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KITS eUpdate


Part C Indicator 4: Family Outcomes Data (FFY 2018)

In this recorded presentationDaSy 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.

Read more: https://ectacenter.org/eco/pages/familyoutcomes.asp#nationaldata

Source: ecta-enotes – March 5, 2020

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.

Read more: https://ectacenter.org/eco/pages/familyoutcomes-calc.asp#graphing

Source: ecta-enotes – March 5, 2020

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.

Read More: https://reader.mediawiremobile.com/epmagazine/issues/206890/viewer?page=33

Source: ecta-enotes – March 5, 2020

State and Jurisdictional Eligibility Definitions for Infants and Toddlers with Disabilities Under IDEA Part C

Whether for comparison or consideration of an eligibility change, states and territories under IDEA Part C often find need to know the eligibility definitions used by other states and territories. This database provides the following information about a state or jurisdiction's Part C eligibility policy:

·         Definition of developmental delay
·         At risk for developments delay policy (if applicable)
·         Link to state eligibility policy and additional links to other policies, if available
·         Selected Categories of Diagnosed Conditions (e.g. prematurity, low birth weight, very low birth weight, small for gestational age, prenatal exposure to substances, hearing impairment, vision impairment and prenatal exposure to Zika) are included if information is available beyond Part C regulatory language.

Read more: https://ectacenter.org/topics/earlyid/state-info.asp

Source: ecta-enotes – January 20, 2020

New Service Coordination in Early Intervention Position Statement

This joint position statement acknowledges the importance of EI service coordination and recognizes the expertise and needs of professionals who provide this service. The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and the IDEA Infant & Toddler Coordinators Association (ITCA) collaborated and issued this joint statement. Because of the complex nature of service coordination and the essential role of service coordinators in the EI process, the DEC and ITCA posit that service coordinators must have the knowledge, skills, administrative support, professional development, and resources they need to provide the highest quality services to children and families. https://www.decdocs.org/service-coordination

Source:  ecta-enotes – December 9, 2020

Nurturing a Child’s Curiosity

New research shows that the more curious children are, the better they do academically in reading and math once they enter school.  Touching something interesting, asking a question, leaning in to look closely, and repeating an action again and again to see what happens are ways we use our curiosity to discover how the world works. Check out this website to learn how questions and other strategies can promote curiosity in infants and toddlers.   https://www.zerotothree.org/resources/3505-nurturing-your-young-child-s-curiosity

Source: Natural Resources – December 3, 2020

Gain Language Skills and Learn About STEM Through Storybook Conversations

Reading a book with a child can be a great way to use open-ended questions to support many kinds of learning. Check out a great guide for using dialogic reading practices to do just that with Eric Carle’s The Very Hungry Caterpillar. You’ll even find a link to a video of a parent reading that book to her toddler and more at https://stemie.fpg.unc.edu/sites/stemie.fpg.unc.edu/files/Storybook-Very%20Hungry%20Caterpillar-Carle.pdf

NOTE: This is one of the many great new resources on STEM (Science, Technology, Engineering, and Math) learning for young children with and without disabilities on the STEMIE website: https://stemie.fpg.unc.edu/v

Source: Natural Resources – December 3, 2020

Early Hearing Detection and Intervention Implementation Tip Sheet

This tip sheet from the Early Hearing Detection and Intervention (EHDI) provides checklists and screening algorithms for the birth to 6-month period to ensure that screening, surveillance, referral, and intervention can occur at appropriate times for optimal development. Children who are deaf or hard of hearing face a potential developmental emergency if they do not receive fully accessible language exposure during the critical period of development, ages birth to 5 years. This compels pediatric health professionals to ensure an infant or child receives hearing confirmation as quickly as possible followed by appropriate and timely intervention. https://downloads.aap.org/AAP/PDF/BF_EHDI_TipSheet.pdf

Source: ecta eNotes – November 3, 2020

Determining A Child's Eligibility for Early Intervention Services Remotely

This resource includes guidance, considerations, and resources for state staff and local practitioners who are determining Part C eligibility remotely. As a result of COVID-19, many states are having to determine a child's eligibility for Part C services remotely using a variety of approaches such as teleconference, videoconference, and sharing information and video synchronously and asynchronously. Therefore, effective state policies, procedures, and practices are important to appropriately identify children eligible for Part C services.

The resource also includes three tables of assessment tools with potential for remote administration. Read more: https://ectacenter.org/topics/earlyid/remote-eligibility-partc.asp

Source: ecta eNotes – November 3, 2020

Recommendations for Re-Opening Face-to-Face Sessions for Inclusionary Preschools and Early Care Centers

This resource will help program administrators and classroom practitioners design educational environments as they re-open. The strategies presented are evidence-based practices that have been effective across time; the data are irrefutable. Even in these challenging circumstances, these strategies will assist all staff to make decisions to better serve children and families, as well as mitigate teacher burnout and support staff retention. The Early Childhood Technical Assistance (ECTA) Center and National Center of Pyramid Model Innovations (NCPMI) remain committed to supporting early childhood programs to successfully serve children with disabilities and their families, as well as children who have not been identified with disabilities and their families, during the COVID-19 pandemic.

Read more: https://ectacenter.org/topics/disaster/coronavirus-re-opening-preschool.asp

Source: ecta eNotes – November 3, 2020

Newborn Screening Information Center

Within the first 24-48 hours after birth, all babies go through a series of state mandated screenings to detect certain serious conditions that can affect their long-term health or survival. Using a few drops of blood from the newborn's heel, newborns are screened for certain genetic, endocrine, and metabolic disorders, and as well receive additional testing to see if they are deaf or hard of hearing and/or have critical congenital heart defects (CCHDs). Newborn screening is important because the earlier a condition(s) can be detected and diagnosed, the sooner a baby can receive treatment and/or intervention. This gives babies the best chance at a healthy life. 

To increase awareness, knowledge, and understanding of newborn screening, NICHQ partnered with Genetic Alliance, a national expert in newborn screening to develop a website that delivers general as well as state-specific and condition-specific newborn screening information. In this announcement, learn more about the Newborn Screening Information Center website.

