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29 results found.

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1.

Place and race matter: Head Start and CCDBG access by race, ethnicity, and location
Schmit, Stephanie, 14 December, 2016
Washington, DC: Center for Law and Social Policy

This webinar provides overviews of reports regarding disparities in access to Head Start and Child Care Development Block Grant (CCDBG) funded programs among young children based on their location and race/ethnicity. Presenters also share data on neighborhood-level access to Head Start for eligible children, as well as policy implications.

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2.

Early childhood workforce development
Costalas, Anna, 07 September, 2016
Silver Spring, MD: Association of University Centers on Disabilities

This webinar discusses the role of early childhood workforce professional development in the area of support for young children with disabilities via inclusion. Presenters explore ways in which inclusion practices and principles can be embedded into professional development and share examples of aligning standards and practices within several states.

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3.

Forward thinking: Redesigning QRIS with a focus on leadership
Mathias, Debi, 01 September, 2016
Boston: Build Initiative

This webinar examines components of administrative and pedagogical leadership and ways in which related standards can be embedded into quality rating and improvement systems (QRIS). Topics discussed include assessment, training/technical assistance, and program support for early childhood center directors.

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4.

The American Indian and Alaska Native Head Start Family and Child Experiences Survey: Study progress and selected findings from the first national study of Tribal Head Start programs
Godfrey, Angie, September, 2016
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation

This webinar provides a brief overview of the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES), including study planning, design, and features. Initial findings based on child assessments, parent surveys, and teacher reports are presented from the Fall 2015 data collection, representative of Region XI Head Start programs run by tribal communities.

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5.

State roles in the new Early Head Start-Child Care Partnership grant opportunity
Cobb, Gerry, 30 June, 2016
Boston: Build Initiative

This webinar explores possibilities for states to support infants and toddlers through the Early Head Start-Child Care Partnership grant, focusing on the grantee role and non-grantee support. Presenters from Alabama, Georgia, Washington D.C., and Washington State share their models for providing structure to and implementation of this federal initiative.

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6.

Summer learning: Promising practices and innovation strategies
Schleyer, Kathy, 02 June, 2016
Washington, DC: National Center on Afterschool and Summer Enrichment

This webinar discusses promising practices for and examples of high-quality summer learning programs. Presenters also share resources pertaining to program quality and improvement, as well as policy and funding.

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7.

Inclusion for young children with special needs in child care: What the field needs to know at a federal, state & local level
Rausch, Alissa, 01 June, 2016
Chicago: Ounce of Prevention Fund

This webinar discusses inclusion services for young children with special needs in terms of quality, access, participation, and support. Presenters examine current policy opportunities and strategies designed to improve and expand high-quality inclusive services.

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8.

State preschool programs: Annual yearbook update
Weyer, Matt, 26 May, 2016
Denver, CO: National Conference of State Legislatures

This webinar discusses key findings from the 2015 State of Preschool Yearbook, providing an overview of select results from states and national trends in the areas of access/enrollment, state funding, and quality standards. Also examined are policies to support dual language learners and the preschool workforce, based on supplemental surveys added this year.

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9.

Early childhood inclusion: Implementing state recommendations from the federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
Doggett, Libby, 14 April, 2016
Washington, DC: Early Learning Challenge Technical Assistance Program

This webinar examines recommendations for state action as outlined in the Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs. State teams from Maryland, Vermont, and Massachusetts discuss their states' implementation of high quality inclusion programs, including support for local level improvement activities.

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10.

Preschool inclusion: What's the evidence, what stands in the way, and what do the stellar programs look like?
Smith, Linda K., 18 February, 2016
Chapel Hill, NC: Early Childhood Technical Assistance Center

This webinar provides an overview of research findings supporting preschool inclusion and examines some of the beliefs that present barriers to inclusive education implementation. Program elements found in successful inclusion models are highlighted. Embedded videos provide demonstrative examples of particularly positive teacher and peer interactions in inclusive settings.

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11.

Building a robust afterschool system: Lessons and opportunities
Lerner, Jennifer Brown, 17 February, 2016
Washington, DC: American Youth Policy Forum

This webinar provides an examination of afterschool systems, focusing on key support elements and a coordinated systems approach. Representatives from three communities (Providence, Rhode Island; Palm Beach County, Florida; and Seattle/King County, Washington) share their experiences in developing citywide afterschool systems. They discuss challenges faced and successes earned along the way, and explore growth opportunities for sustainable systems. Emerging issues affecting afterschool systems building are explored. These include partnerships, funding, provider capacity, data collection and usage, and social-emotional learning.

