eNotesOctober 8, 2021
Updates from the ECTA Center
50 Years of TA Excellence at FPG Celebration Continues
Reflecting on the wisdom of the past. Informing our work in the present. Inspiring the field for the future. This theme sums up FPG's half-century of providing expertise to state-level agencies that implement evidence-based practices for young children with disabilities and their families.
Seena Skelton, Ph.D., will present the final keynote to wrap up the 50th anniversary celebration of technical assistance at the Frank Porter Graham Child Development Institute, October 14, 3:00 p.m. to 4:15 p.m. (EDT). This session, meant to inspire the field for the future, is entitled Cultivating Critical Consciousness and Meeting the Intersectional Needs of Children and Families. Today's TA began with the ground-breaking work that Pascal "Pat" Trohanis started in 1971 and continues to educate, support, and provide services through IDEA.
Previous 50th anniversary keynotes were by early childhood leaders, Judy Heumann, an American disability rights activist; and Jani Kozlowski, TA specialist for the Early Childhood Technical Assistance (ECTA) Center. Panel discussions feature national and state technical assistance experts that help participants connect the past with the present and inform how we shape the future of TA.
Recordings of these sessions are also available.
This glossary contains terms relevant to finance for IDEA Part C and Part B, Section 619 programs. Defined terms include blending and braiding funds, pass-through-funding and supplant. Terms include references to IDEA and other related federal fiscal requirements and those specific to billing public and private insurance for IDEA services. This resource was developed collaboratively by Infant Toddler Coordinators Association (ITCA), ECTA, The Center for IDEA Early Childhood Data Systems (DaSy), and Center for IDEA Fiscal Reporting (CIFR).
News from the Field
Child Find ACCESS: Advancing Community-Centered, Equity-Focused System Supports
SRI International, in partnership with FPG has received a five-year, OSEP-funded model demonstration project. The project, Child Find ACCESS, will develop strategies to improve state and local efforts to identity, screen, refer, and track all infants and toddlers potentially eligible for Part C services. Its goal is to reduce inequities in access to and uptake of IDEA Part C services.
In this community-based model, cross-sector organizations and entities that serve children and families, will partner to expand child find efforts to reach children and families who are currently missing from the system. They will accomplish this through data-driven local needs assessment and plans supported by TA and tools, implementation science, and cultural brokers.
Through these efforts, Part C programs are expected to see a higher proportion of referrals that meet eligibility criteria, to resolve inequities within the system, and save valuable time and resources of community programs.
Return to School Roadmap: Development and Implementation of Individualized Education Programs
A recent Q&A helps states to ensure Individualized Education Programs (IEPs) are in effect at the start of the school year; convene the IEP team; and address the school-related health needs of children with disabilities with underlying medical conditions. The 41-page document covers a myriad of topics and shows the Department's continued commitment to support states to ensure they have the information necessary to carry out the requirements and to make good use of the additional American Rescue Plan (ARP) funds to ensure the full implementation of IDEA requirements. The Return to School Roadmap: Development and Implementation of Individualized Education Programs in the Least Restrictive Environment under the Individuals with Disabilities Education Act, is second in a series of Q&As from the Department of Education's Office of Special Education and Rehabilitative Services (OSERS).
NASEM-COVID-19: Promoting Emotional Well-Being among Children and Adolescents
In response to the COVID-19 pandemic, the National Academies of Sciences Engineering and Medicine (NASEM) convened experts to assist with the development and dissemination of web-based tools to support the cognitive, affective, and behavioral well-being of children, adolescents, and their parents. The tools use web-based interactive and engaging micro-learning approaches (i.e., short, animated videos) along with graphic novel-style documents. Using evidence-based cognitive behavioral therapy strategies, these tools illustrate techniques that can reduce anxiety and increase coping and resilience in children and adolescents.
Improving Early Childhood Services for Dual Language Learners
If you are interested in improving early childhood services for dual language learners and their families, the research of Lillian Durán, Ph.D. may be of interest. Her research focuses on improving instructional and assessment practices with preschool-aged multilingual learners. Her presentations focus on recommended practices in assessment and intervention with young children of color with and without identified disabilities who are immigrants and/or speak languages other than English. Dr. Durán has Ph.D. in Educational Psychology from the University of Minnesota and is currently an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and an Associate Dean of Academic Affairs in the College of Education.
Transition to Kindergarten: Why It Matters and How to Promote Success
The National Center on Early Childhood Development, Teaching and Learning has released a brief that discusses key strategies to support a child's successful transition to kindergarten. The transition to kindergarten presents changing demands, expectations, and supports for children and their families. When children experience discontinuities between early learning settings and kindergarten, they may be at greater risk for academic failure and social adjustment problems. Thus, building and implementing a seamless kindergarten transition can make a significant difference for children's on-going school success.