intervention (RTI) frameworks in preschool settings, how they relate to RTI in K-12 settings, examples of early models in the field (CO, DC, FL, IL, KS and MD), and resources for implementation and policy recommendations. It is available online at http://www.rtinetwork.org/images/stories/learn/roadmaptoprekrti.pdf

5. New FPG Snapshot: Building Professional Development Partnerships for Inclusion

Source: FPG Child Development Institute - February 27, 2009

In 2001, the FPG Child Development Institute's Natural Allies project set out to address the challenges faced by states in training early childhood teachers to teach and care for young children with disabilities. A short summary of lessons learned from the project can now be accessed online at http://www.fpg.unc.edu/~snapshots/snap57.pdf

To learn more see: Winton, P., & Catlett, C. (2009). Statewide efforts to enhance early childhood personnel preparation programs to support inclusion: Overview and lessons learned. Infants & Young Children, 22(1), 63-70.

6. Revised Practice Guides for Parents from the Center for Early Literacy Learning

Source: Center for Early Literacy Learning - February 24, 2009

The Center for Early Literacy Learning (CELL) has revised its practice guides for parents, which are available at http://www.earlyliteracylearning.org/pgparents.php. The guides are now written at a 6th-8th grade reading level and are meant to be used by practitioners to help parents promote the early and emergent literacy skills of young children with disabilities or delays. They are organized by child age and the type of literacy skill. Each CELL practice guide includes a feedback form for Web site visitors to complete, in order to help CELL make further improvements in the guides.

7. Young Children in Immigrant Families Face Higher Risk of Food Insecurity

Source: Child Trends - Retrieved February 23, 2009

Research demonstrates the importance of food security to positive child development, especially in the earliest years. Child Trends has published a new research brief, entitled Young Children in Immigrant Families Face Higher Risk of Food Insecurity, which looks at the prevalence of food insecurity among young children in immigrant households. It is based on data from the Early Childhood Longitudinal Study and infants in the national sample used for this analysis are all U.S.-born citizens. The brief is available online at http://www.childtrends.org/Files//Child_Trends-2009_02_20_RB_ImmigrantFood.pdf.pdf

8. 2nd TACSEI Webinar Recording and Materials Available Online

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - February 27, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently conducted its second webinar, entitled Using a Response to Intervention (RTI) Framework to Promote Young Children's Social Development: The Teaching Pyramid Model (February, 2009), by Phil Strain, Lise Fox and Judith Carta. The discussion includes an overview of the RtI framework, the use of screening and ongoing assessment with the model, implementation of the Pyramid Model as RtI to address social development and behavior, and a discussion of the benefits and challenges associated with the implementation of RtI in early childhood programs. Materials are available online at http://www.challengingbehavior.org/explore/webinars/2.23.2009_tacsei_webinar.htm