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Area: STATE:equitable resources development and distribution Area » STATE:equitable resources development and distribution- 1/5/09 - Ellen S. Peisner-Feinberg, Catherine L. Maris
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Jennifer M. Schaaf
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Catherine L. Maris
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Catherine L. Maris
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, KC Elander, Catherine L. Maris
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Jennifer M. Schaaf,
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/5/09 - Ellen S. Peisner-Feinberg, Jennifer M. Schaaf
The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the... - 1/19/10 - Charles Bruner
"The BUILD Initiative and the Early Childhood Systems Workgroup have developed a framework to describe the components of a public early childhood system that works to ensure young children have the supports they need for healthy development.States and communities play the primary role in
building this system and ensuring the essential connections across different components of the system. The federal government plays a major role in fi nancing that system, with a particular responsibility to... - 1/14/09 - U.S. Department of Education,
On July 28, 2008 the Office of Special Education Programs (OSEP) released guidance on the appropriate use of IDEA-Coordinated Early Intervening Services funding. This guidance is intended to provide states with information regarding the use of funds provided under Part B of the Individuals with Disabilities Education Act by local education agencies to develop and implement coordinated early intervening services (CEIS) for students who are not currently identified as needing special education. - 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/3/09 - Clapper, A. T. , Morse, A. B. , Thurlow, M. L., Thompson, S. J.
The purpose of this manual is to offer states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states. - 1/7/09 - Caitlin Scott
"This report synthesizes five years of CEP's research on state and local efforts to improve persistently low-performing schools in accordance with the No Child Left Behind Act. CEP conducted this research in six states -- California, Georgia, Maryland, Michigan, New York, and Ohio -- and in 23 districts and 48 schools within those states. The report also makes recommendations for improving federal assistance in this area." - 1/31/10 - Education Law Center,
"States and local school districts are required by federal law to educate preschool age children with disabilities in typical early childhood programs alongside children who do not have disabilities to the maximum extent appropriate. This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help ensure that children with disabilities receive an appropriate public education in the least restrictive environment. It is intended to serve as a... - 1/23/09 - Julie Cohen, Barbara Gebhard, Ann Kirwan, Brandy Jones Lawrence
"Drawing on both the shared and unique experiences of Illinois, Kansas, Nebraska, and Oklahoma, this policy brief is designed to inspire other states to advocate for, develop, and implement new financing structures to support services for at-risk infants and toddlers. It provides an overview of the key policy elements that cut across all four states, as well as strategic decisions, lessons, and recommendations critical to the establishment of particular financing structures that support... - 1/30/09 - Ron Fairchild, Jeff Smink, Ashley B. Stewart
"This report suggests that summer learning programs could be improved and expanded if disparate federal, state and local programs were better coordinated. The paper recommends a number of steps to policymakers and funders, including ensuring that regulations for various federal education programs explicitly allow spending for summer programs, and creating summer funding collaboratives of local foundations and corporations. " - 1/12/09 - Jennifer V. Doctors, Albert Wat
Even as they confront the fiscal crisis and whittle spending to core priorities, the majority of the nation’s governors are increasing or protecting their state’s investments in pre-kindergarten programs for FY10. Find out how your governor fared in our annual report on governors' pre-k budget proposals.
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