Read more: https://www.nichq.org/news-item/explore-hrsas-new-newborn-screening-information-center?utm_campaign=Resources&utm_medium=email&_hsmi=97917160&_hsenc=p2ANqtz--T4AIZr1w9r23Gg4YJjVbjzPbMON-MEoPrAUEaLzlRCmkOVITpn4JA9gyLkfpwTXid3kgjVenfBG5KUlLERiAI3BRS9Q&utm_content=97917160&utm_source=hs_email

Source: National Institute for children’s Health Quality – October 21, 2020

Inside the Virtual Visit: Using Tele-Intervention to support Families in Early Intervention

Inside the Virtual Visit: Using Tele-Intervention to Support Families in Early Intervention was published August 22nd, 2020 in Young Exceptional Children's OnlineFirst.

This new article is a great resource for practitioners offering tele-intervention for families during the pandemic. DEC is offering this article for free to all, members and non-members alike. http://ow.ly/QwFt50BbfNX

Source: Division for Early Childhood – August 28, 2020

Five New Videos for Families about Virtual Home Visits 

Five new videos produced by Larry Edelman for parents who are new to early intervention home visits provided via video conferencing. In each of these two-to-three minute videos, parents describe how virtual home visits have been working for their families. Providers may find it useful to share selected videos with families who are new to their programs. 

·       A Family's Story: Virtual Home Visits with Zander's Family
If you're interested in learning how to make the most of your provider's expertise during and in between virtual visits, listen to five-month-old Zander's family story.

·       A Family's Story: Virtual Home Visits with Grayson's Family
If you're anxious about how virtual visits will work for your family, listen to 18-month-old Grayson's family story.

·       A Family's Story: Virtual Home Visits with Ares' Family
If you're new to EI/ECSE and want to understand how virtual visits work, listen to nine-month-old Ares' family story. 

·       A Family's Story: Virtual Home Visits with Liam's Family
If you're familiar with in-person home visits, but unsure of the benefits of virtual visits listen to young Liam's family story. En Español (with English subtitles)

·       A Family's Story: Virtual Home Visits with Sam's Family
If you're wondering what benefits a provider can bring to your child and family through virtual visits, listen to two-year-old Sam's family story.

All five videos can be found on ECTA’s web site at: https://ectacenter.org/topics/disaster/ti-service.asp#familyprep

These videos were produced collaboratively with these five delightful and generous families and the teams at the Cuyahoga County Board of Developmental Disabilities; the Ohio Department of Developmental Disabilities; the Desired Results Access Project, funded by the California Department of Education, Special Education Division; Florida State University, Communication and Early Childhood Research and Practice Center; Iowa Department of Education Early ACCESS; and the Early Childhood Technical Assistance Center at the FPG Child Development Institute, UNC-Chapel Hill.

Source: JFK Partners – September 2, 2020

OSEP-Issued Questions and Answers

Several question and answer documents have been issued by OSEP in response to questions from the field. The documents cover Part C dispute resolution procedures, Part C initial evaluation and assessment timeline, procedural safeguards during COVID-19, and Parts B and C use of funds and flexibility in the implementation of IDEA fiscal requirements.

Source: ecta-enotes – July 8, 2020

Re-Opening Resources on Masks and Social Distancing from NCPMI 

  •  Wearing Masks: These scripted stories, with their colorful and fun photographs of children and families, help explain to children the how, why, and when of wearing face masks during the COVID-19 pandemic. Also available in Spanish.
  •  Helping Children Understand Emotions When Wearing Masks: These tips and ideas help children identify emotions when faces, our most expressive feature, are covered by a mask. Parents and practitioners can use these strategies to let children know that behind the mask, a kind and warm expression is still there.
  •  Greetings While Social Distancing: This colorful greeting board uses expressive photos of children to demonstrate ways to greet each other while maintaining social distancing. In English and Spanish, the examples included are air hug, elbow bump and thumbs up.

Source: ecta-enotes – July 8, 2020

Maternal and Child Health Inequities Emerge Even Before Birth

In 2019, ZERO TO THREE and Child Trends unveiled the first-of-its-kind State of Babies Yearbook: 2019, bridging the gap between science and policy with national and state-by-state data on the well-being of America’s babies. The data were clear: the state where a baby is born makes a big difference in their chance for a strong start in life. This brief is focused on the serious disparities in maternal health and birth outcomes among babies and families of color.

Source: Child Trents – July 8, 2020


A number of states are providing service delivery via technology to young children with disabilities and their families, using funding from both Medicaid and private health insurance. This new page collects information specific to the Coronavirus (COVID-19) response, research on effectiveness, funding through Medicaid and private insurance, and ensuring HIPAA compliance.See: https://ectacenter.org/topics/disaster/tele-intervention.asp

Use of telehealth in early intervention (IDEA Part C) - Resources to consider during the COVID-19 public health emergency

Practice / Effectiveness:

A number of states are already using telehealth in early intervention Part C that has included funding from both Medicaid and Private health insurance. There are a few articles that have looked at the use of telehealth within early intervention Part C:

Overview of States’ Use of Telehealth for the Delivery of Early Intervention (IDEA Part C) Services -Jana Cason, DHS, OTR/L; Diane Behl, M.Ed.; Sharon Ringwalt, PhD, CCC-SLP http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6105/6409

Report on the Use of Telehealth in Early Intervention in Colorado: Strengths and Challenges with Telehealth as a Service Delivery MethodBeth Cole, EDD , Katherine Pickard, PHD , Arlene Stredler-Brown, PHD, CCC-SLP International Journal of Telerehabilitation (Spring 2019)https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6597149/pdf/ijt-11-33.pdf

Telerehabilitation: An Adjunct Service Delivery Model for Early Intervention Services Jana Cason, DHS, OTR/L, International Journal of Telerehabilitation (Spring 2011) http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6071/6301

Tele-Intervention: The Wave of the Future Fits Families’ Lives Today Diane D. Behl, K. Todd Houston, W. Spencer Guthrie, and Nancy K. Guthrie, EP Magazine (Dec. 2010) https://infanthearing.org/resources_home/events/docs_events2011/tele-intervention.pdf

