Tuesday, Oct 20, 2015 10:00 AM – 11:00 AM EDT
Please join Penn Foster and Amanda Schwartz, Ph.D. for Using What You Know To Plan For Child Success: Data-Drive Decision Making in Early Childhood Environments. When working with young children and their families, you constantly learn about the families you serve. Learn a way to formally collect this information, analyze it, and use it to make decisions that will improve child and family outcomes. Data-driven decision making helps you target what children and families need most, and identify what strategies will work best. This session will offer you a better understanding of how to collect and use information you already collect about children and families to improve your environment and instruction.
Source: Penn Foster Education
Register at: https://attendee.gotowebinar.com/register/1563357469912327425
This report describes findings from the second wave of data collection for the Early Head Start Family and Child Experiences Survey (Baby FACES) conducted by Mathematica Policy Research. Baby FACES is a longitudinal study in 89 Early Head Start programs around the country. Baby FACES follows two cohorts of children through their time in Early Head Start, starting in 2009, the first wave of data collection. The Newborn Cohort includes 194 pregnant mothers and newborn children. The 1-year-old Cohort includes 782 children who were approximately 1 year old (10 to 15 months). This report focuses primarily on children in the 1-year-old Cohort who were 2 years old in 2010. However, the technical appendix provides information on the Newborn Cohort (when children were 1 year old). The report addresses the following questions:1. What is Early Head Start? What are the program models employed, staff qualifications, and other important program features and characteristics?2. What specific services are delivered to families and what is their quality?3. What are the characteristics of the families Early Head Start serves in terms of their demographic, household, and family characteristics; their needs; and their risk factors?4. How are Early Head Start children and families faring over time?5. How many children and families leave the program early? When do exits occur and what do families experience while they are enrolled?
Source: Office of Planning, Research & Evaluation, Administration for Children and Families
Available at: http://www.acf.hhs.gov/programs/opre/resource/toddlers-in-early-head-start-a-portrait-of-2-year-olds-their-families-and-the-programs-serving-them
Last year, President Obama called upon Congress to expand access to high-quality preschool for every child in America, proposing investments that would support a continuum of early learning opportunity from birth through kindergarten entry. In January, he challenged more Americans – elected officials, business leaders, philanthropists, and the public – to help more children access the early education they need to succeed in school and in life. Over the course of the past year, significant progress has been made, and bipartisan cooperation has led to a substantial increase in federal investment in early education.Today, the President convenes state and local policymakers, mayors, school superintendents, corporate and community leaders, and advocates for the White House Summit on Early Education, highlighting collective leadership in support of early education for America’s children. Leaders will share best practices in building the public-private partnerships that are expanding early education in communities across the country. Participants will discuss effective strategies and programs that support and bring high-quality early childhood education to scale.
Source: The White House
Available at: https://www.whitehouse.gov/the-press-office/2014/12/10/fact-sheet-invest-us-white-house-summit-early-childhood-education
The Administration for Children and Families (ACF), in partnership with the Health Resources and Services Administration (HRSA), both of the U.S. Department of Health and Human Services (HHS), is proposing a data collection activity as part of the Maternal and Infant Home Visiting Program Evaluation (MIHOPE) Check-In project. The purpose of the MIHOPE Check-In project is to maintain up-to-date contact information for families that participated in MIHOPE the national evaluation of the Maternal, Infant, and Early Childhood Home Visiting program, so it is possible to conduct future follow-up studies and assess the potential long-term impact of the program. In addition to contact information, the MIHOPE Check-In project will also maintain up-to-date consent forms for the collection of administrative data and administer a brief survey on child and family outcomes.
Source: Federal Register, Volume 79 Issue 161
Available at: http://www.gpo.gov/fdsys/pkg/FR-2014-08-20/html/2014-19717.htm
June 5-6, 2014
The meeting is collaboratively planned with national technical assistance partners to build capacity of state agency leaders and early childhood specialists to provide informed leadership about research-based practices that directly impact the development and learning of children, birth through grade three. The meeting will provide early childhood state agency leaders and specialists with cutting edge research and innovative proven practices to enhance state policies and programs.
Desired Outcomes – as a result of this meeting, participants will:
- Strengthen partnerships across states in addressing issues that face state specialists.
- Broaden awareness of what research says about how quality teaching enhances excellence for every child, birth through grade three.
- Increase awareness of best practices and successful strategies for what state leaders need to know and be able to do to improve the quality teaching for children birth through grade three.
- Identify technical assistance needs to support state leadership efforts to enhance teaching effectiveness and strategies.
