In this Issue:
Source: Division for Early Childhood of the Council for Exceptional Children - Retrieved September 30, 2014
Part C of the Individuals with Disabilities Education Act (IDEA) describes an array of early intervention (EI) services, including special instruction, that are available to support families of eligible infants and toddlers with developmental delays and disabilities. A new position statement from the Division for Early Childhood (DEC) of the Council for Exceptional Children, The Role of Special Instruction in Early Intervention (2014), clarifies the role of special instructors and addresses the following topics:
Source: New America Foundation - September 30, 2014
A new report from the New America Foundation examines the results of a scan of policies in all 50 states and DC to find out how states determine when to exit young dual-language learners from services that help them learn English. Chaos for Dual Language Learners: An Examination of State Policies for Exiting Children from Language Services in the PreK-3rd Grades (2014) finds that "reclassification" policies vary widely from state-to-state and very few states follow the latest science on how young children learn a second language. While these policies generally do not attract a great deal of attention, the author argues that they are extremely important, because they are used to determine which children remain formally designated as DLLs and therefore which children will receive targeted language supports, accommodations on assessments, content instruction alongside native English-speaking peers, and more. The author includes a discussion about the current state of research on DLLs' linguistic and academic development, as well as a set of recommendations for changes at the federal, state, and local level to better support these children.
Source: Center for the Study of Child Care Employment - Retrieved October 3, 2014
A new report from the Center for the Study of Child Care Employment, Building a Skilled Teacher Workforce: Shared and Divergent Challenges in Early Care and Education and in Grades K-12 (September 2014) by Marcy Whitebook, discusses the public perception of early childhood teaching, the history and purpose of education for children of different ages, key features of the personnel systems that have emerged from these varied roots, and suggestions for promoting a skilled and stable early care and education workforce for the 21st century.
Source: Results Matter - October 3, 2014
Results Matter, a program of the Colorado Department of Education, recently posted four new videos in their Results Matter Video Library. Three of the clips were produced to be used in professional development activities to provide early care and education providers opportunities to practice observation, documentation, and assessment skills. These clips can be viewed online and downloaded at no cost for use in educational and professional development activities from the Clips for Practicing Observation, Documentation and Assessment Skills section of the library
The fourth video discusses the importance making home visits in preschool. It can be viewed online and downloaded from the Practices Here and There section of the library.
Source: Urban Institute - September 18, 2014
The Urban Institute recently published its eighth annual report examining federal spending and tax expenditures on children. Kids' Share 2014: Report on Federal Expenditures on Children Through 2013 (September 2014) provides an updated analysis of federal, as well as state and local, expenditures on children through 2013. It also updates projections of children's spending through 2024 if policy remains on its current path. The report finds that total federal expenditures on children were up from 2012, but below spending in 2010. It also finds that over the next ten years, outlays on children are projected to decline from 10 to 8 percent of the federal budget.