A Multisite Study Evaluating the Benefits of Early Intervention via Telepractice Behl, Diane D. MEd; Blaiser, Kristina PhD; Cook, Gina PhD; Barrett, Tyson BS; Callow-Heusser, Catherine PhD; Brooks, Betsy Moog MS; Dawson, Pamela MEd; Quigley, Suzanne PhD; White, Karl R. PhD, Infants and Young Children (April / June 2017) https://journals.lww.com/iycjournal/Fulltext/2017/04000/A_Multisite_Study_Evaluating_the_Benefits_of_Early.5.aspx

The Development of Statewide Policies and Procedures To Implement Telehealth for Part C Service Delivery Beth Cole, MNM, Arlene Stredler-Brown, PhD, Becki Cohill, OTD, Kristina Blaiser, PHD, Diane Behl, PhD, Sharon Ringwalt, PhD, International Journal of Telerehabilitation (Fall 2016) http://telerehab.pitt.edu/ojs/index.php/Telerehab/article/view/6206/6668

Source: ecta-enotes – March 18, 2020


Other Resources Specific to Telehealth in Early Intervention:

National Center for Hearing Assessment and Management (NCHAM) – Utah State University ‘A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearinghttp://www.infanthearing.org/ti-guide/ Over the past 8-9 years, NCHAM has been supporting the knowledge base and research to determine the effectiveness of tele-Intervention (TI). They believe TI is a useful tool in serving families of children who are Deaf and Hard-of-hearing and applies to the use in promoting communication development. This guide has applicability across early intervention and has great resources on technology, sample consent form etc.

Colorado Early Intervention – Telehealth ‘Live Video Visits’ Resources https://padlet.com/tracy_sperry/telehealthresource Colorado has a number of resources they have developed to implement what they have termed ‘live video visits’.

American Physical Therapy Association http://www.apta.org/Telehealth/ Includes a variety of resources on practice and billing and a blog post on telehealth ethics Best Practice and the Law (Aug 2019) http://www.apta.org/Blogs/PTTransforms/2019/8/28/Telehealth/

Source: DEC-SPED – March 18, 2020


6 “gumdrops” – Short, engaging videos that demonstrate evidence-based practices for infants and toddlers 

Illustrate Variability in Development - What Can 2-Year-Olds Do? It Depends


This video, which shows two-year-olds performing different tasks, is a delightful reminder of how much learning and development takes place in the 12 months between two and three. Watch the differences between younger, middle, and older two-year-olds as they respond to simple requests and see what a difference a year makes.

Underscore the Power of Imitation - Dad-Baby Pushups


Watch this clip to see the power of modeling and imitation. To learn more about why these skills are important, read this article: https://www.fatherly.com/health-science/imitation-important-toddler/

Cement the Importance of Serve and Return Interactions - Father-Son Interaction


 After viewing this clip, satisfy your hunger for more information about serve-and-return interactions by viewing this article (https://www.bbc.com/future/article/20191001-the-word-gap-that-affects-how-your-babys-brain-grows) or this website (https://developingchild.harvard.edu/science/key-concepts/serve-and-return/).

See the Importance of Early Brain Development  - I Built My Granddaughter’s Brain


Use this brief but terrific video to help adults of all generations to see the fabulous difference they can make. Back this up with https://www.cdc.gov/ncbddd/childdevelopment/early-brain-development.htmlhttps://www.zerotothree.org/early-development/brain-development (English), https://www.zerotothree.org/espanol/brain-development (Spanish), or https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/

Remember the Absolute Joy of New Experiences Experiencing Rain for the First Time

Watch the experience of two different toddlers enjoying rain for the first time. Sure, they’re getting wet, but what are all the other things they’re learning?

https://www.youtube.com/watch?v=4mPEHKdfPuU or https://www.youtube.com/watch?v=mxmmvHsDeuI

Universal Design for Learning Strategies Support Each and Every Child Blowing Out a Birthday Candle


On the one hand, this is a cute clip about a birthday candle. On the other hand, this clip brilliantly illustrates the importance of multiple ways to respond, interact, and communicate. These are the principles of Universal Design for Learning (UDL). Learn a bit more from this article  https://www.semanticscholar.org/paper/Integrating-Principles-of-Universal-Design-Into-the-Dinnebeil-Boat/e99bd01432da51ad0ffc7733edd96f7f39fc3d9a

 Resources for Early Childhood Faculty Members and Instructors Whose Students May Be Homeless

A 2019 survey of nearly 86,000 students found that homelessness affected 18% of respondents attending two-year colleges and 14% of those attending four-year institutions. There are excellent, free resources available for better understanding issues of housing insecurity and supporting students for whom this is a reality. Consider the Schoolhouse connection website (https://www.schoolhouseconnection.org/learn/higher-education/) or NAEHCY (https://naehcy.org/higher-education/)

 Source: natural resources – March 10, 2020

Self-Assessment Tool for Early Childhood Programs Serving Families Experiencing Homelessness 

This tool from the Ounce of Prevention Fund and the U.S. Department of Human Services Administration for Children and Families has been designed for child care, Head Start and Early Head Start, and public pre-k programs to guide them in welcoming and supporting families and children experiencing homelessness into their programs. The tool contains recommendations for making early childhood programs more responsive to the unique needs of infants, toddlers, preschoolers and their families who experience homelessness. It also identifies additional resources to support programs.


Source: natural resources – February 14, 2020

Supporting Children and Families Experiencing Homelessness: An Interactive Learning Series for Early Childhood Professionals

This series of eight instructional modules was designed to enhance knowledge around family homelessness and the McKinney-Vento Homelessness Assistance Act's definition of "homeless" as it refers to children and youth. Module topics include an overview, understanding family homelessness, understanding the McKinney-Vento definition of “homeless”, determining a family’s homeless situation, identifying and reaching out to families experiencing homelessness, enhancing program access and participation for children experiencing homelessness, and building relationships with families.


