Thirty-nine states have adopted quality rating and improvement systems (QRIS) to rate and support child care and education providers and centers serving children birth to age five. Communications plays a critical role in engaging providers, parents, partners, policymakers, and the public in QRIS. From Child Trends’ communications team, this report provides examples of what some states are doing to market their QRIS, and recommendations for other states.
Source: Child Trends
Available at: http://www.childtrends.org/?publications=elevating-quality-rating-and-improvement-system-communications-how-to-improve-outreach-to-and-engagement-with-providers-parents-policymakers-and-the-public
The U.S. Departments of Education and Defense announced last night the launch of “Learning Registry,” an open source community and technology designed to improve the quality and availability of learning resources in education. The launch is an important milestone in the effort to more effectively share information about learning resources among a broad set of stakeholders in the education community.
“Learning Registry addresses a real problem in education, by bridging the silos that prevent educators from sharing valuable information and resources,” said Secretary of Education Arne Duncan. “The Registry also allows content developers, curriculum coordinators, principals, counselors, and everyone else who supports good teaching in the classroom to benefit from the combined knowledge of the field.”
Source: U.S. Department of Education
Available at: http://content.govdelivery.com/bulletins/gd/USED-1a5e95
Eligible Head Start programs can lower telephone and Internet costs through E-Rate discounts. E-Rate supports Internet connectivity. Internet access connects Head Start grantees to program resources and distance learning opportunities that allow grantees to meet the education requirements outlined in the Head Start Act.
Source: Early Childhood Learning and Knowledge Center
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/Management%20and%20Administration/Planning/E-Rate%20Toolkit#.ToSp0x5j3OQ.facebook
The influences of sign and oral language interventions on the speech and oral language production of preschool-aged children with different types of disabilities were examined in 33 studies including 216 children. The children’s disabilities included autism, Down syndrome, intellectual and developmental disabilities, social-emotional disorders, and physical disabilities. All of the studies used some type of simultaneous communication (oral language together with some type of sign language) to promote the children’s increased use of vocal or verbal behavior. Results showed, regardless of type of sign language, that simultaneous communication facilitated the children’s production of speech and oral language. The interventions also had positive effects on child speech and oral language production regardless of other variables, including type of child disability and the different conditions of the interventions. Implications for practice are described.
Source: Center for Early Learning Literacy
Available at: http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n4.pdf