Pacific – Sacramento City Unified School District, elementary schools in stockton

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Sacramento City Unified School District

Sacramento City Unified

School District (SCUSD) 5735 47th Avenue,

Sacramento City Unified

School District (SCUSD)

5735 47th Avenue,

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Pacific

Elementary School (eK-6)

Elementary schools in stockton ca

Uniform: White top, navy blue bottoms

Special programs: Reading Partners, Food Literacy Center, iReady, computer-based math

After school: Boys and Girls Club

Pacific Elementary School is firmly committed to collaboration, reflection and continuous improvement. The teachers are committed to data driven decision making to improve student achievement.

The Pacific Staff and School Site Council have spent time analyzing and monitoring achievement data in order to make instructional adjustments for improving student outcomes. The following items reflect major initiatives currently underway at Pacific Elementary. Teachers, guided by the grade-level content standards, use the core curriculum to support the teaching and learning process. Students receive differentiated instruction based on departmentalization in the Intermediate grades. Grade-Level Teams meet weekly, using assessment data to strategically plan to meet student needs. Intensive Reading-Language Arts Intervention is provided by the Resource Teacher for targeted 4th – 6th grade students and all students are eligible to receive Supplemental Education Services- tutoring.





19/09/2017

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Ethical Dilemmas – Moral Dilemmas – Classroom Discussion #ethical, #moral, #dilemma,

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This is #17 of an ongoing series of discussion starters from the case files of Charis Denison. The situations presented are very real and are changed monthly. Please try them out with your students and share your results with us. You can find the complete archive of dilemmas here.

THE SITUATION
(present this to your students)


Kevin is a talented basketball player whose high school team made it into the playoffs and all the way to the city championship game. As a result, Kevin had to miss his school s baseball tryouts and a couple of weeks of practice. So, he was grateful when the coach gave him an opportunity to come out for the team anyway. Kevin s older brother had been on the varsity team for four years, so the coach knew the family and assumed Kevin would follow in his brother s footsteps. But Kevin had never played league baseball before and had no expectation of getting a lot of playing time. Besides, the team already had a solid lineup of experienced players; he would just have to be patient and earn his position through hard work.

Which is why Kevin was shocked when the coach announced the starting lineup for the first game: Kevin was picked to start at third base.

Kevin immediately felt confused, then embarrassed, then guilty. He was confused because the coach had never seen him play. He felt embarrassed and guilty because everyone knew that the coach must have made this decision based on Kevin s athletic reputation and the coach s relationship with Kevin s older brother. Kevin considered himself a team player. He also knew the other third baseman a strong player who never missed a practice. Surely the other guy deserved to be the starter. He looked around at his teammates and saw himself through their eyes. He felt bad. He walked to his position without making eye contact with the coach or the players.

After the game, Kevin called his brother and said he was thinking about asking the coach to let him step down until he had earned the position in a way that was fair to the rest of the team. His brother said no way. Life is about seizing opportunity. That s how you achieve your dreams. Why give up your big chance? Besides, he said, I put in a good word for you, so don t blow it.

Kevin felt like he was stuck. If he kept silent, he risked the respect of his team; if he came forward, he risked the athletic opportunity and his relationship with his coach. He needed to make a decision before the next game.

haris (KAIR-iss) Denison, founder of Prajna Consulting, is an expert in Community Involvement, Human Development, and Ethics. She has built her experience primarily by working with schools and non-profits for the past 15 years.

After initially teaching middle and high school English and Creative Writing, Charis began to develop curricula and publish articles related to social justice, ethics, human development, community involvement, and experiential education. She has received national recognition for her work in those fields, as well as for her community-based work with American teens and Tibetan refugees in Central Asia.

Charis co-wrote Tolerance for Others. a middle school human development text, with Leni Wildflower. She currently works as the national Service-Learning consultant for the Durango Institute for Co-Curricular Education.

Charis also teaches at Marin Academy in San Rafael, California, and runs Prajna Consulting. Through Prajna she consults with schools, parents, students, and businesses both organizationally and individually. Charis also facilitates workshops and speaks on a wide variety of topics.