Source: natural resources – February 14, 2020

Supporting Children and Families Experiencing Homelessness

HHS’s Office of Head Start, Early Childhood Learning & Knowledge Center has a series of eight training modules for early care and education providers on supporting children and their families who are experiencing homelessness. Learn the McKinney-Vento Homelessness Assistance Act's definition of "homeless" and best practices for working with partners and families, including conducting community outreach. https://eclkc.ohs.acf.hhs.gov/

Source:  U.S. Department of Health & Human Services – December 2, 2019

How to Implement Trauma-Informed Care to Build Resilience to Childhood Trauma 

This research brief from Child Trends summarizes current practices for implementing trauma-informed care to support children who have been exposed to trauma. The authors outline the ways in which a broad range of programs (including afterschool programs, schools, early care and education providers, medical providers, and social services) can incorporate trauma-informed care into their services and help children build resilience against past and future traumatic experiences. Check it out at https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-build-resilience-to-childhood-trauma 

Source: natural resources – November 25, 2019

 Infants with Prenatal Substance Exposure 

 This website offers online access to resources, research, state examples, and archived webinars.


Source: natural resources – October 26, 2019

Developmental Consequences of Fetal Exposure to Drugs: What We Know and What We Still Must Learn

This research article summarizes findings from current studies on outcomes of exposed individuals across various areas of functioning (neurobiology, physical growth, intelligence, executive functioning, behavior, and psychopathology) reviews treatment models in development, and highlights potential avenues for future research. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4262892/ 

Source: natural resources – October 26, 2019

What is executive function? And how does it relate to child development?

Executive function and self-regulation skills help us manage information, make decisions, and plan ahead. We need these skills at every stage of life, and, while no one is born with them, nearly all of us are born with the potential to develop them. But, how do we do that?  https://harvard.us4.list-manage.com/track/click?u=641f78fe500d565329121ffc9&id=c9cf99b5a5&e=7bcca0efc7

To understand more about executive function skills and why it's important to develop these skills during early childhood, check out this new infographic. https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/?utm_source=newsletter&utm_medium=email&utm_campaign=april_2019

View the executive function infographic https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/?utm_source=newsletter&utm_medium=email&utm_campaign=april_2019

Source: Center for the Developing Child – April 17, 2019

Resources to Help You Plan for National Children’s Mental Health Awareness Day 2019

Awareness Day is less than a month away, and we know you’re busy planning! Use our How to Engage Your Community During Awareness Day to support your efforts. This tool features tips for selecting an activity, collaborating with partners, and promoting your event, along with downloadable graphics.https://nam01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fr20.rs6.net%2Ftn.jsp%3Ff%3D001st-qRQXKti8Et6YeaEt8GjmspYiDrtJy-DkIxv91QeSm2-Z1i520gxG9G_TGFHUC1fKlKfvgMcftHg0e7kgoA077nXunJDlPzV4TVVbEONAOHcOEoFu9fYzAwLP5s1NYTiNtOWMvldWp7RCiwsAR64oPkW0VFyBIMYXY3JwsZT5cg7JjHKA4VaR2a4ZK5HKqtNAfSG4PLo1uFtST1MgIms01qEWEiV6UFRPzBfCbRrQ%3D%26c%3DttQMON32vMITdSYK30JX_flSaJ5eQlWjx2KY9B0iQZjdApIzUnQe1Q%3D%3D%26ch%3DeyIuOfmYg4nJ9YGoBFCijwp7q_JZ1eIUGPPMZw9FfGnMNnqX_KE0FA%3D%3D&data=02%7C01%7Clindeman%40ku.edu%7C46dfa9a1d7c24863a02608d6c1896b4a%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C636909193313106575&sdata=sZVOP%2FhNNgglrixKbxCyhVy%2BMQHBBvVxvFMmL6tdq6o%3D&reserved=0

The 2019 resource guide also features messages you can use to get the word out about Substance Abuse and Mental Health Services Administration's (SAMHSA) Awareness Day 2019 event. This event will occur at 3 p.m. EDT on Monday May 6 at the HHS Grand Hall. Be sure to hold the time so you can watch live on HHS.gov! https://nam01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fr20.rs6.net%2Ftn.jsp%3Ff%3D001st-qRQXKti8Et6YeaEt8GjmspYiDrtJy-DkIxv91QeSm2-Z1i520gxG9G_TGFHUC80FL9vPwBSSKVed_Bj7m4N4UhYJMja2_u2UjPlN9OTLVDHXL8XGRYNRvjI8eG-DhRyTgn_3B2Enji-qpDv1DRDNQXGCAEHtPsn2Eo7dwdcC5sXZhOzA7uQ%3D%3D%26c%3DttQMON32vMITdSYK30JX_flSaJ5eQlWjx2KY9B0iQZjdApIzUnQe1Q%3D%3D%26ch%3DeyIuOfmYg4nJ9YGoBFCijwp7q_JZ1eIUGPPMZw9FfGnMNnqX_KE0FA%3D%3D&data=02%7C01%7Clindeman%40ku.edu%7C46dfa9a1d7c24863a02608d6c1896b4a%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C636909193313116580&sdata=50oH7TwejO2dm0Zd4nOrBXa%2F1siRAAXRZF0ZyY9BSSg%3D&reserved=0

 Source: TA Telegram – April 15, 2019

 Adverse childhood experiences are different than child trauma, and it’s critical to understand why

 Legislators, caregivers, and the media increasingly recognize that childhood adversity poses risks to individual health and well-being. The original Adverse Childhood Experiences (ACEs) Study has helped raise public awareness about this critical public health issue. However, as the use of ACEs questionnaires for identifying potentially harmful childhood experiences has gained popularity, it is important to understand how ACEs differ from other commonly used terms, including childhood adversity, trauma, and toxic stress. https://childtrends.us16.list-manage.com/track/click?u=2dcd6a778a067d2b0f01fd186&id=1a7568da06&e=619cf83a75

 Source: Child Trends – April 11, 2019

Structural Factors Shape the Effects of the Opioid Epidemic on Pregnant Women and Infants

In the latest issue of JAMA, (January 2019, Volume 321, Issue 4), a study found that higher levels of unemployment rates were associated with higher rates of neonatal abstinence syndrome (NAS), a condition attributed to the exposure of opioids during pregnancy. The researchers also found a significant association between counties that had a shortage of mental health professionals and higher rates of NAS. The findings suggest that to significantly address the impact of opioid use on neonates and their families, research and policy must reach beyond clinics and into community infrastructure, such as local economic and mental health conditions. https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fjamanetwork.com%2Fjournals%2Fjama%2Ffullarticle%2F2722750&data=02%7C01%7Ckpage%40ku.edu%7C9c7b73e6083b49579fef08d6877fb69f%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636845379944854711&sdata=HFIyQGZqcTejpkUXo6Gr81TOYIfFnO98CaYmLIizCbA%3D&reserved=0

