US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC)
Published:
March 2006 Version 3.1
Description:
Child Care and Preschool Pandemic Influenza Planning Checklist From the US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC). A checklist to assist child care and preschool settings protect the health of their staff and the children and families they serve.
The Early Childhood Education Curriculum Debate: Direct Instruction vs. Child-Initiated Learning
Ron Banks, Clearinghouse on Early Education and Parenting (CEEP)
Published:
2001 (Last updated June 2004)
Description:
This FAQ summarizes the research findings presented in five ERIC Digests published by the ERIC Clearinghouse on Elementary and Early Childhood Education around the topic of direct instruction vs. child-initiated learning in preschool education.
Early Literacy:
BELL Reflective Classrooms Checklists
Wendy Cheyney, Ed.D., E. Judith Cohen, Ed.D., Denise Gudwin, Ph.D.
Published:
November 2006
Description:
For use in classrooms to assess language and literacy from the perspective of print-rich environments, intentional oral language interactions, and children’s use of the literacy environment. Also contains a classroom reflection summary to assist in the development of strategies and actions plans to using the checklists.
Early Literacy: Language and early literacy activities in English and Spanish
Developed by Angela Notari-Syverson, Judy Challoner, Kristin Rytter, and Rodd Hedlund
Published:
2006
Description:
Developed by Washington Learning Systems. Reproducible activity documents in English and Spanish for adults and children. Includes an activity description, and hints for making the activity fun and developmentally appropriate. Specifically designed to address 1) language development, 2) sounds and rhythms, and 3) general book and print awareness.
Early Literacy:
Language and Literacy: A Critical Connection for Early Childhood Classrooms
Wendy Cheyney, Ed.D., Professor Emeritus, Florida International University
Published:
November 2006
Description:
Power Point presented by Dr. Wendy Cheyney for the TATS Curriculum and Instruction Community of Practice conference call (November 13 and 15, 2006). This presentation provides an overview of how to incorporate early literacy activities in the Pre-K curricula for prekindergarten children with disabilities using research-based practices.
Effective Curriculum, Assessment & Program Evaluation
This joint position statement from the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education addresses the importance of high-quality programs for all young children.
Pathways to Early School Success: Effective Preschool Curricula and Teaching Strategies
An issue brief from the National Center for Children in Poverty that explores research and practice about the role of curriculum and professional development and supports for teachers in closing the achievement gap in early literacy and math for low-income preschool-age children.
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation
Division for Early Childhood, Council for Exceptional Children - DEC
Published:
2007
Description:
This DEC document includes three sections: “Curriculum"; “Assessment"; and “Program Evaluation." The intended audiences for the document include early childhood administrators and personnel who work with young children with disabilities. Teacher educators, those providing professional development, family members, and state and federal policy makers will also benefit from these materials.
Social Skills:
Interventions to Promote Peer Social Interactions in Preschool Settings
Catherine Scott-Little, Ph.D., SERVE and Judith Niemeyer, Ph.D.,
University of North Carolina at Greensboro
Published:
2001
Description:
A resource book written for SERVE designed to guide school systems through a decision-making process to design an assessment system that is best suited to their particular needs. It is a planning guide and tool to help make decisions about assessments based on “best practices" in early childhood assessment The principles outlined in the guide are based upon recommendations from the National Education Goals Panel Early Childhood Assessments Resource Group (1998) in the publication Principles and Recommendations for Early Childhood Assessments.
Assessing the State of State Assessments: Assessing Young Children
A special report from SERVE on wide-scale early childhood assessment systems, this document presents a special report on common challenges and possible solutions for state that are putting wide-scale early childhood assessment systems into place and examines wide-scale early childhood assessment systems designed to address four critical areas—design issues, instrumentation issues, implementation issues, and data utilization issues.
This joint position statement from the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education addresses the importance of high-quality programs for all young children.
Preschool Assessment: A Guide to Developing a Balanced Approach
Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki, and Kenneth B. Robin
Description:
Discusses important components of the child assessment process, including why assessment is important, assessment methods, and reliable and valid preschool assessment.
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation
Division for Early Childhood, Council for Exceptional Children - DEC
Published:
2007
Description:
This DEC document includes three sections: “Curriculum"; “Assessment"; and “Program Evaluation." The intended audiences for the document include early childhood administrators and personnel who work with young children with disabilities. Teacher educators, those providing professional development, family members, and state and federal policy makers will also benefit from these materials.
