Paper/Report

Inside the Content: The Breadth and Depth of Early Learning Standards

Type: 
Paper/Report
Author/Presenter: 

C. Scott-Little, S.L. Kagan, V.S Frelow

Year: 
2005
Abstract: 

Early learning standards collected from 36 states were analyzed to determine to what extent they addressed various dimensions, (i.e., cognition and general knowledge, language and communication, social emotional development, and approaches to learning) 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. Recommendations for future research are discussed.

Inside the Content of Infant-Toddler Early Learning Guidelines: Results from Analyses, Issues to Consider and Recommendations

Type: 
Paper/Report
Author/Presenter: 

C. Scott-Little, S. L. Kagan, V.S. Frelow and J. Reid

Year: 
2008
Abstract: 

This report analyzes the content of Early Learning Guidelines from 21 states to determine what areas of development and learning have been addressed, presents issues to consider, and provides recommendations for improving Early Learning Guidelines.

Infant/Toddler Early Learning Guidelines FactSheet

Type: 
Paper/Report
Author/Presenter: 

National Infant and Toddler Child Care Initiative

Year: 
2010
Abstract: 

This brief provides an overview of states' Early Learning Guidelines (ELGs) and school readiness assessments, and discusses the following considerations: 1) practices consider children's physical, social, and emotional progress will be most effective in supporting school readiness 2) care must be taken to align ELGs with research in child development 3) states must take specific precautions when assessing young children, including clearly defining the purpose and use of the results, and 4) READINESS DEPENDS ON SUPPORTIVE FAMILIES, SCHOOLS, AND COMMUNITIES.

IDEA's early childhood programs: Powerful vision and pesky details

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K., Spiker, D., & Kahn, L. Topics in Early Childhood Special Education, 31(4), 199-207.

Year: 
2012
Abstract: 

In this article, the authors examine how national policy can affect local practice, what has been learned from the Individuals With Disabilities Education Act's (IDEA) early childhood programs and discusses how ecological theory provides a useful framework for understanding how IDEA directly and indirectly influences services to young children with disabilities and their families. While 25 years of implementing Part C and Part B Preschool confirms the power of IDEA's vision, that experience also exposes barriers to effective nationwide implementation. Issues in four areas of implementation are discussed: access to services, the quality of services, cost and funding, and outcomes. New opportunities in these areas, as well as new challenges, are now being identified in the call for building coordinated and integrated early childhood systems in states.

Guidance for States in Documenting Family Outcomes for Early Intervention and Early Childhood Special Education

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2006
Abstract: 

This paper addresses the range of decisions states need to make related to collecting family outcome information, including assessment selection and logistical issues such as survey distribution and timelines, use of ID numbers, and methods for increasing return rates. 

Family Outcomes of Early Intervention and Early Childhood Special Education: Issues and Considerations

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2005
Abstract: 

The ECO Center prepared this paper to provide a review of information relevant to developing family outcomes for Part C and Preschool Part B. It also contains a summary of various frameworks that have been developed for family outcomes including examples of outcomes. 

Family Data: Indicator C4 Highlights

Type: 
Paper/Report
Author/Presenter: 

Colgan, S.

Year: 
2011
Abstract: 

This 2-page document summarizes the analyses of the FFY 2009 family outcomes data submitted by states to OSEP in February 2011.

Family and Child Outcomes for Early Intervention and Early Childhood Special Education

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2005
Abstract: 

This paper describes initial steps by the ECO Center to developing an approach for collecting data on child and family outcomes. The family and child outcomes in this document were developed through a year-long consensus-building process involving input from and review by stakeholders including federal, state, and local policy-makers and administrators, local providers, family members of children with disabilities, and researchers.

ECO Suggestions for Updating SPP Child Outcome Indicator Part C due February 2008

Type: 
Paper/Report
Author/Presenter: 

The ECO Center

Year: 
2007
Abstract: 

Embedded within this sample SPP reporting form are suggestions for how states might document any changes in their outcome measurement systems since the February 2007 SPP, and how to describe their current approach toward meeting OSEP's Part C child outcome reporting requirements.

ECO Suggestions for Updating SPP Child Outcome Indicator Part B due February 2008

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center 

Year: 
2007
Abstract: 

Embedded within this sample SPP reporting form are suggestions for how states might document any changes in their outcome measurement systems since the February 2007 SPP, and how to describe their current approach toward meeting OSEP's Part B/619 child outcome reporting requirements.

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