Source: ecta-enotes – January 31, 2019

Early Education Essentials: Illustrations of Strong Organizational Practices

A recent report from the Ounce and the University of Chicago Consortium on School Research (December 2018) poses the question, "What do strong organizational conditions look like in early childhood education (ECE) settings?" and outlines the following six essentials necessary for high-quality ECE programs. Comparison tables of strong versus weak essentials are provided, along with a summary, appendix, and references. https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fconsortium.uchicago.edu%2Fsites%2Fdefault%2Ffiles%2Fpublications%2FEarly%2520Ed%2520Essentials%2520Illustrations-Dec2018-Consortium.pdf&data=02%7C01%7Ckpage%40ku.edu%7C9c7b73e6083b49579fef08d6877fb69f%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C1%7C636845379944864716&sdata=F3Y0UTckOZJZ%2Bsk1kc%2FBxtHEzad95%2B4qaNgf%2FurPYKg%3D&reserved=0

  • Effective instructional leaders
  • Collaborative teachers
  • Involved families
  • Supportive environment
  • Ambitious instruction
  • Parent voice

Source: ecta-enotes – January 31, 2019

Understanding Motivation: Building the Brain Architecture

A recent working paper published by the National Scientific Council on the Developing Child (December 2018) explores the science of motivation and how positive feedback in early childhood reinforces a child's inherent feelings of satisfaction or pleasure. The development of the brain's motivation systems is most sensitive when infants and toddlers "are learning approach, avoidance, and attachment behaviors". These behaviors are learned best via responsive, supportive interactions from caregiver relationships. The paper further explains how a child's motivation and rewards systems can be disrupted and implications for caregivers and policymakers. https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf

Source: ecta-enotes – January 25, 2019

Medicaid for Key Infant and Early Childhood Mental Health Services

The NCCP recently published this brief (November 2018) that provides updated data results from a 50-State survey regarding states' Medicaid coverage for key infant and early childhood mental health services. Policies that support the accessibility and quality of these services are also examined. http://www.nccp.org/publications/pdf/text_1211.pdf

Source: ecta-enotes – January 25, 2019

Potential Link Between the Opioid Crisis and Gastroschisis

A recent report from the CDC (January 2019) considers a potential link between gastroschisis, a birth defect where the infant is born with its intestines outside of its body, and communities with high opioid prescription rates. A study found that counties where doctors provided frequent opioid prescriptions "had 1.6 times more babies born with gastroschisis compared to counties with low opioid prescription rates". Researchers stress that tracking birth defect rates and opioid prescriptions is necessary for understanding the impact of the opioid crisis on mothers and infants. https://www.cdc.gov/ncbddd/birthdefects/features/opioid-crisis-and-gastroschisis.html

 Source: ecta-enotes – January 25, 2019 

Early Childhood Advocacy Tools

Discover how to talk to your legislator, how your action can help families in need, and how to work with the media with these advocacy tools from the Ounce of Prevention. All are available at https://www.theounce.org/resources/advocacy-tools/?utm_source=MarketingCloud&utm_medium=email&utm_campaign=national_policy&utm_term=&utm_content=201901_newsletter

Source: natural resources – January 25, 2019

Benefits for Children with Disabilities 

The Social Security Administration has updated its Benefits for Children with Disabilities pamphlet (2019) describing benefits available to eligible children with disabilities and how to apply. Some benefits included are Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), health insurance, Medicaid, Medicare, and employment support programs. A 2018 version is also available in Spanish. https://www.ssa.gov/pubs/EN-05-10026.pdf

 Source: ecta-enotes – January 18, 2019

New PDG Grants Awarded for State Efforts for Young Children Birth to Five

 ACF recently released this compiled list of the 45 Preschool Development Grant (PDG) B-5 grant awardees (January 2019) and amounts awarded. This funding gives states the opportunity to design and implement high-quality, equitable early child care and education programs for all children and families. Contact Richard Gonzales at richard.gonzales@acf.hhs.gov if you have any questions about the grant. http://docs.wixstatic.com/ugd/38a114_1ae7b214cc7e44cea4663057a373d142.pdf

 Source: ecta-enotes – January 18, 2019

 Supporting Families Impacted by Opioid Use and Neonatal Abstinence

This new resource from the Maternal and Child Health Bureau (October 2018) provides home visiting practitioners useful information on the effects of the opioid crisis on young children and describes approaches and treatments necessary for meeting their complex needs, as well as, the mothers' needs. Additional resources about children with special health care needs can be found on the MRSA website.  https://mchb.hrsa.gov/sites/default/files/mchb/MaternalChildHealthInitiatives/HomeVisiting/MIECHV-Opioid-NAS-Resource.pdf

Source: ecta-enotes – January 11, 2019

Birth to 5: Watch Me Thrive! - Updated

The U.S. Dept of Education has updated its Birth to 5: Watch Me Thrive! Additional Resources webpage (November 2018). The resource collection includes information that promotes positive child development and behavioral screening. Educators, healthcare providers and other professionals will find tools for working with families to acquire early identification screenings for their children, as well as, tools for finding community services to assist families and young children.https://www2.ed.gov/about/inits/list/watch-me-thrive/index.html

Source: ecta-enotes – December 14, 2018

Building Strong Foundations: Racial Inequity in Policies that Impact Infants, Toddlers, & Families

ZERO TO THREE and CLASP recently published this brief (November 2018) to address policies that prevent racial equity and their negative impact to young children, families, and surrounding communities. Recommendations to design new or reformed policies that reduce racial disparities are provided.  https://www.clasp.org/sites/default/files/publications/2018/11/Building%20Strong%20Foundations%20Racial%20Equity%20Brief.pdf

Source: ecta-enotes – December 14, 2018

A Resource Collection on Trauma-Informed Care

CPIR has compiled this collection of resources (November 2018) for caregivers to gain knowledge and effectively assist children impacted by trauma. The collections cover several areas, including basic information about adverse childhood experiences (ACEs), caring for specific populations affected by trauma (e.g., children with disabilities), building trauma-informed schools, and responding to disasters. https://www.parentcenterhub.org/trauma-informed-care-resource-collection/

