eNotes
September 12, 2024Updates from the ECTA Center
Long-Time ECTA Director to Retire
Christina Kasprzak, who for the last 10 years has been Director of the Trohanis TA Projects at the Frank Porter Graham Child Development Institute (FPG) and co-led its largest national TA project, the Early Childhood TA Center (ECTA), will be retiring at the end of September. Under her leadership, the Trohanis TA Projects have helped state and local early intervention and preschool special education programs improve systems and services for infants, toddlers, and preschoolers with disabilities and their families. Kasprzak joined FPG in 1997 and has served as an evaluator, TA provider, director, and principal investigator on many projects. Those projects include the National Early Childhood TA Center (NECTAC), the Early Childhood Outcomes Center (ECO), ECTA, the Center for IDEA Data Early Childhood Data Systems (DaSy), and New Voices.
Ensuring Access and Positive Outcomes for All Young Children: Using Data to Understand and Eliminate the Use of Exclusionary Discipline Practices
Ensuring Access and Positive Outcomes for All Young Children: Using Data to Understand and Eliminate the Use of Exclusionary Discipline Practices guides cross-sector teams at the state, territory, tribal, and local levels with strategies in collecting and using data across the mixed delivery system of early care and education programs. Collecting and analyzing qualitative and quantitative data can help inform teams to develop policy and practices that will eliminate exclusionary practices, provide the workforce with needed resources and support, and promote improved outcomes for young children and their families. The guide was developed by the Center for IDEA Early Childhood Data Systems (DaSy), National Center for Pyramid Model Innovations (NCPMI), and the Early Childhood Technical Assistance (ECTA) Center.
Part C Infant and Toddler Program Federal Appropriations and National Child Count 1987-2023
Part C of IDEA (the Program for Infants and Toddlers with Disabilities) is a federal grant program that assists states in operating a comprehensive statewide program of early intervention services for infants and toddlers ages birth-2 with disabilities, and their families. Part C Infant and Toddler Program Federal Appropriations and National Child Count 1987-2023 presents a historical perspective on the funding of this important early childhood program. A PDF chart of historical and recent trend data is also available for download.
Part B, Section 619 Preschool Program Federal Appropriations and National Child Count 1977-2023
Part B, Section 619 of IDEA authorizes additional preschool formula grants to states that are eligible for grants under Section 611 of Part B. States are eligible if they make Free Appropriate Public Education (FAPE) available to all children ages 3-5 with disabilities. While not mandatory, all states are currently providing IDEA services to preschool-aged children. Part B, Section 619 Preschool Program Federal Appropriations and National Child Count 1977-2023 presents a historical perspective on the funding of this important early childhood program. A PDF chart of historical and recent trend data is also available for download.
Announcements
Biden-Harris Administration Awards Over $558 Million to Improve Maternal Health, including $440 Million to Support Pregnant and New Moms, Infants, and Children through Voluntary Home Visiting Programs Proven to Improve Maternal and Child Health, Child Development, and School Readiness
Vice President Kamala Harris recently announced "a critical $440 million to support pregnant women, new mothers, and their children through home visiting programs that will improve health outcomes, child development, and access to resources for years to come." This funding through the Health Resources and Services Administration (HRSA), an agency of U.S. Department of Health and Human Services (HHS), expands voluntary, evidence-based maternal, infant, and early childhood home visiting services for eligible families across the country, building on the Biden-Harris Administration’s commitment to reducing the nation’s high maternal mortality rate.
News from the Field
A Practical Guide for State Teams to Increase Inclusion in Early Childhood Programs
This new resource offers valuable insights for state agency leaders and advocates on using data to promote inclusive policies for young children in early care and education settings. Designed for state early childhood inclusion teams, A Practical Guide for State Teams to Increase Inclusion in Early Childhood Programs, provides actionable steps to foster a culture of inclusion, particularly for children with disabilities. It outlines key strategies such as forming dedicated teams, leveraging data for decision-making, and understanding funding opportunities to achieve inclusive goals. The guide primarily focuses on preschool children, ages three to five, aiming to ensure they have access to the programs and services that best support their development.
Research
The Long-Lasting Benefits of Prekindergarten Education on Autistic Children's Working Memory Development
A new study by Sohyun An Kim reveals that pre-kindergarten education significantly benefits working memory development in autistic children. Despite challenges with school readiness and working memory that often affect autistic children and those from lower socioeconomic backgrounds, this research demonstrates that pre-K education can offer both immediate and long-lasting advantages. Using a nationally representative dataset, analyses revealed that while pre-K education enhances working memory for all children, the benefits for autistic children typically begin later but extend up to three years.