US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC)
Published:
March 2006 Version 3.1
Description:
Child Care and Preschool Pandemic Influenza Planning Checklist From the US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC). A checklist to assist child care and preschool settings protect the health of their staff and the children and families they serve.
Desired Family Outcomes of the Early Childhood Transition Process
Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. - National Early Childhood Transition Center
Published:
2007
Description:
A research brief that examines the use of a Transition Conceptual Framework to delineate specific desired family outcomes of transition which can more systematically increase the effectiveness of transitions. This systematic and strategic framework is at the heart of the evidence-based approach to accountability and identifies critical areas to use in defining and measuring successful transitions.
Discover the Possibilities: A tool to support local areas in planning and implementing effective family support efforts.
A planning tool to assist in planning and implementing effective family support efforts in communities. The document contains worksheets and other tool to assist with conducting an inventory of current existing family supports, obtaining feedback from participants, and considering the various community influences that impact local decision.
Early Literacy: Language and early literacy activities in English and Spanish
Developed by Angela Notari-Syverson, Judy Challoner, Kristin Rytter, and Rodd Hedlund
Published:
2006
Description:
Developed by Washington Learning Systems. Reproducible activity documents in English and Spanish for adults and children. Includes an activity description, and hints for making the activity fun and developmentally appropriate. Specifically designed to address 1) language development, 2) sounds and rhythms, and 3) general book and print awareness.
Effective Parenting Newsletters for parents of children with special needs and preschoolers from the Center for the Improvement of Child Caring (CICC). CICC is a private, non-profit community service, training and research corporation with the goal to improve the overall quality of child rearing and child caring in the United States.
Family-Friendly Services for Preschool Special Education: A Resource Guide
Provides guiding principles, recommended practices and tools which school district preschool special education personnel can use to provide “family-friendly" services. Encourage practices that will help school districts support “family-friendly" preschool practices that reflect a home-school-community partnership to benefit all concerned.
A power point from The Parent’s Role in Ensuring Accessing to Learning LRE Part B Community of Practice teleconference (December 5, 2006) featuring Diana Autin, Executive Co-Director of the Statewide Parent Advocacy Network of New Jersey (SPAN). This teleconference explained the crucial role of supporting family involvement in the education of all children.
The first in a set of Family Involvement Makes a Difference research briefs that examines a set of complementary learning linkages: family involvement in the home and school. This brief focuses on the linkages among the family, early childhood education settings, and schools.
Family Involvement Storybook Corner: Sharing ideas about family involvement in children's education through the joy of stories
A project that provides information and resources about using children’s storybooks with family involvement themes to engage families in their children's education and encourage family–school–community partnerships, while supporting literacy. Resources include information on family involvement storybooks, a list of read-aloud storybooks, an online bilingual storybook (in English and Spanish) about family involvement at school, and related readings on family in involvement in children's early literacy and family involvement in Latino families.
Focus on Families! How to build and support family-centered practices in after school
From the Harvard Research Project. Although the focus is on after school care this guide contains, excellent suggestions and a strategies for engaging families in school programs. A good tool to use with teachers, staff and administrators as well as families.
NCLB and IDEA: What Parents of Students with Disabilities need to Know and Do
A guide from the National Center on Educational Outcomes for parents of children with disabilities that explains the role of parents in educating children as outlined in the No Child Left Behind (NCLB) Act and IDEA, the requirements of each law and how they are aligned.
Other Kinds of Families: Embracing Diversity in Schools
Tammy Turner-Vorbeck and Monica Miller Marsh, Eds.
Published:
2007, Teachers College Press
Description:
Showcases strategies for working with families outside the "so-called norm." A diverse group of authors explore such issues as multigenerational views of school for immigrant families, the educational needs of gay and lesbian families, the representation of adoption and adoptive families in children’s literature, and the experiences of homeless students and their families with the educational system.
Parent involvement and the social and academic competencies of urban kindergarten children
McWayne, C., & Owsianik, M. - Harvard Family Research Project
Published:
2004
Description:
Describes a study of the effect of home-based parent involvement on child outcomes. Results suggest that parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning.
