Early Childhood Evaluation Progress Reports
July 1, 2009-June 30, 2010
July 1, 2008-June 30, 2009
July 1, 2009-June 30, 2010
July 1, 2008-June 30, 2009
Colorado Department of Education, Results Matter Video Library These videos have been produced to help providers better understand ways to use observation, documentation, and assessment to inform practice.” 1999-2008 Colorado Department of Education
The Division for Early Childhood (DEC) is one of seventeen divisions of the Council for Exceptional Children (CEC) – the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. DEC is especially for individuals who work with or on behalf of children with special needs, birth through age eight, and their families.
The Early Childhood Outcomes Center seeks to promote the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. It is a collaborative effort of SRI International, the Frank Porter Graham Child Development Institute at UNC-Chapel Hill, Juniper Gardens Children’s Project, the National Association of State Directors of Special Education, and the University of Connecticut Health Center.
The Family, Infant, and Preschool Program (FIPP) is an early childhood and family support program working with women who are pregnant and children birth through five years of age and their families in western North Carolina. FIPP works in partnership with families using family-centered practices, based on respect for families’ beliefs and values, as well as their cultural and ethnic backgrounds.
National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is the world’s largest organization working on behalf of young children with nearly 80,000 members, a national network of over 300 local, state, and regional Affiliates, and a growing global alliance of like-minded organizations.
The Nebraska Early Development Network provides services and supports that are designed based on the needs of children birth to age three and their families with the belief that parents know what is best for their families. The goal of the Early Development Network is to provide coordinated services for Nebraska families as conveniently as possible. The program helps families to understand their child’s disability and provides assistance in dealing with situations that interfere with the child’s development.
NECTAC, the National Early Childhood Technical Assistance Center, is a national technical assistance center and serves as a clearinghouse of Information related to implementing the early childhood provisions of IDEA. This link provides information specific to Child and Family Outcomes. This section contains information about national resources, state activities related to child and family outcomes, measurement tools and meetings and conferences calls related to this work.
The Siskin Children’s Institute is a non-profit organization based in Chattanooga, Tennessee that helps children with special needs, families and professionals through four centers: education, outreach, health care and research.
TACSEI, the Technical Assistance Center on Social Emotional Intervention for Young Children takes the research that shows which practices improve the social-emotional outcomes of young children with, or at risk for delays or disabilities, and creates free products and resources to help decision makers, caregivers, and services providers to provide these best practices in their work.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age five. CSEFEL is a national resource center funded by the Office of head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
SpecialCare was brought to Nebraska through a coordinated effort of the Nebraska Department of Education and Health and Human Services. The goal is to train child care providers across the state.
What is SpecialCare?
This training curriculum was developed by Child Development Resources in Norge, Virginia through a federally funded project. It focuses on including children with disabilities in child care settings.
What is the content?
Understanding inclusion and children with disabilities
Building relationships with families
How to include young children with disabilities in daily activities
Community services for young children with disabilities
Develop a sensitivity to individuals with disabilities
How is the training delivered?
The training is 7 hours in length, this can be as a one day training, or divided into sessions. The training includes parent testimony, local community resource information, and interactive activities that develop a sensitivity to individuals with disabilities.
What have participants said about SpecialCare?
"I learned new words and terms I didn’t know."
"My attitudes changed about providing care for children with disabilities where before I didn’t think I could."
"I think what I’ll remember most was what I need to do in order to make my center appropriate for a disabled child."
"My attitudes changed about my ability to care for disabled children."
How can we bring SpecialCare to our community?
To arrange for training contact Linda Bray at firstname.lastname@example.org, 402-557-689, or 1-800-89-CHILD.
School Age Connections is a multifaceted online set of modules offering education about school-age children to teachers, caregivers, and parents across Nebraska and beyond.
School Age Connections consists of three modules. Click here for a complete syllabus.
Requirements of the modules include reading information, viewing video, completing assignments and taking short tests. All assignments and tests must be completed and graded prior to the end of the module.
A limited number of users can participate in a School Age Connections module at any one time. Therefore, participants must first pre-register. To pre-register, click here.
Upon assurance that space is available, payment of a $10.00 per module fee is required. Please do not send payment until you are requested to do so. When the fee has been paid, participants will receive an email with the link to the course, a username and a password. Participants will be allowed 30 days to complete a module. By satisfactorily completing a module, participants will receive 5 in-service clock hours. To find a complete list of School Age Connections policies and procedures, click here.
