In this Issue:
Source: Mathematica Policy Research - March 2, 2011
Mathematica Policy Research® is seeking studies for a comprehensive review of the evidence base for home visiting programs. The review is being conducted for the U.S. Department of Health and Human Services (HHS) by Mathematica (and subcontractor Dr. Brenda Jones Harden). It will be used to help inform the Affordable Care Act (ACA) Maternal, Infant, and Early Childhood Home Visiting Program, which emphasizes and supports successful implementation of high-quality home visiting programs that have demonstrated evidence of effectiveness. The 2011 call for studies will continue and update an existing evidence review, conducted over the past year. The results of the initial review, as well as information about review standards, are available at http://homvee.acf.hhs.gov/. To learn more about the 2011 call for studies, go to http://homvee.acf.hhs.gov/SpecReport.aspx#CallForStudies. For questions, please contact Luke Heinkel at firstname.lastname@example.org or (609) 945-3368. Submissions are due by April 15, 2010.
Source: Institute of Education Sciences - March 3, 2011
On March 3, 2011, the Institute of Education Sciences (IES) released its FY 2012 funding announcements for six grant competitions in education and special education research and training. Early Intervention and Early Learning in Special Education is one of the special education research topics included. To see the Federal Register notice, go to http://www2.ed.gov/legislation/FedRegister/announcements/2011-1/030311b.html. The Request for Applications for each competition is available at http://ies.ed.gov/funding/.
Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services - March 1, 2011
The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has released a notice inviting applications for FY 2011 for two separate competitions: Community Parent Resource Centers (84.328C) and Parent Training and Information Centers (84.328M). To learn more, see the Federal Register Notice at http://www2.ed.gov/legislation/FedRegister/announcements/2011-1/030111a.html
Source: U.S. Department of Health and Human Services, Administration for Children and Families - March 1, 2011
The U.S. Department of Health and Human Services, Administration for Children and Families has issued a grant notice to fund a research center focused on secondary analysis of the Head Start Impact Study data. The goal of this cooperative agreement will be to utilize existing data from the Head Start Impact Study to answer applied questions related to program characteristics that positively influence outcomes for Head Start children and families. The grant will be awarded to a single institution that will lead a consortium of researchers in the implementation of several complementary studies using the Head Start Impact Study data to answer questions related to how aspects of Head Start centers, classrooms, and teachers moderate impacts on children and families.
Letter of Intent Date: 03/31/2011
Application Due Date: 05/02/2011
To learn more, go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-OPRE-YR-0144
Source: U.S. Department of Education, Office of Special Education Programs - February 23, 2011
Policy letters of clarification related to the education of infants, toddlers, children, and youth with disabilities from the U.S. Department of Education's Office of Special Education Programs (OSEP) dated July 1, 2010 through September 30, 2010 are now available online at http://www2.ed.gov/policy/speced/guid/idea/letters/2010-3/index.html. On February 17, 2011, the Federal Register published a list of these letters with summaries included - see http://edocket.access.gpo.gov/2011/2011-3635.htm. A subset of OSEP policy letters that specifically address Part C and Section 619 of the IDEA can be accessed via the NECTAC Web site at http://www.nectac.org/idea/clarfctnltrs.asp.
Source: Goffin Strategy Group - Retrieved March 4, 2011
During recent years there has been an increasing focus on reducing the fragmentation, uneven quality, and inequity that characterize early childhood programs and services. Governance is a key component of this work and plays an essential role in building early childhood systems that are comprehensive and coordinated across multiple agencies. A new report from the Goffin Strategy Group, Vision to Practice: Setting a New Course for Early Childhood Governance (2011), by Stacie G. Goffin, Jana Martella and Julia Coffman examines efforts to build governance into comprehensive early childhood systems. It is available online at http://sites.google.com/site/goffinstrategygroup/Goffin-Strategy-Group-Homepage/resources
Source: Harvard Family Research Project - Retrieved March 3, 2011
The Harvard Family Research Project and the National PTA have published a policy brief, Breaking New Ground: Data Systems Transform Family Engagement in Education (2011) highlighting how data can be used to engage families and improve parent-teacher communication. The brief describes three key elements of a data system (access, understanding, and action) and cites six case studies demonstrating how early childhood programs and school districts are using data systems to improve family engagement. It is available online at http://www.hfrp.org/content/download/3829/104990/file/Issue%20Brief-Data_Systems_022211.pdf
Source: Tots-n-Tech Research Institute - Retrieved March 3, 2011
The Tots-n-Tech Research Institute has published a new resource brief designed to assist states and agencies enhance their use of assistive technology (AT) in early intervention. Resource Brief 7: Technology Reuse (2011) includes information on AT reuse, tips for starting your own reuse program, and other helpful reuse resources. It can be accessed on the Tots-n-Tech website at http://tnt.asu.edu/practical-resources/briefs
The Tots 'n Tech Research Institute's December 2010 newsletter is also now available online. It contains information about ongoing assistive technology assessment and embedding assistive technology into children's daily activities and routines. To access the newsletter, go to http://tnt.asu.edu/home/news
Source: New America Foundation, Early Education Initiative - March 01, 2011
The New America Foundation's Early Education Initiative has released a report, Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades (2011), by Laura Bornfreund. The report discusses the importance of ensuring that pre-K through 3rd grade teachers learn about the science of early-childhood development (including social-emotional development) and family engagement, as well as how to provide effective instruction in early science, early literacy and early mathematics. The report is available at http://www.newamerica.net/publications/policy/getting_in_sync
A recent BAM Radio segment also discusses the importance of moving toward child development requirements for teachers. It features Dr. James G. Cibulka, President of the National Council for Accreditation of Teacher Education (NCATE), Dr. James Comer, the Maurice Falk Professor of Child Psychiatry at the Yale University School of Medicine's Child Study Center, and Laura Bornfreund, a Policy Analyst for New America's Early Education Initiative. It can be accessed at http://www.jackstreet.com/jackstreet/WMBK.RTChildDevelopment.cfm