April 29, 2016

In this Issue:

  1. Standing Together Against Suspension and Expulsion in Early Childhood: A Joint Statement
      Source: National Association for the Education of Young Children - April 27, 2016
  2. Progress Report on Reducing Expulsion and Suspension in Early Learning Settings
      Source: U.S. Department of Health and Human Services - April 22, 2016
  3. Video Series on the Use of Technology with Evidence Based Early Intervention
      Source: Ohio Developmental Disabilities Council - April 26, 2016
  4. My Brother's Keeper Second Year Report
      Source: The White House - April 22, 2016
  5. Input Requested on ESSA Guidance - Including Ways to Expand Early Learning
      Source: U.S. Department of Education - April 26, 2016

1. Standing Together Against Suspension and Expulsion in Early Childhood: A Joint Statement

Source: National Association for the Education of Young Children - April 27, 2016

A group of more than 30 national organizations recently published a joint statement, Standing Together Against Suspension and Expulsion in Early Childhood: A Joint Statement (April 2016), which supports the recommendations from the U.S. Departments of Education and Health and Human services in their December 2014 Joint Policy Statement on Expulsion and Suspension. The organizations have also compiled a number of related resources to help states, districts, communities, and classrooms prevent, limit, and ultimately eliminate suspension and expulsion in early childhood education.

2. Progress Report on Reducing Expulsion and Suspension in Early Learning Settings

Source: U.S. Department of Health and Human Services - April 22, 2016

A new report, State and Local Action to Prevent Expulsion and Suspension in Early Learning Settings (April 2016), highlights steps states and local communities have taken to address expulsion and suspension in early learning settings. Some of these include: passing new legislation to restrict expulsions and suspensions in preschool programs; revising regulations to improve the social-emotional supports children in child care programs receive; and expanding early childhood mental health consultation to support teachers and providers.

3. Video Series on the Use of Technology with Evidence Based Early Intervention

Source: Ohio Developmental Disabilities Council - April 26, 2016

A new video series about the use of technology with evidence based early intervention illustrates how video, video conferencing, and related technologies can improve access to and the quality of supports for families, as well as better enable teams to practice evidence-based early intervention services. The videos can be viewed at http://ddc.ohio.gov/video-ei-series. It is suggested that you watch them in order:

  1. An Overview of Using Technology to Support Families in Early Intervention
  2. Using Video to Enhance Play, Communication, and Relationships
  3. Using Instant Messaging and Video for Just-In-Time Support
  4. Using Video and Video Conferencing to Enable Team Meetings over Distances
  5. Using Facetime to Enhance Team Collaboration
  6. A Virtual Home Visit with Liam's Family
  7. A Virtual Co-Visit with Straton's Family
  8. Using Video as a Foundation for Reflective Supervision

The series was produced collaboratively by the Ohio Association of County Boards of Developmental Disabilities, a grantee of the Ohio Developmental Disabilities Council, the Bridging the Gaps in Ohio Part C Service Delivery Project, the BHN Alliance (Belmont, Harrison, and Noble County Boards of Developmental Disabilities), videographer Larry Edelman, and most importantly, families and early intervention practitioners in Ohio.

4. My Brother's Keeper Second Year Report

Source: The White House - April 22, 2016

The My Brother's Keeper (MBK) Initiative is a coordinated Federal effort to address persistent opportunity gaps faced by boys and young men of color and ensure that all young people can reach their full potential. The MBK second year report, My Brother's Keeper - Two Years of Expanding Opportunity and Creating Pathways for Success (April 2016), highlights progress achieved in the past year, including a section specifically related to "Entering School Ready to Learn and Reading at Grade Level by Third Grade" (p.18-24). Learn more about My Brother's Keeper here.

5. Input Requested on ESSA Guidance - Including Ways to Expand Early Learning

Source: U.S. Department of Education - April 26, 2016

The U.S. Department of Education is seeking input on areas of the Every Student Succeeds Act (ESSA) on which to provide non-regulatory guidance. Non-regulatory guidance is not binding and does not impose any new requirements beyond those in the law and regulations. It is intended to provide clarification and examples of best practices. One specific area the Department would like input on is ways to expand early learning - strategies to recruit, develop, and retain teachers and leaders. You can send suggestions to ESSA.guidance@ed.gov, noting the topic area(s) in the subject line. Please include your name and, if applicable, the organization on behalf of which you are submitting comments. To have the most impact, please submit your comments by May 25, 2016.