In this Issue:
Source: ECTA Center and DaSy - June 10, 2015
A new self-assessment is now available to help states evaluate the current status of their early intervention (Part C) and preschool special education (Section 619) systems and to support state efforts to improve those systems. It is meant to be a companion to the ECTA System Framework and the DaSy Data System Framework, released earlier this year. It was developed with extensive input from Part C and Section 619 staff from partner states.
Source: DEC's Journal of Early Intervention, Online First - June 12, 2015
Abstracts of the following forthcoming articles are now available at http://jei.sagepub.com/content/early/recent. OnlineFirst provides access to articles before they are scheduled to appear in print.
Justin D. Lane, David L. Gast, Collin Shepley, and Jennifer R. Ledford
Jessica R. Dykstra Steinbrenner, Linda R. Watson, Brian A. Boyd, Kaitlyn P. Wilson, Elizabeth R. Crais, Grace T. Baranek, Michelle Flippin, and Sally Flagler
Jennifer A. Brown and Juliann J. Woods
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families.
Source: Early Learning Challenge Technical Assistance Program - June 9, 2015
Under the Race to the Top - Early Learning Challenge (RTT-ELC) grants, states are revising existing or implementing new kindergarten entry assessment (KEA) tools. Kindergarten Entry Assessments in RTT-ELC Grantee States (updated 2015) provides an overview of the assessment instruments currently in use or being developed by the 20 States that have been awarded RTT-ELC discretionary grants. It details which of these states are collaborating on KEA development and provides information on the time frames for developing and conducting the assessments.
Source: Center for Enhancing Early Learning Outcomes - June 12, 2015
This recent report from the Center for Enhancing Early Learning Outcomes (CEELO) provides information on state-funded pre-K programs' eligibility policies and the common risk factors used to prioritize enrollment. The authors discuss the risk factors with the strongest impact on children's school readiness and offer considerations for policy makers as they review or revise eligibility to serve more children, effectively and efficiently, in high quality early education programs. See Approaches to State Pre-K Eligibility Policy: Considerations for Policy Makers in Revising Policy to Increase Access for High Needs Children (May 2015), by Megan E. Carolan and Lori Connors-Tadros.
Source: Center on Enhancing Early Learning Outcomes - June 12, 2015
A new tool from the Center on Enhancing Early Learning Outcomes (CEELO) Discussion Guide: State Financing Strategies for Early Care and Education Systems (May 2015), by Lori Connors-Tadros, is now available. It is meant to help state policymakers make decisions about which financing strategies are needed to support early care and education (ECE) programs in their state.