eNotesMarch 5, 2021
Updates from the ECTA Center
Part C Indicator 4: Family Outcomes Data (FFY 2018)
In this recorded presentation, DaSy and ECTA staff discuss FFY 2018 results from the Indicator C4 Family Outcomes data, including state approaches to surveys, data quality, performance trends, and resources.
National-State Family Data State Approaches Graph Creator 2018-19 (FFY 2018)
The National-State Family Data State Approaches Graph Creator helps states to compare state C4 family outcomes data to the national data in the three sub-indicator areas. Comparisons can be made to subgroups of states that use the same survey and scoring approach for the following:
- the ECO Family Outcomes Survey (FOS) with recommended scoring,
- the FOS-Revised with recommended scoring, and;
- the NCSEAM with Rasch scoring.
States that use other scoring or surveys can graph their data using the comparison to national data. National data in the calculator are for FFY 2018, submitted by states in February 2020. Graphs can be copied and pasted into other files, such as presentations and reports.
Noah and Pop-Pop Go to Preschool
This video of preschooler, Noah, his mother, Sarah, and Pop-Pop provides numerous examples of embedding instruction into daily routines. It is part of a multi-part series produced by Larry Edelman and shares the experiences of practitioners and families from across the country while illustrating how early education and early childhood special education have successfully supported preschoolers and their families during the COVID-19 pandemic. Thirteen minutes in length, the video shows how crucial the instructional support Noah's family receives from his teachers, Ms. Rebecca and Ms. Amanda, is to Noah's successful participation and learning. Also featured is the school principal, Katrina Daniels, who chose Noah and Sarah to meet then President-elect Joe Biden as he rolled out his early childhood platform at Noah's school. Ms. Daniels says that Noah's family exemplified the importance of family partnerships and accessibility for all children without having to sacrifice other family priorities.
News from the Field
NC-ELN Selected for Coaching to Advance Equity and Culturally Responsive Practices
"What would it look like if each child left preschool with a positive cultural self-identity?" That is one of the questions that seeks to be answered through a two-year targeted technical assistance collaboration between the NC-Early Learning Network (NC-ELN) and the National Center for Pyramid Model Innovations (NCPMI). NC-ELN is one of only two programs nationwide to be selected for the Implementation Coaching to Advance Equity in Pyramid: TA Partnership from NCPMI. This partnership will strengthen the focus of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children on equity and the promotion of culturally responsive practices. It will also establish a state demonstration program including resources, tools, and processes that reinforce equity across NC's more than 300 Pyramid Model implementation classrooms.
2019 National Deaf-Blind Child Count
The National Center on Deaf-Blindness has published its 2019 National Deaf-Blind Child Count that informs the technical assistance, personnel preparation, scholarship, and research related to deaf-blindness in children and youth. The count is a compilation of data from state deaf-blind projects across the United States and provides data on demographics and other characteristics of children with deaf-blindness, aged birth through 21.
NIEER Survey Finds Seven Impacts of the Pandemic on Young Children and their Parents
A new report released by the National Institute for Early Education Research (NIEER) found that the pandemic resulted in significant loss of important learning opportunities for young children through the fall into December 2020. Participation in preschool programs declined sharply from pre-pandemic levels. Although most children who attended preschool programs did so in-person, this was not true for young children in poverty, who had less than 1/3 the access to in-person education of children in higher income families. Parent supports for learning through booking reading and teaching basic skills also declined sharply. So, children lost learning opportunities both at home and in preschool programs. Not surprisingly, parents reported unusually high rates of social-emotional or mental health problems for their young children. The nationally representative survey sample included 1,001 parents of children, aged 3 to 5 years old. The PNC Foundation and the Foundation for Child Development funded the online survey.
Building Resilience: Resources to Help Families Grow From Challenging Times
Using the Strengthening Families approach to building resilience can benefit all families, including those of children with disabilities and special health care needs, by offering small, but meaningful changes that families can incorporate into their lives to enhance strengths. This article describes each protective factor in this approach, which includes parental resilience; social connections; knowledge of parenting and child development; concrete support in times of need; and social and emotional competence of children, along with related resources for building resilience through crisis and change.