 Source: ecta-enotes – December 7, 2018

Spanish Milestone Tracker App  

CDC’s FREE Milestone Tracker app, now available in English and Spanish. #MilestoneTracker app at: https://www.cdc.gov/ncbddd/actearly/milestones-app.html

 Source: Dr. Peggy Kemp – November 20, 2018

 Screen Sense: Impact of Media Use on Children Under 3

ZERO TO THREE just released several evidence-based screen sense resources (October 2018) to assist caregivers of children under 3 years old to assess safe media content and usage for young children. Parents will learn the 3 C's, the E-AIMS tool for choosing content, how to develop a family media plan, and how to role model their own screen use in the company of their children. https://www.zerotothree.org/resources/series/screen-sense

 Source: ecta-enotes – October 30, 2018

Evidence-based Practice and Autism

The Center on the Developing Child created this Guide to Toxic Stress to clear up the confusion and help you learn the facts about toxic stress step by step. https://developingchild.harvard.edu/guide/a-guide-to-toxic-stress/

Source: Center on the Developing Child – October 30, 2018

Position Statement on Low Birth Weight, Prematurity & Early Intervention

Last month, the DEC posted its position statement on low birth weight, prematurity and early intervention (September 2018). The document covers available research on low weight preterm infants and the impact of evidence based early intervention. DEC supports that a national standard of low birth weight be set below 1500 grams and 37 weeks for early intervention (EI) eligibility. They also recommend that each state reviews its policies on eligibility and determines if its current criteria for EI eligibility integrates with current research. An executive summary of the statement is also available. https://www.decdocs.org/position-statement-low-birth-weight

Source: ecta-enotes – October 19, 2018

Supporting Families of Young Children in Leadership Roles (Video Series)

ECTA has published a new video series (August 2018) to support states implementing the Individuals with Disabilities Education Act (IDEA) Part C and Part B Section 619 (preschool) regulations. The videos focus on methods to engage families in the planning, decision-making, and evaluation of local child care programs, and strategies to support new family leaders. The videos also include testimonials from family leaders involved in the educational system and explore the challenges families may face as they begin their leadership path.http://ectacenter.org/topics/familyeng/supportingfamilyleaders.asp

Source: ecta-enotes – October 19, 2018

The Opioid Crisis 

This thoughtfully researched and written article from Teaching Tolerance magazine pays specific attention to how the opioid epidemic affects children, how it manifests in the early elementary classroom, and what educators can do right now to make a difference. https://www.tolerance.org/magazine/summer-2018/the-opioid-crisis?utm_source=Teaching+Tolerance&utm_campaign=c040927be6-A+Letter+From+Our+Director&utm_medium=email&utm_term=0_a8cea027c3-c040927be6-83000183

Source: natural resources – October 19, 2018

ACEs and Toxic Stress: Frequently Asked Questions

The terms adverse childhood experiences (ACEs) and toxic stress seem to be everywhere right now, but what are they exactly and how are they related? Clear up the confusion in this new, easily shareable resource that includes a helpful, downloadable infographic and answers to the most frequently asked questions (FAQs). Most importantly, information is included about how to help mitigate the effects of ACEs and toxic stress, whether you've experienced them yourself or want to help others. Learn more at https://developingchild.harvard.edu/resources/aces-and-toxic-stress-frequently-asked-questions/

Source: natural resources – October 17, 2018

Play is not frivolous; it is brain building”  

The headline quote comes from page 5 of the August 2018 publication entitled The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Don’t miss this rich resource from the American Academy of Pediatrics. In addition to providing a thoroughly documented overview of the nature and types of play, the report unpacks the effects of play on brain structure and functioning, benefits for children, benefits for adults, and implications for learning and development. Challenges and barriers to play, including media, are also chronicled. While the recommendations offered are targeted to pediatricians, many of them apply to messages that would be appropriate for early childhood professionals to consider. 


Source: natural resources – August 29, 2018

Leading Family Engagement in Early Learning: A Supplemental Guide  


This 2018 guide from the Global Family Research Project (https://globalfrp.org/) examines best practices for family engagement within a variety of spaces, from public libraries to schools. It includes a collection of free resources that thoughtfully offer evidence for culturally-responsive and effective ways to engage families.  

Source: natural resources – July 11, 2018

New guide provides info on how to consider child functioning relative to age

You'll find answers to commonly asked questions about "age anchoring" as it applies to the Child Outcomes Summary process in this new resource.


 Source: UNC's Frank Porter Graham Child Development Institute – April 30, 2018

Resources for Learning About and Addressing How The Opioid Crisis Impacts Young Children

The American Academy of Pediatrics, in partnership with Casey Family Programs, had assembled a collection of resources highlighting the impact of the opioid crisis on children and families across the country. Go to https://www.aap.org/en-us/advocacy-and-policy/federal-advocacy/Pages/Opioid-Factsheets.aspx to access state-by-state and national fact sheets that examine the intersection of the opioid epidemic, child welfare systems, and child health. These fact sheets also offer policy solutions that can support vulnerable children and families at both the state and federal level.

 Source: natural resources – April 30, 2018

Evidence-based Practice and Autism

In support of the National Autism Awareness month, OSERS' shares a blog post from Sam Odom of the FPG Child Development Institute (April 2018) that gives examples of available national and global research focused on evidence-based practices and autism. Practitioners, researchers, and caregivers working with children with autism will find valuable information in the linked resources (examples below):


Source: ecta-enotes – April 27, 2018

Strategies to Improve Instructional Practice in Early Childhood Settings

This recent issue of Fast Fact from CEELO (April 2018) responds to a state's request for a review of national research on best practices that have effectively improved results on the Classroom Assessment Scoring System (CLASS), with a specific focus on practices that impact instruction applicable to teachers in school and community-based early education programs. The review identified several models for effective professional development and coaching for quality instruction. http://ceelo.org/wp-content/uploads/2018/04/2ceelo_fast_fact_LA-Instruction-LCT_041218_final.pdf

Source: ecta-enotes – April 27, 2018

Maltreatment and Trauma Resources

The latest edition of DEC's Resources within Reason (March 2018) offers a compilation of resources for families, educators, and administrators supporting children who have been exposed to maltreatment and traumatic events. From learning the effects of maltreatment on brain development to using art therapy to assist young children express their emotions, these resources offer current information and best practices to facilitate healing.