NOTES FOR THE FACILITATOR
(this is for you)

This case is a great one for introducing students to the idea that taking no action is taking action. In other words, when my students are discussing scenarios like this and come back with the infamous, just take what happened and don t do anything; it s not your responsibility, I reply, not making a choice is a choice.

Students love to talk about times when they have been the victims of an unfair situation. It s a lot of fun to turn the tables on them and have them talk about when they have benefited from an unfair situation. Do they bear some responsibility to restore justice? I find it effective to get students to articulate what each of three parties would consider fair in the scenario (the coach, Kevin, the team).

If you have covered any of the more formal ethical principles, this case works very well when you assign one of the three principles to each group and have them apply it to their decision (ends-based, rule-based, care-based).

DISCUSSION QUESTIONS
(also, debate topics, writing assignments, etc.

  • What do you think Kevin should do? What do you think you would do?
  • How do you think the team might feel about the coach letting Kevin start without having seen him play or participate in the first two weeks of practice?
  • What do you think is the coach s reason for making Kevin a starting player? Do you agree with it?
  • How do you feel about the role Kevin s brother is playing in all this?
  • How might Kevin feel if he doesn t talk to the coach?
  • How much influence do you think Kevin s brother has on Kevin s choice?
  • If you were faced with an ethical dilemma, how important would your sibling s opinion be?
  • Have you ever seen someone you know benefit from an unfair situation? What happened? What did it feel like? How did the person benefiting respond? If you didn t agree with that response, how do you wish he/she would have responded?
  • Have you ever benefited from an unfair situation? What happened and how did you respond? Would you respond in the same way again?

SHARE YOUR RESULTS WITH US. How did your students resolve this dilemma? Did anything surprising happen? Tell us about your discussion and we may publish your comments. Click here to send us an email.

For some very helpful articles about conducting productive, lively, meaningful classroom discussions (including Socratic method), click here.





13/09/2017

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What Can I Do with an Associate – s Degree in

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What Can I Do with an Associate’s Degree in Elementary Education?

Completing an associate’s degree program in elementary education may prepare graduates for a job as an elementary school aide, or it may just be a precursor to earning more education in the field. Read on to find out what options are available to graduates of an associate’s degree program in elementary education. Schools offering Elementary Education degrees can also be found in these popular choices.

What is an Associate’s Degree in Elementary Education?

Most elementary school teachers are required to have at least a bachelor’s degree, as a 4-year degree is needed to gain teacher certification in most states. For this reason, an associate’s degree in elementary education alone cannot provide individuals with the academic credentials necessary to work as educators in public and private schools. However, many community colleges still offer 2-year, associate’s degree programs in elementary education. While these programs alone cannot prepare students to become teachers, they can prepare them for other opportunities.

While enrolled in an associate’s degree in elementary education, students should learn the basics of primary education. They may examine a variety of topics, including educational techniques and classroom technology. Graduates of such a degree program may enter the educational workforce as teaching aides or assistants or pursue higher education in a related field. Below are a couple of employment and educational options available to those with an associate’s degree in elementary education.

Important Facts About Teacher Assistants

Median Salary (2014)

Job Outlook (2014-2024)

Communication skills, patience, and resourcefulness

Career and technical education teachers, childcare workers, library assistants

Source: U.S. Bureau of Labor Statistics

Become an Elementary School Aide

Elementary school aides, sometimes referred to as teacher aides or assistants, are responsible for assisting teachers with a wide range of classroom tasks. These tasks allow teachers to focus their energy on planning and implementing lessons. Aides may help move students between school locations, supervise students and prepare materials for classroom lessons. In some cases, aides may assist in the grading of projects and homework. Although many aides only hold high school diplomas, some states require aides to hold degrees from accredited 2-year college programs.

Earn Further Education in the Field

Many graduates of associate’s degree programs in elementary education can choose to continue their studies at a 4-year university. Credits earned in such a program may be applied toward a bachelor’s degree program in the field. Bachelor’s degree programs build upon the knowledge gained in associate’s degree programs and help prepare students to pass a teaching certification exam. Teachers may continue their education by earning a master’s degree in elementary education or in a more specific field. In general, a higher education level translates into higher pay.

