In this Issue:
Source: U.S. Department of Education, Office of Special Education Programs - Retrieved December 29, 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 April 1, 2011 through June, 2011 are now available online at http://www2.ed.gov/policy/speced/guid/idea/letters/2011-2/index.html
On December 1, 2011, the Federal Register published a list of these letters with summaries included - see http://www.gpo.gov/fdsys/pkg/FR-2011-12-01/html/2011-30931.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: U.S. Department of Education - December 16, 2011
The winners of the Race to the Top-Early Learning Challenge (RTT-ELC) grant were announced on December 16, 2011. Nine states - California, Delaware, Maryland, Massachusetts, Minnesota, North Carolina, Ohio, Rhode Island and Washington - were selected to receive a four-year grant from the $500 million RTT-ELC fund. The U.S. Department of Education's RTT-ELC Web site has links to rankings, scores, and applications with reviewers' comments. See http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/awards.html
Source: U.S. Department of Education - December 22, 2011
The 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008, is now available online at http://www2.ed.gov/about/reports/annual/osep/index.html. The report focuses on the children and students with disabilities being served under IDEA, Part C or B, nationally and at the state level.
Source: Administration for Children and Families - Retrieved December 28, 2011
The Administration for Children and Families recently released its latest annual report on child abuse and neglect. Child Maltreatment 2010 shows a slight decline in the estimated number of victimized children from 702,000 in 2009 to 695,000 in 2010. Rates of abuse and neglect continued to be highest among infants and young children. The number of fatalities from abuse and neglect also dropped from an estimated 1770 in 2009 to 1,560 in 2010. 79.4% of the children who died from maltreatment in 2010 were 3 or younger. Read the full report at http://www.acf.hhs.gov/programs/cb/resource/child-maltreatment-2010.
Source: National Association for the Education of Young Children - Retrieved December 29, 2011
The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed new guidance to support states' development and implementation of kindergarten readiness assessment systems. Developing Kindergarten Readiness and Other Large-Scale Assessment Systems: Necessary Considerations in the Assessment of Young Children (December 2011) is available online at http://www.naeyc.org/resources/research/kreadinessassessment
Source: Maternal and Child Health Bureau - December 8, 2011
In September 2011, the Maternal and Child Health Bureau released its latest chartbook on children with special health care needs (CSHCN). The chartbook is now available online and provides information on the health, health care, family environments, and school and neighborhood environments of CSHCN compared to their peers without special health care needs. The national and state level findings are based on the 2007 National Survey of Children's Health (NSCH). Children with Special Health Care Needs in Context: A Portrait of States and the Nation 2007 (2011) is available at http://mchb.hrsa.gov/nsch/07cshcn/
Source: Center for Early Childhood Mental Health Consultation - Retrieved December 29, 2011
Early childhood mental health consultation (ECMHC) is an indirect, prevention based service provided within early care and education programs to promote successful social, emotional, and behavioral outcomes in infants and young children. The Center for Early Childhood Mental Health Consultation recently released a new paper that describes the general process of ECMHC using real-life vignettes to illustrate what consultants do within early care and education settings in collaboration with families, teachers, children and other partners every day. It is meant to help facilitate the integration of best practices in ECMHC into early childhood systems of care. A Day in the Life of an Early Childhood Mental Health Consultant: Real-Life Vignettes (December 2011) is available online at http://www.ecmhc.org/documents/Day_in_the_Life_MH_Consultant.pdf
Source: Early Childhood Research & Practice Journal - Retrieved December 29, 2011
The Fall 2011 issue of Early Childhood Research & Practice (ECRP) is now available online. ECRP is an open-access, peer-reviewed, bilingual Internet journal in early care and education. The current issue features special sections on "Working with Families of Young Children" and "Professional Development of Early Childhood Educators." It also includes a paper on child care quality in relation to teacher characteristics and subsidy status, and an article about one state's approach to assessing children's skills at kindergarten entry. It is available full-text online at http://ecrp.uiuc.edu/v13n2/index.html
Source: Center for Early Literacy Learning - December 6, 2011
The Center for Early Literacy Learning has released three new CELLcasts. CELLcasts are audio/video versions of CELL practice guides which are available to view online or download. Give Me, Give Me includes ideas for encouraging infants to use gestures and movements to ask for what they want or need. Sound Play provides parents with ways to help toddlers develop language skills. Wired To Read teaches parents how to use computer technology to provide young children with early literacy learning opportunities. The CELLcasts are available at http://www.earlyliteracylearning.org/ta_cellcasts1.php
CELL is funded by the U.S. Department of Education, Office of Special Education Program's Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.
Source: SEDL's Southeast Comprehensive Center - December 13, 2011
A recent article by SEDL's Southeast Comprehensive Center reviews the significance of school readiness and factors that help young learners prepare for school. School readiness consists of three components: (1) a child's readiness for school, (2) schools' readiness to support the learning and development of every child, and (3) family and community supports and services that contribute to children's readiness. School readiness also requires high-quality preschool and readiness programs, professional development for the early childhood workforce, alignment of early learning guidelines and standards with content standards, coordinated early childhood data systems, and other efforts targeted to address the needs of young children and their families. To read the entire article, go to http://secc.sedl.org/resources/newsletter/ebulletin/eBulletinv5n3.html#improve