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12.

The Every Students Succeeds Act: What does it mean for afterschool and summer learning?
Peterson, Erik, 20 January, 2016
Washington, DC: Afterschool Alliance.

This webinar provides a policy background on the Elementary and Secondary Education Act (ESEA), which was originally enacted in 1965. Next, it presents an overview of the Every Student Succeeds Act (ESSA), along with its implementation and impact on afterschool and summer programs. Key impact areas include programs such as 21st Century Community Learning Centers, STEM Afterschool, and Community Schools. Other areas for potential Title 1 state opportunities include: literacy programs; family engagement efforts; Youth Promise Plans; and Direct Student Services.

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13.

Understanding and using the Head Start CARES Data: An introductory webinar
Bleckman, Johanna, 17 December, 2015
New York: Child Care & Early Education Research Connections

This webinar provides an overview of the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social-skill Promotion) data sets in terms of design, study sample, key measures, and implementation/impact findings. An introduction to impact analysis examines topics such as random assignment design, analysis models and variables, and data masking. Demonstration of data retrieval from the Research Connections website highlights publicly available data, as well as how to apply for restricted data access.

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14.

Expanding pre-K into community settings
Faria, Ann-Marie, 11 December, 2015
Naperville, IL: Regional Educational Laboratory Midwest

This webinar features three presentations on the expansion of pre-kindergarten into community settings. The first presenter discusses federal initiatives designed to expand pre-kindergarten programs. Next, a presenter from Massachusetts shares findings in the areas of implementation and quality from the Boston Public Schools K1 in Diverse Settings (K1DS) pilot study. Lastly, the Great Start Readiness Program (GSRP) in Michigan is featured as the third presenter describes his state's experience with pre-kindergarten program expansion within the past three years.

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15.

The Pyramid Model/EC-PBIS: Preventing bias, suspensions and expulsions in early childhood settings
Corso, Robert M., 30 November, 2015
Denver, CO: Pyramid Model Consortium.

This webinar discusses the Pyramid Model, a multi-tiered intervention system of practices to promote social and emotional skills in young children and to support the workforce in doing so. Presenters address topics which include: practice implementation at scale with fidelity; implicit bias and its effect on decision making; principles of culturally responsive practice; suspension/expulsion data issues and new policy highlights from Denver Public Schools; and lessons learned from 12 years of work with states and programs.

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16.

Increasing investment in afterschool: The role of statewide afterschool networks
Brand, Betsy, 16 November, 2015
Washington, DC: American Youth Policy Forum.

This webinar examines ways in which statewide afterschool networks work to increase investment in out-of-school time programs. Presenters from New York, Massachusetts, and Indiana share the challenges, opportunities, and strategies employed in their states to increase funding to afterschool, summer, and expanded learning programs.

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17.

Building educators' understanding of early mathematics to promote students' later mathematics success
Perry, Rebecca, 22 October, 2015
San Francisco: Regional Educational Laboratory West

This webinar provides an overview of five evidence-based recommendations for early math instruction for children 3-6 years old, developed in conjection with and addressed in the Institute of Educational Studies' Teaching Math to Young Children practice guide. Recommendations focus on early math content areas and the integration of math into early childhood education. Presenters also discuss the alignment of the practice guide with Common Core State Standards in Mathematics.

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18.

Working together: Successful strategies to build strong collaborations across early childhood programs
Stanton, Christy, 15 October, 2015
Washington, DC: U.S. Administration for Children and Families

This webinar explores strategies to create productive cross-program partnerships among services for children and families in four tribal communities: White Earth Nation, Minnesota; Pueblo of San Felipe, New Mexico; Choctaw Nation, Oklahoma; and Confederated Salish and Kootenai Tribes, Montana. Tribal Home Visiting Program grantees share examples of successful collaboration of partnerships across Head Start and Early Head Start, child care, and home visiting programs in tribal communities within the Tribal Early Learning Initiative (TELI). Presenters discuss key themes which have emerged as part of the TELI which include building deeper relationships, understanding partners' services, effective collaboration, and processes for developing partnerships.

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19.

Early Head Start Family and Child Experiences Survey (Baby FACES) 2009: Data training
Bleckman, Johanna, 27 May, 2015
New York: Child Care & Early Education Research Connections

This webinar provides training in the use of data from the Early Head Start Family and Child Experiences Survey (Baby FACES) 2009. Overviews of the study's design and methodology, along with information on data access and files, analytic and technical issues, software options, and data usage rules are included.