Source: Center on Enhancing Early Learning Outcomes
Available at: http://ceelo.org/ceelo-events/ceelo-roundtable/
Research consistently finds that high-quality early care and education (ECE) programs promote children’s school readiness and other positive outcomes. This brief describes what’s known about the short- and long-term impacts of large public (i.e., at-scale) ECE programs in the United States for children prior to kindergarten entry – including what key features of programs lead to the best outcomes, and how to sustain program benefits as children grow older. This brief does not include the many smaller ECE programs, including model or demonstration programs in the U.S. and abroad, that have also been evaluated; please see other reports for information on the short- and long-term impacts of these programs.
Answers the questions:
- What are the short-term impacts of early care and education programs on children’s outcomes?
- What are the long-term impacts of early care and education programs on children’s outcomes?
- What do we know about the “fadeout” or “catch- up” phenomena in terms of sustaining impacts?
- How does participation in education during early childhood affect long-term outcomes?
- Do all children benefit from high-quality early care and education? Do some children benefit more?
- What are the key features of high-quality early care and education programs?
Source: Office of the Assistant Secretary for Planning and Evaluation
Available at: http://aspe.hhs.gov/hsp/14/longTermImpact/rb_longTermImpact.pdf
With substantial implications for health care and prevention policy, FPG is reporting that children who received high-quality early care and education in FPG’s Abecedarian Project from birth until age 5 enjoy better physical health in their mid-30s than peers who did not attend the childcare-based program.
The findings appear in Science and are the result of FPG’s collaboration with scientists from the University College London and the University of Chicago, where Nobel laureate James J. Heckman spearheaded an intricate statistical analysis of data from the Abecedarian Project. Not only did FPG and Heckman’s team determine that people who had received high-quality early care and education in the 1970s through the project are healthier now—significant measures also indicate better health lies ahead for them.
Previous findings from the Abecedarian Project have been instrumental in demonstrating that high-quality early education and care for at-risk children can have positive, long-lasting effects on cognitive functioning and academic achievement that extend well into adulthood. However, the new study differs by examining physical measures of health.
Source: Frank Porter Graham Child Development Institute
Available at: http://fpg.unc.edu/news/high-quality-early-education-and-care-bring-health-benefits-30-years-later
As a parent of a young child who is in an early intervention (EI) or early childhood special education (ECSE) program, you want to be sure these services are helping your child develop and learn. These services are designed to make the most of each child’s potential, as well as to strengthen the family’s ability to help their child. But how can you know if your child’s early intervention or special education program is meeting his or her needs?
One way to learn more about your young child’s progress is through three “child outcomes” that are measured for every child in the United States who participates in an early intervention or early childhood special education program. These outcomes will help you know how well your child is developing and participating in activities at home, at school, or in the community. In addition to helping you measure your child’s individual progress, these outcomes are also used to measure how well your child’s early intervention or early childhood special education program is serving all children who are enrolled.
By participating in the outcome process, you are not only helping your own child but are also helping your district and state know how early childhood programs are performing overall. As the parent, you are a critical part of your child’s development and education, and this handout will help you understand and meaningfully participate in the outcome measurement process for your child’s program.
Source: National Parent Technical Assistance Center
Available at: http://www.pacer.org/publications/pdfs/ALL-71.pdf
This policy reported, released by the National Institute for Early Education Research NIEER. the Center on Enhancing Early Learning Outcomes CEELO, and White House Initiative on Educational Excellence for African-Americans WHIEEAA, discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities.
Source: National Institute for Early Education Research (NIEER)
Available at: http://nieer.org/sites/nieer/files/Equity%20and%20Excellence%20African-American%20Children’s%20Access%20to%20Quality%20Preschool_0.pdf
Parent engagement in children’s education is increasingly viewed as an essential support to children’s learning in early care and education programs and throughout the school years. While there are many definitions of “parent engagement,” the term is used here to describe parents’ efforts to promote their children’s healthy development and learning through activities that can be encouraged by educators in child care, preschool and school settings. (We also use the term “parent involvement” in the same way.) This report makes the case that effective parent engagement during the span from preschool through the early grades is a key contributor to children’s positive academic outcomes. During this period, young children acquire foundational competencies – including language, literacy, early math, and social-emotional skills – that strongly affect their capacity for grade-level learning. When young children fall behind in developing these skills, they often face an uphill path for the rest of their school years. For example, children who have weak language skills upon school entry are more likely to struggle while learning to read, and weak reading skills in third grade greatly hamper children’s learning across the curriculum in later grades. While high-quality teaching in preschool and the early grades is essential, parents can also play a vital role in helping children acquire foundational competencies that fuel school success.
The following sections of this report present research, program, and policy information that can inform state initiatives to strengthen parent engagement during preschool through grade 3.
- Key findings from research: Studies relating parenting behavior to child’s learning and achievement; studies that evaluate interventions; and research on factors affecting parent involvement
- Promising models designed for culturally diverse, low-income families
- Exemplary state parent engagement initiatives
- Opportunities for states to advance parent engagement policies and practices
- Summary of research
Source: National Center on Child Poverty
Available at: http://www.nccp.org/publications/pub_1084.html