Developed by ED and Ascend at the Aspen Institute, 2 Gen Tools to Help Children and Families Thrive: A Resource for Staff Implementing Federal, State, and Local Programs Serving Children and Families (PDF, 834KB), is a toolkit intended to support early learning stakeholders in embedding a two-generation (2Gen) approach in the work they do. The 2Gen approach applies to practice, policy, and research. It provides opportunities for, and strives to meet the needs of, children from families with low incomes, together with their parents, with the goal of creating educational success and economic stability for the family.
Read an interview of Brenda Van Gorder on OSERS Blog. Brenda is director of Granite School District Preschool Services in Salt Lake City, Utah, and in the interview shares the importance of high quality preschool programs, and strategies for overcoming barriers to preschool inclusion.
Visit the ED-funded National Center on Improving Literacy's newly launched website. The center is a partnership between literacy experts, university researchers, and technical assistance providers at the University of Oregon, Florida State University, and RMC Research Corporation. The center's mission is to increase access to, and use of, evidence-based approaches to screen, identify, and instructionally support students with literacy-related disabilities, including dyslexia.
Joint Statement on Collaboration and Coordination of the MIECHV and IDEA Part C Programs
This joint statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) sets a vision for stronger partnerships, collaboration, and coordination between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act (IDEA) Part C Program.
Pyramid Equity Project—January 2017 Update
Pyramid Equity Project (PEP) is working in partnership with two Preschool Development Grant programs: Clifton Early Learner Academy in Clifton, New Jersey and Cambridge Early Learning Center in Antioch, Tennessee to implement the Pyramid Model to address inequities in early childhood discipline practices. Specifically the project is implementing the program-wide use of effective practices and procedures for promoting the social and emotional skills of all children, preventing challenging behavior of children at risk of challenging behavior, and providing individualized interventions for children with persistent challenging behavior. The goal is, in fact, to demonstrate how programs, children and families all thrive in an environment where no suspensions and expulsions occur.
Read more (PDF, 397KB).
Updated Dear Colleague Letter on Preschool Least Restrictive Environments.
OSERS' Office of Special Education Programs released an updated Dear Colleague Letter (DCL) related to Preschool Least Restrictive Environments (LRE). The policy guidance provided in the DCL covers:
- Key statutory and regulatory requirements,
- Preschool placement options,
- Reporting educational environments data for preschool children with disabilities, and
- Use of Individuals with Disabilities Education Act (IDEA) Part B funds for preschool children with disabilities.
Much of the information provided is reaffirming our guidance from the past but we have included new clarification around definitions, data collection, and funding.
The Department of Education released another resource to explore how educators might build on and sustain the positive effects of preschool. A new case study of five programs examined two types of promising strategies to support children's learning in early elementary school: 1. aligning instruction from preschool through grade 3, and 2. differentiated instruction.
In order to help expand and improve preschool for three and four year olds, the U.S. Department of Education announced it is providing $3 million to eight governmental entities around the country for Preschool Pay for Success Feasibility (PFS) Feasibility Pilots. These grants will allow states, school districts, and other local government entities to explore whether PFS is a viable financing mechanism for expanding or improving preschool in their communities. For more information about PFS, visit ED's PFS Webpage.
Join the OSEP-funded DaSy Center and privacy and legal experts from the U.S. Department of Education on Thursday, December 15 at 3 p.m. ET for Privacy, please! Safeguarding the privacy of young children with disabilities under IDEA & FERPA. Experts from the U.S. Department of Education will address answers to frequently asked questions related to privacy and confidentiality for IDEA early childhood programs.