| Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior (PDF - 976 KB) |
| Authors: | M. Mincic, B. J. Smith, & P. Strain, 2009 |
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| Description: | A policy brief on the process of implementing the Pyramid Model and achieving positive outcomes for young children with challenging behaviors and their families. |
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| Administrators’ Walkthrough Checklist for Prekindergarten Classrooms (PDF - 25 KB) |
| Authors: | The Technical Assistance and Training System (TATS), 2009 |
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| Description: | Core items (19 items divided into three categories: physical environment, curriculum, and teaching) that administrators would expect to see as they spend a short period in an inclusive preschool classroom. Provides space for recording notes. |
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| Administrators’ Walkthrough Checklist for Prekindergarten Classrooms (Supplement) (PDF - 158 KB) |
| Authors: | The Technical Assistance and Training System (TATS), 2009 |
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| Description: | The supplement elaborates on of all the core items on the Administrators’ Walkthrough Checklist and provides more information about what should be seen. The supplement provides more detailed examples by further defining the 19 items on the checklist. |
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| Administrators' Walkthrough Checklist for Prekindergarten Classrooms - Level 3 - Examples of Quality Classroom Settings (PDF files) |
| Authors: | The Technical Assistance and Training System (TATS), 2009 |
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| Description: | Level 3 of the Administrators' Walkthrough provides photographic examples illustrating all the components in the Administrators' Checklist and Supplement. It can be used as a tool by classroom staff or program administrators. |
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| Assessing Kindergarten Children: What School Systems Need to Know (PDF - 1156 KB) |
| Authors: | C. Scott-Little, & J. Niemeyer, 2001 |
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| Description: | From SERVE. A planning guide and tool to help school systems make decisions about assessments based on “best practices" in early childhood assessment. |
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| Assessing the State of State Assessments: Assessing Young Children (PDF - 7044 KB) |
| Authors: | SERVE, 2003 |
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| Description: | For states that are designing wide-scale early childhood assessment systems. Addresses four critical areas–design, instrumentation, implementation, and data utilization. |
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| Beyond the School Yard: Pre-K Collaborations with Community-Based Partners (PDF - 1008 KB) |
| Authors: | A. Wat, & C. Gayl, Pre-K Now, July 2009 |
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| Description: | Program examples and the benefits and challenges of collaboration between school districts, Head Start, faith-based organizations, and other community-based groups is examined. |
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| Building Professional Development Partnerships for Inclusion (PDF - 184 KB) |
| Authors: | Frank Porter Graham Center Snapshot #57, 2009 |
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| Description: | Report from the Child Development Institute Natural Allies project which studied challenges in training teachers to teach and care for young children with disabilities. |
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| Considerations Related to Developing a System for Measuring Outcomes for Young Children with Disabilities and Their Families (PDF - 398 KB) |
| Authors: | Early Childhood Outcomes (ECO) Center, 2004 |
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| Description: | Examination of issues to consider (conceptual, measurement, analytical, logistical, and infrastructure) when developing child and family outcomes. |
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| Discover the Possibilities: A Tool to Support Local Areas in Planning and Implementing Effective Family Support Efforts. (PDF - 105 KB) |
| Authors: | Minnesota Technical Assistance for Family Support, 2002 |
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| Description: | A tool to assist in planning and implementing effective family support efforts in communities. |
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| Early Childhood Programs and Evaluations: A Decision-Maker’s Guide. (PDF - 150 KB) |
| Authors: | Center on the Developing Child, Harvard University, 2007 |
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| Description: | Guide from the National Forum on Early Childhood Program Evaluation to help decision-makers become better prepared to interpret data about early childhood programs. |
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| Family and Child Outcomes for Early Intervention and Early Childhood Special Education (PDF - 137 KB) |
| Authors: | Early Childhood Outcomes (ECO) Center, 2005 |
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| Description: | Description of the child and family outcomes developed by the ECO center. |
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| FAQ: Using Title I of ESEA for Early Education (PDF - 403 KB) |
| Authors: | H. Matthews, & D. Ewen, 2010 |
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| Description: | From the Center for Law and Social Policy (CLASP). This FAQ provides answers to commonly asked questions on the use of Title I of ESEA funds for early education. |
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| Finding High Quality Pre-K (PDF - 73 KB) |
| Authors: | Pre-K Now, National Parent Teacher Association |
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| Description: | A checklist designed to help parents choose a quality Pre-K program for their child. Includes program qualities most important for a child’s growth and development. |
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| Florida's Rules for Pre-K Children with Disabilities or Developmental Delay File
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| Authors: | State of Florida |
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| Description: | Florida rules 6A-6.03026, Florida Administrative Code (FAC), Special Programs for Prekindergarten Children with Disabilities and 6A-6.03027 (FAC), Special Programs for Children Three Through Five Years Old Who are Developmentally Delayed. |
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| Florida VPK Education Standards: What Parents Should Know (PDF - 443 KB) |
| Authors: | Florida Department of Education, Office of Early Learning, 2008 |
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| Description: | Designed to help families create learning environments and opportunities for their children that are both developmentally appropriate and aligned to the VPK Education Standards. |
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| Funding the Future: States' Approaches to Pre-K Finance (PDF - 428 KB) |
| Authors: | D. Stone, Pre-K Now, 2006 |
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| Description: | A report to assist policymakers and advocates in examining the range of Pre-K funding options, and to highlight national leaders who have proven how to get it done. |
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| Getting To Outcomes 2004: Promoting Accountability through Methods and Tools for Planning, Evaluation, and Accountability (PDF - 2357 KB) |
| Authors: | M. Chinman, P. Imm, & A. Wandersman, 2004 |
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| Description: | Useful material for program planning. Text and worksheets address needs and resources assessment; goals and objectives; choosing programs; ensuring program 'fit'; capacity, planning, process, and outcome evaluation; continuous quality improvement; and sustainability. |
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| The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3 to 5 Years Old (PDF - 1266 KB) |
| Authors: |
Office of Head Start, 2011 |
| Description: |
The changes to the revised Framework are designed to provide more clarity to the domains and domain elements of the original Framework. |
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| The Head Start National Reporting System: A Critique (PDF - 182 KB) |
| Authors: | S. J. Meisels, & S. Atkins-Burnett, 2004 |
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| Description: | Issues related to the assessment of young children and the new assessment requirements for children in Head Start programs. |
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| Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A user Friendly Guide (PDF - 137 KB) |
| Authors: | U.S. Department of Education, Institute of Education Services, National Center for Education Evaluation and Regional Assistance, 2003 |
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| Description: | A guide to provide educational practitioners with user-friendly tools to distinguish practices supported by rigorous evidence from those that are not. |
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| Improving School Readiness and Success for Children |
| Authors: |
Stacey Joyner & Kathleen Theodore, SEDL’s Southeast Comprehensive Center, 2011 |
| Description: |
The significance of school readiness and factors that help young learners prepare for school. Looks at three components: The child’s readiness, schools’ readiness to support the child, and (3) family and community supports and services. Discusses components of high-quality programs, professional development, alignment of standards, and coordinated early childhood data systems. |
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| Inclusion: The Role of the Program Administrator (PDF - 513 KB) |
| Authors: | Center on the Social and Emotional Foundations for Early Learning, September 2004 |
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| Description: | Outlines what federal laws say about inclusion, discusses challenges to including children with disabilities in early childhood programs, and strategies to overcome them. |
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| IDEA 2004: Definition of Scientifically Based Research (PDF - 44 KB) |
| Authors: | Pennsylvania Training & Technical Assistance Network (PaTTAN), 2005 |
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| Description: | Discusses the alignment of IDEA 2004 with the No Child Left Behind Act (NCLB) and its definition of the term 'scientifically based research'. |
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| Integrating Early Childhood Mental Health Consultation with the Pyramid Model (PDF - 1077 KB) |
| Authors: | D. F. Perry, & R. K. Kaufmann, November, 2009 |
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| Description: | A policy brief providing an overview how consultation can support the implementation of the Pyramid Model, and issues that arise in integrating these two approaches. |
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| Issues in Designing State Accountability Systems (PDF - 4295 KB) |
| Authors: | G. Harbin, B. Rous, M. McLean, 2004 |
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| Description: | A resource for state policy makers and researchers who are interested in collaboratively designing and implementing accountability models that yield accurate data. |
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| The Long Reach of Early Childhood Poverty (PDF - 297 KB) |
| Authors: |
Greg J. Duncan & Katherine Magnuson, 2011 |
| Description: |
A research brief from the Stanford Center for the Study of Poverty which reviews the evidence linking early childhood poverty to long-lasting negative outcomes and discusses strategies to mitigate the effects of poverty-induced stress on vulnerable families with young children. |