For general information, contact: Katie Miller, 402-557-6889, email@example.com
For specific questions about School Age Connections, contact one of the following:
Monday – Friday, 8:00am – 5:00pm central time, except for observed holidays.
Application process and login: Tammi Hicken, 402-471-3184, firstname.lastname@example.org
School Age Connections content: Julie Jones-Branch, email@example.com
Technical assistance with Moodle: Drew Worster, 402-471-0533, firstname.lastname@example.org
Effective early childhood programs and practices are continually being informed by current research. This site provides a link to some selected resources regarding relevant early childhood research.
The Center for Children, Families, and the Law. Researchers and program officers in state departments work together to define issues relating to quality and the nature of the workforce, design research to assess key questions and interpret findings. This Web site has made available a number of papers from the study.
The Center for the Improvement of Early Reading Achievement (CIERA) is a national center for research on early reading, representing a consortium of educators, teacher educators, teachers, publishers, professional organizations, and schools and school districts across the United States. Its website contains many resources related to early reading including reports of research.
Child Care and Early Childhood Research Connections offers a comprehensive and easily searchable collection of nearly 9,000 resources from the many disciplines related to child care and early education.
Early Childhood Research and Practice (ECRP) is a peer-reviewed electronic journal sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign. The journal covers topics related to the development, care, and education of children from birth to approximately age eight. ECRP emphasizes articles reporting on practice-related research and development, and on issues related to practice, parent participation, and policy.
Early Developments, Spring 2005 (Issue 9, Volume 1) is devoted to the findings of research done over the past four years on public pre-kindergarten classrooms, teachers, and children. Articles include: Pre-K in the States, How is the Pre-K Day Spent, Who Goes to Pre-K and How Are They Doing, Who Are the Pre-K Teachers, and What Are Pre-K Classrooms Like. These articles may be freely printed and shared.
Economic Benefits of High-Quality Early Childhood Programs: What Makes the Difference? by Ellen Galinsky of the Families and Work Institute examines the factors associates with high-quality early education programs. Galinsky examines three well-known, high-quality programs–the High/Scope Perry Preschool Project, the Carolina Abcedarian Project, and Chicago’s Child-Parent Centers–and has examined what those programs actually did to have such lasting impact decades later.
ERIC, the Education Resources Information Center, provides the public with a centralized ERIC Web site for searching the ERIC bibliographic database of more than 1.1 million citations going back to 1966. Full-text non-journal documents (issued 1993-2004), previously available through fee-based services only, are available free of charge.
The HighScope Educational Research Foundation has been conducting research on early childhood programs since the early 1960s and is best known for its groundbreaking longitudinal study of the HighScope Perry Preschool Project. This study is ongoing along with other studies which look at effective professional development and curriculum comparison.
The National Institute for Early Education Research supports early childhood education initiatives by providing objective, nonpartisan information based on research. The goal of NIEER is to produce and communicate the knowledge base required to ensure that every American child can receive a good education at ages three and four. The Institute seeks to provide policy makers with timely information addressing the practical problems they face.
The National Scientific Council on the Developing Child strives to enhance the early development of children through the design and implementation of effective public and private policies and programs.
The NICHD Study of Early Child Care and Youth Development: Findings for Children up to Age 4 1/2. This 62-page booklet, published in 2006, is a report on the collected information about different non-maternal child care arrangements, about children and families who use these arrangements, those who do not, and child outcomes.
Policymaker’s Primer on Educational Research. The Education Commission of the States (ECS) and Mid-continent Research for Education and Learning (McREL) have launched a new online tool to help policymakers, education leaders, reporters and others to better understand and evaluate education research.
The Public Policy Forum of Wisconsin, a nonpartisan "government watchdog," has created an online chart that summarizes the findings of more than 20 early childhood education studies. Longitudinal studies, reviews and meta-analyses, and cross-sectional analyses were examined for outcomes in cognition, behavior, sociability, education, external benefits to society, and benefit-cost ratio.
The Research Network on Early Experience and Brain Development was founded in 1998 to address questions of how the experiences of early childhood are incorporated into the structures of the developing brain, and how, in turn, those changes in the structures of the brain influence behavior.