To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:





13/09/2017

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Everest College – Skokie, IL – Colleges – Universities #insurance, #financial

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Everest College

High School, Secondary.

Everest College was established in 2015, in SKOKIE, IL – Cook County and is a business listed in the categories Colleges & Universities, Business, Vocational & Technical, Elementary Schools, Secondary Schools, Miscellaneous Government, Elementary And Secondary Schools, Colleges, Universities, And Professional Schools, Schools, Vocational, Business, Executive Offices, Colleges, Universities, & Professional Schools, Government Offices, School Colleges & Universities, School Secondary & Elementary and School Business & Vocational and offers Insurance, Financial Aid Available, Career Planning, Financial Aid, Financial Assistance, Financing etc. If you did business with Everest College, please leave a review and help us improve and help other people. Also, don’t forget to mention Hubbiz.

Colleges Universities, Business, Vocational Technical, Elementary Schools, Secondary Schools, Miscellaneous Government, Elementary and Secondary Schools, Colleges, Universities, and Professional Schools, Schools, Vocational, Business, Executive Offices, Colleges, Universities, Professional Schools, Government Offices, School Colleges Universities, School Secondary Elementary, School Business Vocational

Insurance Accepted, Apply by Mail

Financial Aid Available, Career Planning, Financial Aid, Financial Assistance, Financing, Tuition Assistance, Dentistry, Massage Therapy, Accounting, Business, Day, Pharmacy, Pharmacy Technician, Body Work, HANDS-ON CAREER TRAINING IN. Medical Administrative Assistant, MEDICAL ASSISTANT, Medical Insurance Billing and Codin Pharmacy Technician, CAREER SERVICES ASSISTANCE AVAILABLE TO GRADUATES, Hands-On Training Learn by Doing, HIGHER EDUCATION

FINANCIAL AID AVAILABLE FOR THOSE WHO QUALIFY, Credit Card

Dental Assistant, High School Programs, Medical Administration, Pharmacy Technology, Graduate Degrees, Health Medical, Medical Assistance, Training Programs, medical office administration, Health Care, Medicine, Medical Office Administration





09/09/2017

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Elementary Education: Degrees – Programs: Graduate: School of Education: Indiana University

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School of Education

Degrees Programs

Elementary Education

You can make a daily difference in the lives of young students and nurture a lifelong passion for discovery. At the IU School of Education, we help passionate and committed individuals become the kinds of teachers that students will remember for the rest of their lives.

Programs Offered:
Overview

Our elementary education program ranked #8 in the nation by U.S. News World Report has produced many of Indiana s best teachers. Whether you re entering the field of education, want to build upon your skills and knowledge as a practicing educator, or plan to pursue a career as an education policy maker or researcher, we offer the right degree for you.

Faculty

Our elementary education faculty offers a broad range of expertise in reading, science, mathematics, and social sciences education. As scholars, they ve produced groundbreaking research on topics ranging from teacher training to improving literacy rates for multicultural students. As educators, they have served as mentors to many of Indiana s best teachers.

  • Donna Adomat. Associate Professor of Literacy, Culture, and Language Education
  • Valarie Akerson. Professor of Science Education
  • Sharon Daley. Clinical Assistant Professor of Literacy, Culture, and Language Education
  • Jesse Goodman. Emeritus
  • Carol-Anne Hossler. Clinical Associate Professor of Elementary Education
  • Peter Kloosterman. Martha Lea and Bill Armstrong Chair for Teacher Education 2010-2015; Professor Emeritus of Mathematics Education
  • Diana Lambdin. Martha Lea and Bill Armstrong Chair for Teacher Education (2005-2010) and Emerita Professor (Mathematics Education and Teacher Education)
  • Mitzi Lewison. Professor of Literacy, Culture, and Language Education
  • Terrence Mason. Interim Dean
  • Leana McClain. Senior Clinical Lecturer
  • Carmen Medina. Associate Professor of Literacy, Culture, and Language Education
  • Meredith Park Rogers. Associate Professor of Science Education
Careers

