In this Issue:
Source: The White House, Office of Science and Technology Policy Blog - October 16, 2014
Research shows that children who are poor hear approximately 30 million fewer words than their more affluent peers during the first three years of life. This "word gap" can lead to disparities in not only school readiness, but also long-term educational and health outcomes, earnings, and family stability. On October 16, 2014, the Obama Administration, along with Too Small to Fail and the Urban Institute, hosted a White House event on Federal, state, and local efforts to bridge the word gap. The Administration announced a coordinated effort by the Department of Education (ED), the Department of Health and Human Services (HHS), and the Institute of Museum and Library Services (IMLS) to help parents, caregivers, and teachers on this important issue. To learn more, see the related FACT SHEET: New Steps by the Administration to Help Parents "Bridge the Word Gap", which describes the initiatives, including the Bridging the Word Gap Network and others.
Source: ZERO TO THREE - October 17, 2014
ZERO TO THREE recently launched a new multimedia web portal designed to provide parents, professionals, and policymakers with resources to help close the word gap and support early language and literacy. Beyond the Word Gap highlights the importance of close, nurturing relationships with trusted adults for children's early language skills and all aspects of development. It features resources in both English and Spanish, including mobile apps, interactive online tools, videos, infographics, podcasts, policy materials, and more.
Source: Education Commission of the States - October 20, 2014
On October 20, 2014, the Education Commission of the States released Initiatives from Preschool to Third Grade: A Policymaker's Guide (October 2014). This primer for policymakers addresses five strategies to support children on their path to third-grade academic success (preschool for 3- and 4-year-olds; effective transitions between preschool and kindergarten; full-day kindergarten for 5-year-olds; kindergarten entrance assessments; policies to promote third-grade reading proficiency) and the foundations of effective P-3 approaches (high-quality P-3 programs; aligned P-3 standards, curricula and assessments; efficient P-3 financing; effective P-3 governance).
Source: CLASP - October 23, 2014
A new brief from the Center for Law and Social Policy (CLASP), First Steps for Early Success: State Strategies to Support Developmental Screening in Early Childhood Settings (October 2014) explores the role of child care and early education programs in connecting children to developmental screening, as well as national efforts and funding streams to support developmental screening and its relationship to early childhood. The brief includes state policy examples and recommendations stakeholders can draw on when considering how to expand access to developmental screening in early childhood settings.
Source: Center for Parent Information and Resources - Retrieved October 21, 2014
Several new modules have recently been added to the Building the Legacy for Our Youngest Children with Disabilities: A Training Curriculum on IDEA 2004's Part C. The Part C training curriculum is primarily meant to be used by trainers to train others about the early intervention program under Part C of the Individuals with Disabilities Education Act (IDEA). It is being developed by the National Dissemination Center for Children with Disabilities (NICHCY) at the request of the U.S. Department of Education's Office of Special Education Programs (OSEP). See information about the training curriculum to learn more. The newest modules include:
Source: National Women's Law Center - October 22, 2014
On October 22, 2014, the National Women's Law Center released a new state-by-state report, Turning the Corner: State Child Care Assistance Policies 2014. The report examines five critical child care assistance policies that affect the help families can get in paying for child care and finds that families in 33 states are doing better under one or more of these policies than they were last year. However, in 13 states, families are worse off than they were before under one or more policies. This is the second year in a row in which the situation for families improved in more states than it worsened.
Source: Departments of Health and Human Services and Education - October 21, 2014
The Birth to 5: Watch Me Thrive! initiative has added two new resources in Spanish to their collection of materials. This collaborative initiative of the Departments of Health and Human Services (HHS) and Education (ED) was launched to help families look for and celebrate milestones; promote universal screenings; identify delays as early as possible; and improve the support available to help children succeed in school and thrive together with their peers. The new resources in Spanish include:
Source: Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services - October 21. 2014
The Home Visiting Evidence of Effectiveness (HomVEE) initiative was launched in 2009 to identify home visiting models that meet the criteria of the U.S. Department of Health and Human Services (DHHS) for an evidence-based early childhood home visiting service delivery model. A newly updated report describes the findings from a recent review that was done to assess the evidence of effectiveness of culturally relevant home visiting models that have been implemented in tribal communities or evaluated with American Indian and Alaska Native families and children.
Source: U.S. Department of Education - October 22, 2014
On October 22, 2014, the U.S. Department of Education published the following grant notices in the Federal Register
The application packages for the 84.325D and 84.325K competitions are posted on the Department's Website at http://www2.ed.gov/fund/grant/apply/grantapps/index.html and also on http://www.grants.gov/web/grants/search-grants.html