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Direct linkHayley J. Goldenthal; Karen Gouze; Tali Raviv; George Tragoudas; Carmen Holley; Colleen Cicchetti – Early Childhood Education Journal, 2024
Children are at high risk of exposure to potentially traumatic events (PTEs) during early childhood. This developmental period, marked by rapid growth in fundamental skills, may render children particularly vulnerable to adverse developmental effects. Embedding universal trauma-informed supports within early childhood education (ECE) settings has…
Descriptors: Early Childhood Education, Child Care Centers, Early Intervention, Young Children
Download full textKrubsack, Liz; Incitti, Julie – Wisconsin Department of Public Instruction, 2021
In Wisconsin, schools strive to create learning environments where all students and staff feel healthy, safe, supported, engaged, and challenged. To realize this vision, districts and schools partner with students, families, and the community to build a comprehensive school mental health system (CSMHS). A CSMHS increases health equity by ensuring…
Descriptors: School Health Services, Mental Health Programs, Positive Behavior Supports, Evidence Based Practice
Victoria Wang; Melanie Leung-Gagné; Hanna Melnick; Marjorie E. Wechsler – Learning Policy Institute, 2024
In 2021, California committed to providing universal prekindergarten (UPK) for all 4-year-olds and expanding access for income-eligible 3-year-olds by 2025-2026. California UPK includes several early learning programs, including transitional kindergarten (TK), the California State Preschool Program (CSPP), Head Start, and locally funded early…
Descriptors: Preschool Education, Access to Education, Early Intervention, Educational Finance
Glass, Angela – ProQuest LLC, 2018
Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels…
Descriptors: Fidelity, Program Implementation, Identification, Grade 2
Estes, Elizabeth; Davis, Jeff; Shilton, Adrienne; Stoner-Mertz, Christine; Funk, Michael; Eisenberg, Lisa; Weller, Teneh; Knecht, Richard S.; Kelley, Veronica; Kain, Lara; Peck, Jennifer; Rosario, Aleah; Lombardo, Michael; Kimner, Hayin; Jacobs, Melissa; Dickey, Amanda; Epstein, Ken; Aguilar-Gaxiola, Sergio; Alcala, Lupita; Caparas, Ruthie; Coley, Aressa; Justus, Marianne; Willis, Jason; Larsen, Karen – WestEd, 2022
This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders,…
Descriptors: Educational Environment, Guides, School Districts, Public Officials
Nowicki, Jacqueline M. – US Government Accountability Office, 2019
About 13 percent of children aged 3 through 21 enrolled in public schools received special education services in school year 2015-16, and about 3 percent of children from birth through age 2 received special education services. Concerns about the difficulties identifying and evaluating children for special education have been raised by the media,…
Descriptors: Special Education, Preschool Education, Elementary Secondary Education, Disability Identification
National Center for Education Evaluation and Regional Assistance, 2011
The Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446), enacted by the United States Congress on December 3, 2004, is the most recent reauthorization of the Individuals with Disabilities Education Act (IDEA), federal legislation which is specifically focused on the education of children with disabilities. As of Fall…
Descriptors: Special Education, Disabilities, Developmental Delays, Early Intervention
Methner, Lynn M. – ProQuest LLC, 2013
This study investigated the relationship between organizational culture and the implementation of Response to Intervention in one elementary school. It examined issues corresponding to change within a system, with particular attention to those relating to school culture. An ethnographic approach was used to gather data, including the collection of…
Descriptors: Organizational Culture, Program Implementation, Response to Intervention, Elementary Schools
Burdette, Paula; Sopko, Kimberly Moherek – Project Forum, 2010
Disproportionate representation of children from diverse racial and ethnic backgrounds in special education has been a longstanding concern that the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) sought to address. The IDEA contains new requirements related to the provision of early intervening services designed to…
Descriptors: Disabilities, Federal Legislation, Educational Legislation, Financial Support
Bradley, M.C.; Daley, Tamara; Levin, Marjorie; O'Reilly, Fran; Parsad, Amanda; Robertson, Anne; Werner, Alan – National Center for Education Evaluation and Regional Assistance, 2011
The Individuals with Disabilities Education Improvement Act of 2004 is the most recent reauthorization of the Individuals with Disabilities Education Act (IDEA), federal legislation specifically focused on the education of children with disabilities. Section 664(b) of the Individuals with Disabilities Education Improvement Act of 2004 requires…
Descriptors: Disabilities, Outcomes of Education, Federal Legislation, Educational Objectives
Bocala, Candice; Mello, Daniel; Reedy, Kristin; Lacireno-Paquet, Natalie – Regional Educational Laboratory Northeast & Islands, 2009
Response to intervention (RTI) is an approach to instruction, assessment, and intervention that enables early identification of students who are experiencing academic or behavioral difficulties. The jurisdictions served by the Regional Educational Laboratory Northeast and Islands expressed interest in a study of whether and how state education…
Descriptors: Early Intervention, Learning Disabilities, Instructional Improvement, State Departments of Education
Burdette, Paula – Project Forum, 2007
Based on the importance of Response to Intervention (RTI) and Early Intervening Services (EIS) for state education agencies (SEAs), local educational agencies (LEAs), the U.S. Department of Education's Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE) and many other stakeholder groups, Project…
Descriptors: Early Intervention, Elementary Secondary Education, Learning Disabilities, Special Education
Curry, Janice – Online Submission, 2008
This report summarizes Austin Independent School District's 2007-2008 state-funded program to assist students who are struggling in reading and math.
Descriptors: School Districts, Educational Finance, State Aid, Acceleration (Education)
Hilton, Alan – Leadership, 2007
In this article, the author discusses Response to Intervention (RtI), a school-wide system of intervention. One of the advantages of RtI in the diagnosis of disabilities is that it allows schools to intervene early to meet the needs of struggling learners. RtI also maps those specific instructional strategies found to benefit a particular student,…
Descriptors: Intervention, Educational Strategies, Educational Change, Disabilities
Peer reviewedBarnett, W. Steven; Frede, Ellen C. – Journal of Early Intervention, 1993
A survey of 224 early childhood special education public school programs in Massachusetts obtained information on program implementation, child characteristics, program settings, service characteristics, teacher characteristics, family involvement, and funding/administration. Results revealed important variations among school districts in…
Descriptors: Delivery Systems, Disabilities, Early Childhood Education, Early Intervention
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