IU graduates make up one third of newly licensed teachers in Indiana each year. To help you find a position that fits your skills, content area, and interests, our School of Education career counselors are available to:

  • Develop effective resumes and cover letters
  • Improve your networking and interview skills
  • Interview with prospective employers at education job fairs
Contact

For further information about the M.S. in Elementary Education (Elementary Education Track), please contact:

Meredith Park Rogers
Program Coordinator
Associate Professor, Science Education
Department of Curriculum and Instruction
W.W. Wright Education Building, Room 3072
201 North Rose Avenue
Bloomington, Indiana 47405-1006
Phone: (812) 856-8168
Email:

For further information about the Ed.S. in Elementary Education, Ed.D. in Curriculum Studies (Elementary Education Track), and Ph.D. in Curriculum Studies (Elementary Education Track), please contact:

The Elementary Certification Masters Program (ECMP) is on moratorium while it is being revised. To receive updates on this program please contact:

Office of Teacher Education
Email: edhelp





12/08/2017

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SPARK Research-Based PE Programs, Physical Education Curriculum – More #online #elementary

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Announcing the SPARK Inclusive PE Guidebook!

We’re proud to announce the new SPARK Inclusive PE Guidebook, Workshop, and Sportime Starter Pack! These new resources provide strategies to support Inclusive PE for grades K-12, including skill adaptations, lesson modifications, sample lessons, and instructional strategies for 12 disability categories.

Register Now for the 2017 SPARK Institutes!

Join us for 2 days of hands-on training in the SPARK programs this summer in San Diego. Sign up soon, space is limited and the early registration discount ends May 12, 2017.

Upcoming Webinars

May 24th- Sport Stacking: PE and Beyond

This webinar will help teachers understand grade level expectations for a comprehensive sport stacking program.

June 7th- Making Connections After School: Physical Literacy and Social Emotional Learning

Join us to review PL and SEL competencies for After School Summer programs and for examples of how PL and SEL can be integrated.

Looking for funds?

The SPARK Grant-Finder Tool is your best resource for locating national and state-specific grants for your Physical Education, After school, Early childhood or Coordinated School Health program. New grants updated daily!

Fuel Up to Play 60

Funding is available to K-12 schools enrolled in Fuel Up to Play 60. The competitive, nationwide funding program can help your school jumpstart and sustain healthy nutrition and physical activity improvements. Funds can be used for professional development and physical education equipment & materials!

WellPoint Foundation Funding – Healthy Generations

The WellPoint Foundation invests in domestic initiatives that help improve the lives of people and the health of local communities. The Foundation promotes healthy behaviors, health-risk prevention, and healthy environments. Focus areas include childhood obesity prevention.





11/07/2017

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Educational Technology #engaging #activities,high #school #(grades: #9-12),language #arts,middle #school #(grades: #6-8),professional

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CATEGORY: Educational Technology

Posted May 2, 2017

Sure, adolescents spend too much time “glued to their screens,” but why not turn that to your advantage — and theirs? Students love of technology can be a powerful force in language arts classrooms thanks to the possibilities of digital storytelling. Students’ beloved smartphones can be essential tools for sharing their unique thoughts and experiences

Posted November 14, 2016

Long gone are the days when high school seniors filled out individual applications online to each of their choice schools — and further gone are handwritten applications mailed out individually with enough time before the deadlines. For the past several years, prospective college students have been able to apply to their choice schools in a

Posted October 31, 2016

While PowerPoint remains an industry standard for creating effective and engaging presentations, several new and innovative options enable students and teachers alike to create presentations for in-person and virtual audiences. Presentation options used to be much more limited. Either we needed certain software or a specific computer type, or the cost was prohibitive. That’s all

Posted September 13, 2016

Today’s education models tend to focus on a child’s achievement deficits — if students aren’t reading at grade level, for instance, then teachers try to get them caught up. Mindprint Learning flips this model, using cognitive tests to identify children’s strengths and engage them in ways that compensate for their weaknesses. The goal: Let kids

