May 13, 2011

In this Issue:

  1. Revised Q&A Document on Serving Children with Disabilities Placed by Their Parents at Private School
      Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services - Retrieved May 13, 2011
  2. A Call to Action On Behalf of Maltreated Infants and Toddlers
      Source: American Humane Association, Center for the Study of Social Policy, Child Welfare League of America, Children's Defense Fund, ZERO TO THREE - Retrieved May 12, 2011
  3. 2011 Update on State Child Care Center Regulation and Oversight
      Source: National Association of Child Care Resources and Referral Agencies - Retrieved May 13, 2011
  4. Grant Notice from the Office of Head Start - National Center on Health
      Source: Administration for Children and Families (ACF), Office of Head Start - May 6, 2011
  5. New "CELLpops" for Literacy Learning in Preschool Classrooms
      Source: Center for Early Literacy Learning - May 12 2011
  6. Social Policy Report - Quality of Early Childhood Development Programs in Global Contexts
      Source: Society for Research in Child Development - Retrieved May 13, 2011
  7. Does Participation in Pre-primary Education Translate into Better Learning Outcomes at School?
      Source: Organisation for Economic Co-operation and Development - Retrieved May 11, 2011
  8. QRIS and P-3: Creating Synergy Across Systems to Close Achievement Gaps and Improve Opportunities for Young Children
      Source: BUILD Initiative - Retrieved May 13, 2011

1. Revised Q&A Document on Serving Children with Disabilities Placed by Their Parents at Private School

Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services - Retrieved May 13, 2011

The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) has released a revised document entitled Questions and Answers On Serving Children With Disabilities Placed by Their Parents at Private Schools (April 2011). Section "N" applies specifically to preschool children. The document is available online at http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C1%2C.

2. A Call to Action On Behalf of Maltreated Infants and Toddlers

Source: American Humane Association, Center for the Study of Social Policy, Child Welfare League of America, Children's Defense Fund, ZERO TO THREE - Retrieved May 12, 2011

A new document developed by the American Humane Association, the Center for the Study of Social Policy, the Child Welfare League of America, the Children's Defense Fund, and ZERO TO THREE presents the evidence on the importance of addressing the needs of infants and toddlers in the child welfare system, who are at high risk for developmental problems. It is intended to be a starting point for policymakers and administrators who are engaged in developing or revising policies that protect the development of infants and toddlers as well as their safety. A Call to Action On Behalf of Maltreated Infants and Toddlers (2011) is available online at http://www.zerotothree.org/public-policy/federal-policy/childwelfareweb.pdf

3. 2011 Update on State Child Care Center Regulation and Oversight

Source: National Association of Child Care Resources and Referral Agencies - Retrieved May 13, 2011

More than 11 million children younger than age 5 spend an average of 35 hours a week in some type of child care setting. The National Association of Child Care Resources and Referral Agencies (NACCRRA) has published the third in a series of reports beginning in 2007 that scores and ranks the states on 10 program requirements and five oversight benchmarks for child care centers. The average score in 2011 was 87 out of a possible 150 points (compared to 70 in 2007 and 83 in 2009). No state earned an A. The Department of Defense earned a B, and 4 states earned a C. 21 states earned a D. 26 states earned a failing grade. We Can Do Better: 2011 Update - NACCRRA's Ranking of State Child Care Center Regulation and Oversight (2011) is available online at http://www.naccrra.org/publications/naccrra-publications/we-can-do-better-2011.php

4. Grant Notice from the Office of Head Start - National Center on Health

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

5. New "CELLpops" for Literacy Learning in Preschool Classrooms

Source: Center for Early Literacy Learning - May 12 2011

The Center for Early Literacy Learning (CELL) has released two new "CELLpops" for use in preschool classrooms. "CELLpops" are interactive web versions of CELL mini-posters that teachers can use with children in their classrooms. Music and Movement and Meals and Snacks provide practitioners fun and simple ways to incorporate literacy learning opportunities into musical activities as well as routine meal and snack times. The CELLpops and CELL mini posters are available at http://www.earlyliteracylearning.org/ta_cell_pop1.php. CELL is funded by the U.S. Department of Education, Office of Special Education Programs Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.

6. Social Policy Report - Quality of Early Childhood Development Programs in Global Contexts

Source: Society for Research in Child Development - Retrieved May 13, 2011

Early childhood development (ECD) programs often involve health, education, child welfare, and other sectors. A new Social Policy Report from the Society for Research in Child Development provides a conceptualization of quality across ECD settings and systems and identifies future directions for improving the quality of ECD programs globally. The authors suggest that the solution to achieving equity in child outcomes within and across nations lies not just in increasing access, but in improving quality. Quality of Early Childhood Development Programs in Global Contexts (2011), by Pia Rebello Britto, Hirokazu Yoshikawa, and Kimberly Boller can be accessed online at http://www.srcd.org/index.php?option=com_docman&task=doc_download&gid=1229

7. Does Participation in Pre-primary Education Translate into Better Learning Outcomes at School?

Source: Organisation for Economic Co-operation and Development - Retrieved May 11, 2011

The Organisation for Economic Co-operation and Development's 2009 analysis of PISA, an international standardized assessment of 15 year olds in 65 countries, showed that in most OECD countries 15-year-olds who had attended some pre-primary school outperformed those who had not. After accounting for socio-economic background, students who had attended pre-primary school scored an average of 33 points higher than those who had not, a gain of approximately one additional year of schooling. However, in Estonia, Finland, Korea and the United States, attending pre-primary education was found to have little or no relationship to later PISA performance among students of similar backgrounds. The strongest findings were in countries that invest more per child and offer early learning programs to more children, over a longer period of time, with smaller pupil-to-teacher ratios. Does participation in pre-primary education translate into better learning outcomes at school? (2011) is available online at http://www.oecd.org/dataoecd/37/0/47034256.pdf

8. QRIS and P-3: Creating Synergy Across Systems to Close Achievement Gaps and Improve Opportunities for Young Children

Source: BUILD Initiative - Retrieved May 13, 2011

A new policy brief from the BUILD Initiative discusses coordinating and aligning efforts around the implementation of Quality Rating and Improvement Systems (QRIS) and preschool through third grade (P-3) programs to improve the quality of children's early experiences. QRIS and P-3: Creating Synergy Across Systems to Close Achievement Gaps and Improve Opportunities for Young Children (2011), by Kristie Kauerz and Abby Thorman, is available online at http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/smid/412/ArticleID/109/Default.aspx