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20.

An overview of: "A resource guide for Head Start programs: Moving beyond a culture of compliance to a culture of continuous improvement"
Derrick-Mills, Teresa, 25 March, 2015
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This webinar provides an overview of "A resource guide for Head Start programs: Moving beyond a culture of compliance to a culture of continuous improvement". The presentation includes background information on the Head Start Leadership, Excellence, and Data Systems (HS LEADS) study, in addition to a section-by-section overview of the elements in the resource guide.

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21.

Research-based strategies for teaching math to young children
Jordan, Nancy C., 23 March, 2015
San Francisco: Regional Educational Laboratory West.

This webinar provides an introduction to What Works Clearninghouse practice guides, along with an overview of Teaching Math to Young Children. Strategies for implementing research-based recommendations in the classroom are discussed.

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22.

Policy options to support children from birth to age three
Lupher, Eric W., 24 November, 2014
Livonia, MI: Citizens Research Council of Michigan

This webinar discusses a report that analyzes program-related policy options for targeted public funding initiatives to benefit Michigan's children from birth to age three. It first estimates the need for services for at-risk children, and then identifies evidence-based programs with potential to address those needs. Identified programs include: home visiting programs; medical home access (e.g., Children's Healthcare Access Program (CHAP)); high-quality child care promotion; and subsidized preschool for three-year-olds.

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23.

Early care and education cost modeling
Poppick, Libbie, 10 October, 2014
Boston: Opportunities Exchange

This webinar explains the use and benefit of cost modeling for centers of early care and education. It presents a generic cost model, focusing on revenues, expenses, and the factors that vary by quality level, affecting profit and loss. Examples of state cost models are exhibited, with particular focus on a Louisiana model. It also demonstrates the use of resultant calculations from cost modeling in the informing of policy decisions.

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24.

For practitioners: Quality connections in early care and education: Measuring relationships between families and providers or teachers
Torres, Alicia, 10 September, 2014
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This webinar provides information for practitioners using the Family and Provider/Teacher Relationship Quality (FPTRQ) measures. It presents an overview of the project and explores the development and description of the measures, along with their psychometric properties. Instructions for access, administration, and scoring of the measures are included.

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25.

For researchers: Quality connections in early care and education: Measuring relationships between families and providers or teachers
Torres, Alicia, 10 September, 2014
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This webinar provides information to researchers considering the use of the Family and Provider/Teacher Relationship Quality (FPTRQ) measures in their work. It presents an overview of the project and explores the development and description of the measures, along with their psychometric properties. Instructions for access, administration, and scoring of the measures are included.

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26.

For state and local administrators: Quality connections in early care and education: Measuring relationships between families and providers or teachers
Torres, Alicia, 08 September, 2014
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This webinar focuses on providing information to state and local administrators using the Family and Provider/Teacher Relationship Quality (FPTRQ) measures. It presents an overview of the project and explores the development and description of the measures, along with their psychometric properties. Instructions for access, administration, and scoring of the measures are included.

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27.

Abriendo Puertas/Opening Doors: Improving parenting skills in Latino parents: A randomized, waitlist control study
Torres, Alicia, 25 June, 2014
Bethesda, MD: Child Trends

This webinar discusses findings from an impact study of the Abriendo Puertas/Opening Doors program, conducted in the Los Angeles Unified School District. Focus groups provided parents' perspectives and addressed such topics as: diet and healthy living; emotional support for their children; educational readiness support practices at home; and parental advocacy for children's rights at school.

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28.

Head Start Impact Study online training and Q&A
Roach, Julia, 23 February, 2011
New York: Child Care & Early Education Research Connections

This webinar describes the research questions, study design, and instruments used by the Head Start Impact Study. It then provides a walk-through of the study's data files and their use.

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29.

Head Start Family and Child Experiences Survey (FACES) 2006 Cohort online training and Q&A
West, Jerry, 16 November, 2010
New York: Child Care & Early Education Research Connections

This webinar provides a detailed description of the available data and potential uses of the dataset of the Head Start Family and Child Experiences Survey (FACES), 2006 Cohort. Included in this presentation are discussions of the study's purposes, design, and technical issues, as well as detailed descriptions of data collection instruments, data file variables, approaches to data weighting, and other issues related to the use of FACES 2006 data in secondary analyses studies.

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