Posted April 6, 2016

Stackup is a Chrome browser extension that measures students’ time learning on the Internet. “Teachers use Stackup to make free reading fun and accountable,“ said Nick Garvin, the company’s CEO. Browser extension measures the time students spend learning online by subject or website Students can use the browser extension to research subjects that interest them,

Posted August 27, 2015

Early childhood arts-based learning is suffering at many schools. Despite recognizing the benefits of art instruction, teachers have less time for creativity and fun during class time. School budgets for visiting artists are tight as well. Cutbacks appear to be nationwide and beyond. Canadian schools, for instance, are dealing with the same budgetary realities,” said

Posted September 10, 2014

Knowing how to calculate volume, area and perimeters isn’t just reserved for mathematicians, physicists and engineers. It’s an important skill that workers use every day in dozens of professions including carpenters, surveyors, landscapers, painters and architects. And it all starts with simple geometry. Geometry has been a part of most middle and high school math

Posted September 2, 2014

For generations of chemistry students, the Periodic Table of the Elements has been a must-have tool for solving science homework problems and completing classroom tests. Scientists developed the periodic table in the late 19th century to organize elements, the basic building blocks of ordinary matter, into a cohesive document that can be studied and shared. The

Posted August 27, 2014

Now is a great time to be a social studies or government teacher, thanks in part to a multitude of technology resources that can help educators engage students, promote classroom deliberation and develop rich K-12 lesson plans. An excellent example of those resources is the website C-SPAN Classroom, which provides high-quality, up-to-date teaching materials for

Posted August 18, 2014

Studying historical facts and figures has been a mainstay in elementary and secondary schools for generations. That’s especially true in government and civics classes, where students learn about the U.S. presidents and their places in history. But memorizing this information can be a monotonous task for some students. Fortunately, technology can help make that job

Posted August 11, 2014

One of the best ways to engage students in learning is to include multimedia in lesson plans. Audio, video and interactivity in lessons tend to keep students interested and help them retain the material better. That’s the idea behind the popular BrainPOP collection of educational websites, programs and animated movies. Since 1999, BrainPOP curriculum-based content

Posted August 6, 2014

For generations of K-12 students, a paper notebook or three-ring binder was a necessity for classroom organization. But thanks to technology, today’s students can cast aside paper organizers in favor of mobile apps that take classroom organization to a whole new level. Mobile organization apps let students combine lecture notes, study materials and classroom resources

Posted March 21, 2014

When Rod Powell’s school went one-to-one, giving a computer to every student, he was thrilled with the opportunity for professional development offered by the North Carolina school district where he teaches history. But he knew he wanted to learn about more than the machine. Powell wanted to know how to bring technology into his students’

Posted March 6, 2014

Melissa Techman is a librarian who knows her tech. And she’s willing to share. The Broadus Wood Elementary School’s librarian expands her reach beyond her home district in Virginia. She is on Twitter, Diigo, Symbaloo and Pinterest as mtechman, sharing tech tips and tools for educators. Techman first used technology in her library when she

Posted December 19, 2013

With the days of dusty card catalogs long gone, school librarians are taking a leading role in bringing technology into K-12 education. Promoting the importance of technology in education is just one of librarians’ many roles in schools. By serving as role models for technology use and demonstrating how technological resources serve students’ learning aims,

Posted December 14, 2013

Some exciting education technology trends appear poised to influence the classroom in new ways. They could give teachers access to a broader range of education options while helping students better prepare for the world they will face. Mobile apps Veteran teachers, new teachers and those training to become teachers are probably all familiar with mobile apps .