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| NAEYC/NAECS/SDE Position Statement on Curriculum, Assessment, and Program Evaluation (PDF - 68 KB) |
| Authors: | Nat’l Association for the Education of Young Children (NAEYC) & the Nat’l Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), 2003 |
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| Description: | This joint position statement addresses the importance of high-quality programs for all young children with an emphasis on curriculum, assessment and program evaluation. |
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| NAEYC/NAECS/SDE Position Statement with Expanded Resources – Early Childhood Curriculum Assessment & Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8 (PDF - 199 KB) |
| Authors: | (NAEYC) and (NAECS/SDE), 2004 |
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| Description: | Contains the position statement and recommendations in addition to an overview of relevant trends and issues, principles and values, and a rational for each recommendation. |
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| NECTAC Technical Assistance Model for Long-Term Systems Change (PDF - 789 KB) |
| Authors: |
L. Kahn, J. Hurth, M. Diefendorf, C. Kasprzak, A. Lucas, & S. Ringwalt, 2010 |
| Description: |
This conceptual framework uses a logic model approach to change developed specifically for states’ early intervention and preschool special education programs. |
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| New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts (PDF - 291 KB) |
| Authors: | C. L. Gayl, M. Young, and K. Patterson, Pre-K Now, September 2009 |
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| Description: | A policy paper that outlines Title I and highlights districts that have used this funding successfully to establish and strengthen their Pre-K programs. |
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| Outcomes for Children Served Through IDEA’s Early Childhood Programs: 2010–11 (PDF - 1.08 MB) |
| Authors: |
Early Childhood Outcomes Center - July 27, 2012 |
| Description: |
A summary of outcomes data for young children with delays or disabilities who received services under the Individuals with Disabilities Education Act (IDEA) in 2010–11. The summary shows that between 68% and 73% of children birth through age 2 showed greater than expected growth across three outcomes (social relationships, knowledge and skills, action to meet needs) and 81% of children aged 3 through 5 showed greater than expected growth across the three outcomes. |
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| Poverty Fact Sheet: Implications for Infants and Toddlers (PDF - 168 KB) |
| Authors: |
ZERO TO THREE Policy Center - Retrieved June 21, 2011 |
| Description: |
Poverty has been shown to compromise early child development, leading to both short- and long-term effects on health, school achievement, and later success in life. This factsheet that discusses what is actually meant by "poverty" and how it pertains to the healthy development of infants and toddlers. |
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| Pathways to Early School Success: Effective Preschool Curricula and Teaching Strategies (PDF - 474 KB) |
| Authors: | L. Klein, & J. Knitzer, National Center for Children in Poverty, 2006 |
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| Description: | An issue brief that explores the role of curriculum, professional development, and supports for teachers in addressing early literacy and math for low-income Pre-K children. |
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| Prekindergarten Children with Disabilities: Expanding Opportunities for Providing Services - A Guide for Making System and Program Level Decisions (PDF - 1760 KB) |
| Authors: | Bureau of Exceptional Education and Student Services, Florida Department of Education & Technical Assistance and Training System (TATS) Project, 2008 |
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| Description: | A guide is to assist school districts in making decisions about inclusive early childhood placements for Pre-K children with disabilities. Addresses system and program decisions, and is intended for use by administrators and IEP teams, including families. |
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| Preschool Assessment: A Guide to Developing a Balanced Approach (PDF - 1514 KB) |
| Authors: | A. S. Epstein, L. J. Schweinhart, A. DeBruin-Parecki, & K. B. Robin, n.d. |
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| Description: | From the National Institute for Early Education Research (NIEER). Discusses why assessment is important, assessment methods, and reliable and valid preschool assessment. |
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| Preschool Curriculum Decision-Making: Dimensions to Consider (PDF - 250 KB) |
| Authors: | E. Frede, & D. J. Ackerman, National Institute for Early Education Research, n.d. |
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| Description: | This fact sheet provides a framework for decision-makers to use in evaluating which curriculum might be most appropriate for their specific preschool program. |
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| Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation (PDF - 336 KB) |
| Authors: | Division for Early Childhood, Council for Exceptional Children – DEC, 2007 |
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| Description: | Provides key recommendations with rationales for each of the components in the NAEYC/NAECS/SDE position statement: Curriculum, Assessment, and Program Evaluation. |
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| A Quiet Crisis: The Urgent Need to Build Early Childhood Systems and Quality Programs for Children Birth through Age Five (PDF - 706 KB) |
| Authors: | Council of Chief State School Officers, 2009 |
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| Description: | Policy statement concerning quality early learning experiences to help children enter school ready to learn. Includes a section on the need for meaningful family engagement to help parents partner with early childhood programs and enhance their children’s learning experiences. |