The Parents as Teachers program: Its impact on school readiness and later school achievement: A research summary
Provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life.
Readiness: School, family, & community connections
Boethel, M. - Southwest Educational Development Laboratory
Published:
2004
Description:
Describes research studies on factors associated with children's readiness. Explores children's abilities as they make the transition to kindergarten, factors associated with these abilities, and implications of these factors on children's later success. Also discusses the effectiveness of a variety of early childhood or preschool interventions that include a family or community focus.
Taking a Closer Look: A Guide to Online Resources on Family Involvement
From the Harvard Research Project. A resource guide that compiles and categorizes information on family involvement since 2000. The guide is divided into several sections: knowledge development, professional development, standards, programs, tools, dialogues about family involvement, and special initiatives.
The Center for Comprehensive School Reform and Improvement
Published:
September 2006
Description:
Discusses how parent involvement makes a difference for students; that parent involvement is more than parents coming to schools; informed parents are a school’s best customers, and that parents and schools working together create better schools.
This document contains many resources, including web links, on inclusion. Topics covered include: Why increase the emphasis on inclusion?; What do we know about early childhood inclusion?; Ways of making shift happen, All Around Resources, and a Standards Summary.
Social Skills: Interventions to Promote Peer Social Interactions in Preschool Settings
This joint position statement from the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education addresses the importance of high-quality programs for all young children.
New Research Synthesis on Early Childhood Inclusion
From the National Professional Development Center on Inclusion (NPDCI)
Published:
2007
Description:
This is a summary of key conclusions drawn from a review of the literature on early childhood inclusion. It may used in a variety of contexts including professional development, policy development, planning, advocacy, and grant writing.
Positive Solutions for Families of Young Children with Challenging Behavior
From the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP). Provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life.
The Potential of Title I for The Potential of Title I for High High-Quality Preschool Quality Preschool
This presentation provides a brief overview of Title I of the No Child Left Behind (NCLB) Act, explains how these funds may be used to support high-quality preschool, and offers several illustrative models of school districts using Title I funds for early education. It also provides background information making the case for investments in young, low-income children, along with relevant policy implications that may affect the availability of Title I funding for such programs.
Program Practices for Promoting Social Development of Young Children and Addressing Challenging Behavior - Leadership Strategies - Recommended Practices
Fact sheet summarizing major findings and recommendations from two literature reviews of empirical literature conducted related to systems of service delivery.
Considerations Related to Developing a System for Measuring Outcomes for Young children with Disabilities and Their Families
Examination of issues to consider (conceptual, measurement, analytical, logistical, and infrastructure) when developing child and family outcomes.
Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8.
National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)
Published:
2003
Description:
Joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) on program evaluation.
Provides a historical overview of early childhood programming and evaluation over nearly half a century. Contributing authors offer a range of views on how best to communicate the importance of investing in a child's early years and how to improve early childhood programs and policies.
Family and Child Outcomes for Early Intervention and Early Childhood Special Education
Manual using a ten step process which incorporates traditional evaluation, empowerment evaluation, results-based accountability, and continuous quality improvement to enhances practitioners' substance abuse prevention skills. 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.
The Head Start National Reporting System: A Critique
Public Policy Viewpoint focusing on issues related to the assessment of young children and the new assessment requirements for children in Head Start programs. Head Start programs now use a federally created test to assess the language, literacy, and math knowledge of all four-year-old children enrolled in Head Start. The Head Start Child Outcomes Framework, Program Performance Standards, and teacher qualifications requirements have influenced child care and state prekindergarten programs.
Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A user Friendly Guide
Summary of Early Learning Standards collected from 36 states that were analyzed to determine to what extent they addressed various dimensions and indicators of child development and early learning. Findings indicate that standards vary greatly across states, as does the degree to which these standards address important elements of learning and development.
A resource for state policy makers and researchers who are interested in collaboratively designing and implementing rigorous and systematic accountability models that yield accurate data.
Listen with Your Heart... Speaking Out: Parents Speak Out About Quality in Services
Part of a series of booklets that reflect information collected from several focus groups, including parents of children with disabilities, to find out what people are looking for in a support network, as well as the quality of services they receive. There's also a section on 'outcomes from services' where outcomes appear to be structured around themes such as relationships, choice, leading a normal life, empowerment, connection to the community, etc.
Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. - National Early Childhood Transition Center
Published:
2007
Description:
A research brief that examines the use of a Transition Conceptual Framework to delineate specific desired family outcomes of transition which can more systematically increase the effectiveness of transitions. This systematic and strategic framework is at the heart of the evidence-based approach to accountability and identifies critical areas to use in defining and measuring successful transitions.
Developing Interagency Agreements: The Road Map for Transition
Sixteen power point slides describing the process of developing interagency agreements and steps to follow to ensure a successful process. This Power Point presentation was developed by the Florida Transition Project.
Easing the Transition from Preschool to Kindergarten: A Guide for Early Childhood Teachers and Administrators
Mullins, B. - Kentucky Early Childhood Transition Project
Published:
2006
Description:
A booklet about transitioning from Pre-K to the primary program, developed by families and professionals. Personal experiences of families are highlighted throughout the document.
Getting Parents Ready for Kindergarten: The Role of Early Childhood Education
Presents preliminary evidence that family involvement in young children’s education may contribute not only to smooth transitions but also for parents by helping to prepare them for later involvement.
Getting to Know Me is designed for parents (or parents with the help of the teacher), to complete and send to the new teacher any time a child is leaving one program or classroom and entering another. It is designed for the family or teacher to complete as a hard copy and give to the new teacher.
Provides teachers with a document into which they can enter information about themselves and the school on a template with form fields. Once completed, the teacher can simply print out the number of copies needed and pass it out to the parents of children entering the classroom at the beginning of a new school year, or whenever a new child arrives.
A Parent’s Guide to a Successful Kindergarten Transition
Rous, B., & Myers, C. - National Early Childhood Transition Center
Published:
2006
Description:
A report developed from a series of focus group sessions of administrators, practitioners, and family members held around the U.S. to identify transition practices that have been implemented effectively for children, families, staff, administrators, and communities. Outcomes from these focus groups included identification of transition strategies for young children with special needs that are considered valuable by parents, providers, and administrators.
The Transition Process for Young Children with Disabilities: A Conceptual Framework
Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L.A. - National Early Childhood Transition Center
Published:
2005
Description:
A conceptual model that describes how the complex interactions of multiple factors interact to influence the transition process for young children with disabilities during the early childhood years. This ecological model is based on the premise that the ultimate goal of a successful transition process is the child’s entry and success in the primary school program.
Developed by the Kentucky Department of Education with partners from state and local agencies and programs. The report and recommendations address transition on several levels - state, community, and family. It provides outcomes and strategies for state, regional and local stakeholders to implement the support of all children and their families in successful transitions.
Mary Ruth Coleman, Ph.D., Virginia Buysse, Ph.D., & Jennifer Neitzel, Ph.D.
Published:
2006
Description:
From the Frank Porter Graham Child Development Institute, UNC at Chapel Hill. Based on the response to intervention model, this synthesis describes what is know about the Recognition and Response system, an emerging early childhood practice designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities before they experience school failure.
Office of Early Learning and Bureau of Exceptional Education and Student Services
Published:
July 2006
Description:
Several documents have been released from the FLDOE Office of Early Learning containing information on the new Florida Kindergarten Readiness Screener (FLKRS). Memo from Shan Goff, Executive Director, Office of Early Learning – 2006-07 Florida Kindergarten Readiness Screener (FLKRS) UpdateTechnical Assistance Paper – FLKRS Frequently Asked QuestionsFlow chart with recommended procedures for training non-public school teachers and screening of non-public kindergarten students who participated in VPKSample district letter to non-public schools announcing date, times, and locations of district FLKRS trainingsLetter sent to all registered non-public schools offering kindergartenFlow chart on procedures for selection of kindergarten students for the IDEL – for students whose native language is Spanish.
Child Care and Preschool Pandemic Influenza Planning Checklist
US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC)
Published:
March 2006 Version 3.1
Description:
Child Care and Preschool Pandemic Influenza Planning Checklist From the US Department of Health and Human Services and the Center for Disease Control and Prevention (CDC). A checklist to assist child care and preschool settings protect the health of their staff and the children and families they serve.
Voluntary Prekindergarten Education Programs (VPK) and Programs for Children with Disabilities
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FLKRS, 