Posted November 1, 2013

With the costs of education skyrocketing, students can t pass up a chance for a free online textbook. Whatever the subject matter, these textbooks allow teachers to pass the cost savings on to their students and parents. Textbooks can be found for elementary students just beginning their education as well as for college students in specialized

Posted July 29, 2013

If you really want to integrate technology into the classroom, asking which apps are best for math or science is the wrong question. “There’s tons of great math apps if you are trying to skill and drill , but there’s more to technology than that,” said Jon Samuelson, best known as iPadSammy from his blog of

Posted June 5, 2013

Education is continuously changing, and so are the techniques. The visual literacy classroom is becoming a priority to keep up with digital technology trends in learning. The capacity, comprehension and communication of current students differ considerably from the student of 10 and even five years ago. The classroom environment must adapt to the students learning

Posted April 29, 2013

Education technology is at the forefront of discussions about how education will look in the future. Gaming technology and digital badges may play a significant part of that process. While there seems to be a growing reluctance to keep score in youth sports, a new way of tracking wins and losses may just be what’s

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17/06/2017

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Bachelors degree in early childhood education #early #childhood, #elementary #school, #middle

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Early Childhood Special Education

What is Early Intervention?

Supports and services delivered to infants and toddlers from birth through age three who are not developing as expected or who have a medical condition that can delay normal development. Early intervention supports and services focus on increasing the child’s participation in family and community activities that are important to the family. In addition, supports and services focus on helping parents and other caregivers know how to find ways to help the child learn during everyday activities. These supports and services are available for all eligible children and their families regardless of the family’s ability to pay.

Early Intervention Services are provided by the local Infant Toddler Connection program .

What is Early Childhood Special Education?

Services delivered to preschool aged children from age two (whose birthday falls on or before September 30) through five who experience a disability and require special education. Educators, along with the child’s family, develop an individualized education program (IEP) with goals and objectives to meet the child’s developmental needs. The goals and objectives include a variety of skills and/or activities for the child to learn and use consistently.

Early Childhood Special Education (Part B of IDEA) and Early Intervention (Part C of IDEA), in Virginia, provide services for children from birth to Kindergarten age who qualify according to state and federal law. All localities in the state have services available for children in this age group who are eligible.

Early Intervention services are provided for infants and toddlers with a disability. Infant and toddler with a disability means a child who is eligible to receive services in the Part C early intervention system up to age three who:

  • has delayed functioning;
  • manifests atypical development or behavior;
  • has behavioral disorders that interfere with acquisition of developmental skills; or
  • has a diagnosed physical or mental condition that has a high probability of resulting in delay, even though no current delay exists. COV § 2.1-760; 34 CFR § 303.16 (a).

Preschool aged children from age two (whose birthday falls on or before September 30) through five with a disability may be found eligible for Early Childhood Special Education services under one or more of 14 disability categories, which are defined in the federal and state regulations:

  • autism
  • deaf-blind
  • emotional disability
  • hearing impairment
  • learning disability
  • intellectual disability
  • multiple disabilities
  • orthopedic impairment
  • other health impairment
  • speech or language impairment
  • traumatic brain injury
  • visual impairment / blindness
  • developmental delay

The long term goal for our preschool aged children is for them to be as ready as possible to enter kindergarten. The earlier services are provided for children with disabilities, the better the long term prognosis. Children with special needs who have experienced support early in life do better in future settings.

Smooth transitions from early intervention to early childhood special education and then into Kindergarten are important. Families, children, sending, and receiving programs all need to share information and support each other. Transition activities need to be timely to assure access to appropriate services for the child. The transition should also be smooth and seamless between programs, people, and services.

Early Childhood Special Education services are provided by local school divisions. Local school divisions’ Special Education Departments should be contacted for specific information about their programs see the public school division directory .

Additional resources are available for Early Childhood Special Education (ECSE) leaders responsible for administrative oversight of local ECSE programs. The Leadership in Effective And Developmentally-appropriate Services in ECSE (LEADS) website provides consistent information statewide to improve the collection, reporting, and use of ECSE indicator data; and connect, support, and empower local leaders to build capacity and provide high-quality programs and services throughout the state for young children ages 2-5 years with IEPs.

Additional resources are available for Early Childhood Special Education (ECSE) leaders responsible for administrative oversight of local ECSE programs. The Leadership in Effective And Developmentally-appropriate Services in ECSE (LEADS) website provides consistent information statewide to improve the collection, reporting, and use of ECSE indicator data; and connect, support, and empower local leaders to build capacity and provide high-quality programs and services throughout the state for young children ages 2-5 years with IEPs.





17/06/2017

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