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| Quality Indicators of Inclusive Programs / Practices: A Compilation of Selected Resources (PDF - 1954 KB) |
| Authors: |
D. Cate, M. Diefendorf, K. McCullough, M. Peters & K. Whaley, 2010 |
| Description: |
Compilation of resources and indicators of high quality inclusive practices. Excerpts and adaptations of the resources are provides for these national and state-developed resources. |
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| Response to Intervention and the Pyramid Model (PDF - 1165 KB) |
| Authors: | L. Fox, J. Carta, P. Strain, G. Dunlap, & M. L. Hemmeter, 2009 |
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| Description: | Discussion of the Pyramid Model and its application for promoting young children’s social competence and preventing behavior challenges. |
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| Restraint and Seclusion Resource Document (PDF - 1.53 MB) |
| Authors: |
U.S. Department of Education |
| Description: |
This document highlights how school-wide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion in preschool, elementary, and secondary schools. The resource is applicable to all children, not just those with disabilities. |
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| Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings (PDF - 336 KB) |
| Authors: | Mary Ruth Coleman, Tracey West, and Froma Roth, National Center for Learning Disabilities (NCLD), 2009 |
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| Description: | Information on key components of RtI in preschool settings, examples of models, and resources for implementation and policy recommendations |
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| Scaling Up High Quality Pre-K What Can Be Learned from States’ Efforts To Date? (PDF - 120 KB) |
| Authors: | The Rand Corporation, 2005 |
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| Description: | This report describes some of the progress states have made in implementing high-quality Pre-K programs on a universal scale, and identifies significant policy and practice issues. |
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| Self-Assessment and Planning Tool for Curriculum and Assessment (PDF - 114 KB) |
| Authors: | Nat’l Association for the Education of Young Children (NAEYC) & Nat’l Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), 2004 |
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| Description: | A self-assessment planning tool for programs/agencies to evaluate their curriculum and assessment system based on recommendations from the NAEYC/NAECS/SDE joint position statement. |
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| State Pre-K Assessment Policies: Issues and Status |
| Authors: |
Debra Ackerman & Richard Coley, Educational Testing Service, 2012 |
| Description: |
Report looks at current approaches states are using to assess children enrolled in Pre-K programs, some of the challenges of assessing young children's learning, and suggested sound practices for states to consider implementing. |
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| Study on How Home Learning Environments Impact School Readiness (PDF - 83 KB) |
| Authors: |
E. T. Rodriguez, & C. S. Tamis-LeMonda, 2011, ScienceDaily |
| Description: |
A study that found factors such as levels of shared reading, exposure to frequent and varied adult speech, and access to children's books have an impact on school readiness skills. Results highlight the importance of the first years of a child's life and how interventions can make a difference. |
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| Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality (PDF - 675 KB) |
| Authors: | National Early Childhood Accountability Task Force |
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| Description: | This report provides the basis for the improved delivery of continuous, high-quality services for young children and their families. |
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| Tapping Title I: What Every School Administrator Should Know about Title I, Pre-K and School Reform (PDF - KB) |
| Authors: | C. L. Gayl, M. Young, and K. Patterson, Pre-K Now, January 2010 |
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| Description: | This brief provides basic information for superintendents and other district officials to use to make choices about using Title I resources to support quality Pre-K programs. |
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| Technical Assistance to Promote Service and System Change (PDF - 1450 KB) |
| Authors: | K. Blase, Technical Assistance Center on Social Emotional Intervention for Young Children, November 2009 |
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| Description: | TA strategies to initiate, implement, and sustain effective practice and systems change. Assists a range of stakeholders to understand the types of TA that are most beneficial. |
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| Understanding Inclusion and the Americans with Disabilities Act (ADA) (PDF - 1266 KB) |
| Authors: | Florida Children’s Forum |
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| Description: | A resource to assist families, child care providers and advocates in planning and delivering child care for children with special needs in inclusive settings. |
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| Why Program Quality Matters for Early Childhood Inclusion: Recommendations for Professional Development (PDF - 398 KB) |
| Authors: | National Professional Development Center on Inclusion, November 2009 |
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| Description: | Describes components of quality inclusive programs and recommendations for infusing content into inclusive program quality for professional development. |
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