For additional free information on topics relating to individuals who support young children and their families, with an emphasis on children with or at risk for disabilities, visit the Resources within Reason archives at http://www.dec-sped.org/resources-within-reason.

Source: ecta-enotes – March 23, 2018

Screening Strategies in Real Life Settings (Video)

This 15-minute video from the ECHO Initiative (March 2018) demonstrates several effective Otoacoustic Emissions (OAE) screening strategies to use with young children in different settings. While some children only need one strategy, others may require multiple strategies for a successful screening session. Learn the do's and don'ts from skilled and patient screeners.http://www.infanthearing.org/flashplayer/echo-video-player-hd.htm?file=http://www.infanthearing.org/flashvideos/ECHO/9b-Examples%20of%20Strategies2.mp4

Source: ecta-enotes – March 23, 2018

Smoothing Out the Bumps of Transitioning to Kindergarten

The transition to kindergarten is an important time in the young life of a preschooler. Research has shown that the quality of children’s kindergarten transition processes has implications for their future academic and social outcomes, and the level of family engagement in kindergarten. Research further indicates that children living in families with low incomes are less likely to have positive transition experiences. This brief examines policies and practices that can be implemented to increase the likelihood that all children will have positive transition experiences. It includes a sample of promising kindergarten transition practices at the state and local levels, and describes a model for creating successful transitions to kindergarten. https://pdg.grads360.org/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=#communities/pdc/documents/15113

Source: PDG-TA – February 23, 2018

Head Start Resources Supporting Individualization

Head Start's Children with Disabilities webpage provides a compilation of resources for supporting individualization for children ages birth to 5. The evidence-based resources align with the 8 Division for Early Childhood (DEC) Recommended Practices' topic areas (Assessment, Environment, Family, Interaction, Instruction, Teaming and Collaboration, Transition, and Leadership) and are organized by knowledge level for educators and families. https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/resources-supporting-individualization

 Source: ecta-enotes – January 19, 2018

New videos posted on the NM FIT FOCUS Video Library

We are excited to share 3 new videos that have been added to the Family Infant Toddler (FIT) Program Video Library.http://www.cdd.unm.edu/ecln/FIT/fit-focus-video-library.html

A Home Visit with Esaia’s Family: Coaching with FGRBI (10:59)

This video illustrates how a Speech-Language Pathologist and a parent work together during early intervention home visits. The SLP and the parent describe the benefits of using a coaching approach, focusing on family routines, and using Family Guided Routines Based Intervention as a framework

Using Video Technology To Enhance Coaching In Early Intervention (6:37)

This video illustrates a pilot project in New Mexico in which early intervention practitioners video record their home visits, post the videos to a private video sharing and collaboration platform, and receive coaching on their application of new practices.

Dream Big: A FIT Family Story (5:27)

In this video, produced for families who are new to early intervention, Dani and Marcos describe many of the key features of early intervention and how they and their daughter benefit from them.

The video can be found at the top of the page at: http://www.cdd.unm.edu/ecln/FIT/fit-focus-video-library.html 

Source: Larry Edelman – January 11, 2018

Resources Supporting Individualization for Children Ages Birth to Five

Young children ages birth to 5 vary widely in their skills, knowledge, backgrounds, and abilities. Effective teaching for all children, especially those at risk for or diagnosed with disabilities, requires individualized teaching and learning opportunities to access, participate, and thrive in all early childhood settings.

This collection of resources (https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/resources-supporting-individualization) provides information about evidence-based practices that support individualization and associated resources. These practices are aligned with the Head Start Early Learning Outcomes Framework. The resources are organized around the eight topic areas of evidence-based practices identified in the Division for Early Childhood (DEC) Recommended Practices: Assessment, Environment, Family, Interaction, Instruction, Teaming and Collaboration, Transition, and Leadership. These recommended practices have been validated as having the strongest evidence-base for individualizing teaching and learning opportunities for all children.

 Source: natural resources – January 11, 2018

Self-Assessment Tool for Early Childhood Programs Serving Families Experiencing Homelessness

This tool from the Ounce of Prevention Fund (the Ounce) and the U.S. Department of Human Services Administration for Children and Families (ACF) has been specifically designed for child care, Head Start and Early Head Start, and pre-k programs as a guide for welcoming and supporting families and children experiencing homelessness into these programs. Early care and education providers play a critical role in identifying and supporting families with young children who are experiencing homelessness and connecting those families to other resources within their community. Being exposed to a safe, stable, and developmentally appropriate environment while young is important to healthy child development. The tool contains recommendations for making early childhood programs more responsive to the unique needs of infants, toddlers, preschoolers and their families who experience homelessness in five areas: Identification and Support; Removal of Barriers; Responding to Family Needs; Engagement in Strategic Collaboration; and Improving Collection, Reporting and Utilization of Data. Additional resources to support programs are also identified.https://www.acf.hhs.gov/sites/default/files/ecd/final_self_assessment_tool_for_early_childhood_programs_serving.pdf

 Source: natural resources – September 12, 2017

New Position Statement on Challenging Behavior and Young Children

The Division for Early Childhood (DEC)’s July 2017 Position Statement on Challenging Behavior and Young Children readdresses the significance of the healthy social-emotional competence of all children and provides guidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC's position includes culturally sustaining, family-focused practices, as well as a commitment to inclusion, professional development, technical assistance, and using approaches that eliminate suspension and expulsion. https://tinyurl.com/y8omad5d

Source: natural resources – August 10, 2017

5 things to know about the opioid epidemic and its effect on children

Opioids are highly addictive drugs, available in illegal forms like heroin, or legal ones like oxycodone, hydrocodone, or morphine, which are available through a prescription. A drastic increase in the abuse of prescription opioids has gained national attention on multiple fronts, and for good reason. This is what you need to know about the epidemic and how it affects childrenhttps://www.childtrends.org/child-trends-5/5-things-know-opioid-epidemic-effect-children/

Source: natural resources – July 12, 2017

Everyone’s Welcome

Watch this delightful video and use it to discuss how to make everyone welcome in your work with children and families.  https://www.youtube.com/watch?v=1MJrRvpjB1I

Source: natural resources – July 12, 2017

The Evidence for Inclusion

This one-page document will help you quickly pull up and share definitions, research findings, and access essential examples of the evidence for inclusion. https://divisionearlychildhood.egnyte.com/dd/JG2e4XJq3d/?forceDownload=false&preview=true&cb=1499868164774

Source: natural resources – July 12, 2017

Early Childhood Special Education and ESSA: A Great Opportunity for All

In this blog post, Donna Spiker, Kathleen Hebbeler, Debbie Cate, and Sharon Walsh explain how states and districts can and should prioritize the inclusion of children with disabilities in efforts to improve early learning programs. https://www.newamerica.org/education-policy/edcentral/early-childhood-special-education-and-essa-great-opportunity-all/

Source: natural resources – July 12, 2017

Enhancing Reflection, Relationships, and Respect

I’m very pleased to let you know about a new video just posted on the NM PreK Video Library. It’s titled Enhancing Reflection, Relationships, and Respect and it illustrates how the NM Pre-K Video-Based Consultation Project has been using video and coaching to support early childhood educators in enhancing relationships, reflection, and respect in their classrooms. Produced by the NM PreK Video-Based Consultation Project in collaboration with Alpha School for Young Children, Inc. in Las Cruces, New Mexico, this project was funded by the New Mexico Children, Youth & Families Department.https://www.newmexicoprek.org/index.cfm?event=public.prek.Videolibrary&cachefix=8087  

Source: Larry Edelman – June 19, 2017

Webinar - Supreme Court Decision: Recommendations for Administrators and Implications for Developing IEPs

The CEC is happy to announce the recording of their recent webinar, "Supreme Court Decision: Recommendations for Administrators and Implications for Developing IEPs" is available now! As a CEC member and special education professional, we want to make sure that you're aware of what's going on in special education law, and help prepare you for what recent rulings mean for your daily practice. The webinar recording and webinar slides are attached to this post.

If you missed the first webinar in our series discussing the Endrew F. case, you can view the recording here. Information on the case, including amicus curiae briefs, can be found on SCOTUSBlog. The book Dr. Yell referenced during the Q&A portion of the presentation is "Preparing Instructional Objectives:  A Critical Tool in the Development of Effective Instruction," by Robert Mager (published by The Center for Effective Performance). http://community.cec.sped.org/login?ReturnUrl=http%3a%2f%2fcommunity.cec.sped.org%2fviewdocument%2fwebinar-recording-how-the-supreme%3fCommunityKey%3d76229297-5574-45fe-9f79-3719114336a0%26tab%3dlibrarydocuments

The closed captioning transcript for this webinar will be available after it is finished processing. 

Source: CEC – June 2, 2017 (This is a CEC membership benefit)

New Resources on Social-Emotional Development

The Too Small to Fail initiative has released a new white paper, Not Just "Soft Skills": How Young Children’s Learning & Health Benefit from Strong Social-Emotional Development (May 2017), highlighting the research on the importance of children’s social-emotional development (SED) starting at birth. In addition, the initiative has developed new resources on SED to share directly with parents and caregivers around the country. These resources are designed to help parents easily understand the concepts behind SED, and how to apply research-based tips to their everyday lives. They include:

· A series of videos showing that every child behavior - including a seemingly random grocery store meltdown - is actually driven by emotions

· A set of complementary tip sheets to encourage talking, reading, and singing with children in sensitive, loving, and responsive ways. The tip sheets also include helpful ideas for understanding and managing a child's behavior. 

All of the resources are available in Spanish. http://toosmall.org/social-emotional-development-white-paper

Source: ecta-enotes – June 2, 2017

Promoting Social and Emotional Learning in Preschool 

This 2016 issue recently added to the RWJF Social and Emotional Learning collection (May 2017) examines several evidence-based programs that have effectively promoted social-emotional skills during preschool. The authors reveal that SEL programming during the preschool years can "reduce the school readiness gap and help children become healthy, thriving adults." See full issue here. http://www.rwjf.org/en/library/research/2017/05/promoting-social-and-emotional-learning-in-preschool.html

Source: ecta-enotes – June 2, 2017

Social and Emotional Learning

The Spring 2017 issue of Future of Children, Social and Emotional Learning (Vol. 27, Issue 1), focuses on the "state of the science when it comes to SEL intervention and assessment, while also tackling important policy issues in education. The eight articles are intended to help shed light on how best to support SEL in schools and to explore how SEL in schools might impact important policy questions in education." See also, the accompanying policy brief, Social and Emotional Learning: A Policy Vision for the Future by Clark McKown. www.futureofchildren.org/file/986/download?token=WkE8Dw_D

Source: ecta-enotes – June 2, 2017

Braiding, Blending, and Layering Funding Sources to Increase Access to Quality Preschool

A new technical assistance report, Braiding, Blending, and Layering Funding Sources to Increase Access to Quality Preschool (2017), discusses a number of strategies for braiding, blending or layering various funding sources to provide comprehensive, inclusive early learning programs for young children and their families. It includes interviews with local school district, Head Start, and child care administrators discussing how they are making it work in their programs. https://pdg.grads360.org/#communities/pdc/documents/14113

Source: ecta-enotes – May 19, 2017 

Infant and Early Childhood Mental Health Consultation (IECMHC) Toolbox

The recently released Infant and Early Childhood Mental Health Consultation (IECMHC) Toolbox (2017) offers information about the latest research and best practices for IECMHC in infant and early childhood settings. It provides free interactive planning tools, guides, videos, and additional resources to support IECMHC efforts in states, tribes, or communities. A webinar hosted by the Center of Excellence for Infant and Early Childhood Mental Health May 23rd, 2017 from 2:00-3:00 pm ET will introduce early care and education providers to the toolkit. http://onlinelibrary.wiley.com/doi/10.1002/ets2.12148/full

Source: ecta-enotes – May 15, 2017

This eUpdate is a service of the KITS Project.  KITS is a program of the University of Kansas supported by a grant from the Kansas Department of Health and Environment.  

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