Comparing Options for Collaboration Software

(Published 2009) | Useful to Parent Centers exploring technology for collaboration. 

If you’re looking for software tools that can help your group collaborate, you’ll find a lot of options. There are many different types of solutions that support many different types of needs. This online article explores the types of software that exist for informal conversations and presentations, for information sharing, and for longer-term structured collaborations. A meaty section on how to choose then follows and includes a handy chart of each software’s strengths and weaknesses to help you select the one that fits your Center.

Find the article here:

Tips and Tools to Activate Nonprofit Boards and Committees

(Published November 2014) | Useful to Parent Centers in working with their Boards. Also useful to states and districts in engaging stakeholder communities.

Having an active board is vital to the life and effectiveness of a nonprofit organization. Learn how you can leverage technology to engage a board, committees, and stakeholder groups to get them actively involved with your work. This webinar was originally held in 2014, but it’s archived for your listening and learning pleasure.

Find the webinar here:

Helping Your Board Collaborate

(Published May 2015) | Useful to Parent Centers in working with their Boards.

A nonprofit’s board of directors requires a lot of collaboration—with other board members, committee members, and organizational staff. Yet board members are often spread out geographically, which can make successful collaboration a real challenge. Even if board meetings are held face-to-face, much of the work between meetings is done virtually.

This article explores board portals and other software that you can use to bridge the distance and unite dispersed collaborators by making it easy to present, review, and comment on information.

Find the article here:

Resources for Working with Administrative Data

Research Connections has added a new website section dedicated to Working with Administrative Data. The term “administrative data” refers to information about individual children, families, and/or providers of early care and education and other family benefits that is collected and maintained as part of the operation of government programs.
The resources shared were selected from a collection of resources about acquiring, using, managing, linking, and analyzing administrative data in early childhood or related fields. The current resources were selected because they:

  • highlighted advantages and disadvantages to using administrative data;
  • detailed steps or procedures about how to use administrative data;
  • provided state examples about administrative data use; or
  • were tools or toolkits that housed information about administrative data.

Find the resources here:

Autism Navigator

Autism Navigator is a unique collection of web-based tools and courses that integrate the most current research in autism with an interactive web platform and lots of video footage showing effective evidence-based practices. It’s intended for professionals as well as families.

Families can start with the short video About Autism in Toddlers (you have to register first, but it’s free) to learn more about diagnostic features of autism, the importance of early detection and intervention, and current information on causes. Close-captioning is available in English and in Spanish.

Find the collection here:

Share the Knowledge: How DEC’s Recommended Practices Can Benefit Families

(Published 2015)

The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. The purpose is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them.

The Division for Early Childhood (DEC)’s 3-minute video, Share the Knowledge with Families, features leaders in the early childhood field describing how the DEC Recommended Practices in Early Intervention / Early Childhood Special Education (April 2014) can benefit families.

See the video:

Download the DEC Recommended Practices:

Elevating Quality Rating and Improvement System (QRIS) Communications

(Published July 2015) | Useful to Parent Centers in SSIP work and in promoting effective communication for stakeholder engagement.

To date, 39 states have implemented quality rating and improvement systems (QRIS) to rate and improve child care and early education programs for children birth to age five. The success of a state QRIS depends on effective outreach and engagement with a range of stakeholders.

This report, Elevating Quality Rating and Improvement System Communications: How to Improve Outreach to and Engagement with Providers, Parents, Policymakers, and the Public, provides examples of what some states are doing to market their QRIS and provides recommendations for other states. Its purpose is to provide a QRIS communications framework and examples that can be used to support and improve communications with providers, parents, partners, policymakers, and the public.

Find the report here:

Supporting Parent Engagement in Linguistically Diverse Families to Promote Young Children’s Learning: Implications for Early Care and Education Policy

(Published July 2015) | Useful for Parent Centers in advocating for parent engagement strategies that are appropriate for linguistically diverse families with young children. 

There is wide agreement that early care and education programs should support parent engagement linked to early learning for all families, including families from diverse language and cultural backgrounds. This brief highlights research that can inform policies to expand the capacity of early care and education programs to promote parent engagement in linguistically diverse families with young children. Policy initiatives that could strengthen the capacity of early care and education programs to support parent engagement in these families include:

  • establishing program requirements and quality standards that specifically address the needs and interests of families whose home language is not English;
  • providing educational opportunities to individuals who can increase the linguistic diversity and cultural competency of the early care and education workforce;
  • providing resources to support programs’ use of parent engagement practices and activities that are most promising for linguistically diverse families; and
  • using data to understand the participation of linguistically diverse families in parent engagement activities and inform efforts to strengthen programs’ capacity to engage diverse families. (Author abstract)

Find the brief here:

Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities

(Published September 2012) | Useful to Parent Centers in working with families of young children with disabilities and in addressing the “Early Learning” priority.

This resource explores how early childhood assessment informs instruction and intervention, highlighting screening, diagnostic, and progress monitoring assessments. The authors, experts in the field of early childhood education and assessment, discuss the strengths and weaknesses of each type of assessment. An appendix provides psychometric information on various diagnostic assessments of oral language, phonological processing, and print knowledge.

Find the resource here:

Parent Engagement from Preschool through Grade 3: A Guide for Policymakers

(Published September 2013) | Useful to Parent Centers in advocating for effective parent engagement policies at the state and local levels.

This guide provides a discussion of research, policy, and practice regarding the role of parental involvement in children’s early education and schooling.  In addition to overviews of several promising initiatives from across the country, this report from the National Center for Children in Poverty (NCCP) outlines:

  • key findings and summaries of research regarding the impact of parental behavior on a child’s learning and achievement, evaluation of interventions, and factors affecting parental involvement;
  • models designed for culturally diverse, low-income families; and
  • opportunities for states to advance parent engagement polices and practices.

Find the report here: