Resources for Everyone

Policy

brookings

How Much Could We Improve Children’s Life Chances by Intervening Early and Often?
Sawhill and Karpilow (2015) at Brookings show that targeted interventions can close the achievement gap of children from low-income families, by improving social mobility and enhancing lifetime incomes.

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Division for Early Childhood (DEC) Position Statement on Leadership in Early Intervention and Early Childhood Special Education

This Division for Early Childhood (2015) position statement promotes high-quality leadership at all levels of the early intervention / early childhood special education service system.

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The Division for Early Childhood of the Council for Exceptional Children – Recommended Practices
DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities. The Recommended Practices were first developed by DEC in 1991 to provide guidance to the relatively new field of Early Intervention/Early Childhood Special Education. In the late 1990s, work was undertaken to revise the initial set of practices and establish the evidence base for the practices through an extensive review of the literature. Through recent collaborative work with the Early Childhood Technical Assistance Center (ECTA), the practices have been revised and updated, and a new set of DEC Recommended Practices is now available.

OSEP

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) issued guidance in the form of a Dear Colleague Letter (DCL) that emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that many children with disabilities may not be receiving appropriate behavioral interventions and supports. When schools fail to consider and provide for needed behavioral supports through the Individualized Education Program, it is likely to result in a child not receiving the free appropriate public education to which they are entitled under federal law.

The DCL on the Inclusion of Behavioral Supports in Individualized Education Programs is now available on the Department’s website.

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ED & HHS Release Policy Statement on Inclusion in Early Childhood Programs
The “Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs,” released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.

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ED-HHS Policy Statement on Family Engagement
On May 5, 2016, the U.S. Departments of Education (ED) and Health and Human Services (HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades. It is the Departments' position that strong family engagement is central to promoting children’s healthy development, school readiness, and academic achievement in elementary school and beyond. When families and the programs where children learn work together in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success.

ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades (PDF, 443KB)

 Executive Summary (PDF, 215KB)

Social Emotional Development and Challenging Behavior

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Roadmaps to Effective Intervention Practices
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) created a series entitled “Roadmaps to Effective Intervention Practices” on topics such as screening for social emotional concerns, family-focused interventions, and implementation of the Pyramid model.

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Zero to Three’s Challenging Behavior Tips and Tools
Zero to Three has compiled a wealth of short web resources on challenging behavior and young children including Aggressive Behavior in Toddlers, Helping Your Child Begin Developing Self Control, and Colic and Crying.

Early Childhood Development

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InBrief: The Science of Early Childhood Development
Harvard’s Center on the Developing Child video and report on “The Science of Early Childhood Development” addresses basic concepts of early childhood development, established over decades of neuroscience and behavioral research, which help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.

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Learn the Signs, Act Early – Developmental Milestones
CDC’s “Learn the Signs. Act Early.” program aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need. Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, behave, and move (crawling, walking, etc.). These handouts help family members and professionals track a child’s development and act early if they have a concern.

Use Of Early Childhood Systems

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KIDS COUNT Data Book
The Annie E. Casey Foundation’s 2015 version of the annual KIDS COUNT data book shows how children are doing in health, economic, and overall well-being nationally and across the 50 states, as well as in the District of Columbia and Puerto Rico.

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The State of Preschool
The National Institute for Early Education Research (NIEER) publishes an annual report profiling state-funded prekindergarten programs in the United States.

Research-Based Practices

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Results Matter Video Library – Practices Here and There
Colorado Department of Education has created a series of short professional development videos on topics such as engaging families at parent-teacher conferences, preschool home visits, and friendships, inclusion and learning.

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Child Trends’ What Works
Child Trends’ What Works/LINKS database (LINKS stands for Lifecourse Interventions to Nurture Kids Successfully) is a searchable register of over 700 programs that have had at least one randomized, intent-to-treat evaluation to assess child or youth outcomes related to education, life skills, and social/emotional, mental, physical, behavioral, or reproductive health. Click here to see more about What Works.

Family Engagement

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Head Start Resources on Family Engagement
The Office of Head Start’s National Center on Parent, Family, and Community Engagement (NCPFCE) has published the following resources to support programs working to implement Head Start’s Parent, Family, and Community Engagement (PFCE) Framework. The resources provide summaries of selected research, proven interventions, promising practices, and suggested strategies.

ED-HHS Policy Statement on Family Engagement
On May 5, 2016, the U.S. Departments of Education (ED) and Health and Human Services (HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades. It is the Departments' position that strong family engagement is central to promoting children’s healthy development, school readiness, and academic achievement in elementary school and beyond. When families and the programs where children learn work together in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success.

ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades (PDF, 443KB)

Executive Summary (PDF, 215KB)

Collaboration

Early Head Start – Child Care Partnerships
As part of President Obama’s Early Education Plan, ACF will support states and communities in expanding high quality early learning to infants and toddlers through the Early Head Start – Child Care Partnerships. Through these partnerships, Early Head Start grantees will partner with center-based and family child care providers who agree to meet Early Head Start Program Performance Standards and provide comprehensive, full-day, full year high-quality services to infants and toddlers from low-income families.

Conceptualizing and Measuring Collaboration in the Context of Early Childhood Care and Education
There is increasing emphasis on coordination and collaboration across early care and education sectors to provide consistent, high-quality services to meet the needs of families with young children. This brief by Child Trends (2013) presents work on the conceptualization and measurement of collaboration in the field of early childhood.