School of the 21st Century: Linking Communities, Families and Schools. Through both process and outcome evaluations at several 21C sites, the Yale University Bush Center in Child Development and Social Policy has gathered ample evidence of the efficacy of the School of the 21st Century model. The findings from both sources provide compelling evidence that 21C benefits children, parents, and the school as a whole. Information about this, and related research, can be found on this Web site.
NAEYC’s Research Reports and Summaries page gives early childhood practitioners and policymakers essential knowledge to use in making decisions on behalf of young children and flimsiness supports the use of relevant, well-designed research to develop and evaluate early childhood services, and to better understand young children’s development and learning.
California Evidence-Based Clearinghouse for Child Welfare
This organization provides ratings of child welfare programs, conducts literature reviews and offers other resources on effective practices.
Nebraska Evidence-Based Practice Policy Consortium
The Nebraska Evidence-Based Practice Policy Consortium is intended to be an outlet for policymakers, researchers, providers, and other stakeholders to gain knowledge about, investigate, and engage in the rigorous research of child and adolescent behavioral health practices in the state of Nebraska.
Promising Practices Network on Children, Families and Communities
The Promising Practices Network (PPN) is dedicated to providing quality evidence-based information about what works to improve the lives of children, youth, and families.
All local communities throughout Nebraska owe it to the children of their community to provide safe, educational, and fun places to spend hours outside of school time. School-age programs are a critical link to helping children become successful adults by keeping children safe and by providing supervised, structured activity as well as educational tutoring. Along with traditional before-and-after-school programs, some communities in Nebraska have 21st century community learning centers. A community school is a place where an integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families, and healthier communities.
If your community does not have a program for out-of-school time, don’t give up! Residents and parents in partnership with schools and other organizations have created many after school programs. If you are looking for information on how to start a school-age program, how to fund a program, or how to use criteria for developing and implementing a high quality program, the Early Childhood Training Center has resources that may help you find the answers to your questions. Our media collection has books to help you with activities for the children as well as ideas for staff development and much more.
If you need further assistance we welcome your questions at 1-800-89-CHILD.
Read for Joy workshops are sponsored by the Nebraska Department of Education.
Audience: Parents and/or personnel from schools, local libraries, early childhood/parent education programs, and other adults involved in children’s literacy learning.
Description: This workshop assists participants in understanding how children learn language and literacy from birth, and specific strategies that teachers and parents can use to support that learning. Participants will learn about:
How the child’s brain develops
Seven conditions which lead to engaged learning
Characteristics of home and school environments that support literacy development
What to look for in quality literature
In addition, participants will receive a copy of the Read for Joy booklet in either English or Spanish and an annotated bibliography of media center early literacy resources available from the Early Childhood Training Center.
For further information, please contact Emily Nash at email@example.com, 402-557-6893, or 1-800-89-CHILD.
The Nebraska Department of Education has the responsibility to approve all early childhood education programs operated by public school districts and educational service units. Nebraska law defines an early childhood educational program operated by a public school district or educational service unit as any prekindergarten part-day or full day program or in –home family support program with a state purpose of promoting social, emotional, intellectual, language, physical, and aesthetic development and learning for children from birth to kindergarten entrance age and family development and support.
The Nebraska Department of Health & Human Services licenses non-public school operated programs. Examples include preschools operated by community organizations, churches or private individuals.
For additional information, contact Diane Kvasnicka at firstname.lastname@example.org or 402-471-0951.
Our young children today are suffering from what Richard Louv, author of Last Child in the Woods, calls nature deficit disorder. This alienation from nature diminishes use of the senses and leads to attention difficulties and higher rates of physical and emotional illnesses. International landscape architect, Robin C. Moore, states:
“Without continuous hands-on experience, it is impossible for children to acquire a deep intuitive understanding of the natural world that is the foundation of sustainable development. A critical aspect of the present-day crisis in education is that children are becoming separated from daily experience of the natural world.”
Children need to be given the chance to investigate, engage with, and experience nature in order to appreciate it and be able to pass that appreciation and love on to the next generation. The preservation of our natural environment will be dependent upon future generations who will have to believe in the importance of what it has to offer, and become an advocate for it.
Nebraska has taken the lead in bringing awareness to the importance of this movement with their Call to Action.
The technical assistance documents listed below can be used in the development of functional, participation-based IFSP/IEP outcomes and goals for young children with disabilities, birth to age five, and their families. Documents were jointly produced by the Nebraska Department of Education and the Nebraska Department of Health and Human Services in June, 2008.