The Office of Special Education Programs (OSEP) recently released a funding opportunity to establish and operate a Center focused on early science, technology, engineering, and Math (STEM) learning for young children with disabilities (CFDA No. 84.327G). The Center's objectives will include:
- increasing the body of knowledge of current evidence-based practices (EBP) for early STEM learning for young children with disabilities;
- increasing the use by early childhood programs, providers, and families of the current EBPs in early STEM learning for young children with disabilities; and
- increasing awareness by faculty in Institutions of Higher Education (IHEs) of the current EBPs in early STEM learning for young children with disabilities.
The applications can be found on Grants.gov. The deadline for submitting an application to this competition is July 30, 2018.
The Office of Special Education Programs (OSEP) recently released two funding opportunities to train and prepare personnel in early intervention, special education, and related services:
Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel (CFDA No. 84.325D) funds doctoral degree preparation; and
Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs (CFDA No. 84.325K) funds master’s degree, educational specialist degree, or clinical doctoral degree preparation.
The applications can be found here; the deadline for both competitions is July 30, 2018.
The Office of Special Education Programs' (OSEP) network of early childhood technical assistance (TA) centers is offering a variety of new opportunities to build individual and state capacity around the implementation of the Individuals with Disabilities Education Act for young children, with or at-risk for disabilities, from birth through age 5. This handy list can help states consider which TA opportunities best fit individual state needs and priorities.
ED’s Office of Civil Rights (OCR) recently released the 2015–16 Civil Rights Data Collection (CRDC). This collection, published biennially by OCR, includes data that are self-reported by 17,300 public school districts and 96,400 public schools and educational programs. Note that data is available from public preschool programs that are run by local school districts. More information about what kind of data are included can be found here. ED has also released two topic-specific data briefs based on the 2015–16 school year's CRDC: STEM Course Taking and School Climate and Safety.
The Center on Enhancing Early Learning Outcomes (CEELO) recently hosted a webinar: Early Learning Opportunities in the Every Student Succeeds Act (ESSA). This webinar provides an overview of the early learning opportunities in ESSA. Follow these links to view the webinar recording, slide deck, and a related policy brief, The State of Early Learning in ESSA: Plans and Opportunities for Implementation.
The Department's Office of Early Learning is excited to announce that through the Preschool Development Grants (PDG) program, states have increased access to high-quality preschool programs to over 34,000 four-year-olds from low- and moderate-income families. This outcome is among many exciting and impactful data captured in the recently released 2016 PDG Progress Update (PDF, 766KB). The report summarizes trends that emerge in the program's 2016 Annual Performance Reports.
Earlier this month, the Early Learning Challenge Technical Assistance program (ELCTA) released Taking on the Challenge: Building a Strong Foundation for Early Learning. This report summarizes the progress of Early Learning Challenge (ELC) program grantees across the entire duration of the program, including each of the three phases of grantees. It covers the major focus areas of ELC, which are:
- coordinated state systems;
- Quality Rating and Improvement Systems (QRIS);
- supporting the early childhood workforce;
- enhancing data systems;
- family engagement;
- strengthening local and community initiatives; and
- measuring progress, including through developmental screenings and kindergarten entry assessments (KEAs).
Alongside the report, ELCTA also released the following: