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PACE Leadership Summit Feb. 27-28
Time is Running Out. Discounted room rate of $169.00 ends Friday, Feb. 6!
Sir Francis Drake PACE Discount Rate is $169.00 (Single/Double Occupancy).
Room block ends Feb. 6 or until full. Call (415) 392-7755, mention PACE!
For more information and to download the registration form click here.
Dispelling misperceptions: Montessori/ traditional education
This research examines the differing perceptions which exist between leaders in traditional education and Montessori education. Using a multifaceted communication tool, this study will examine the potential of education and communication as a vehicle to change perceptions and find commonalities between differing entities.
PACE partners with KidAdmit!
PACE has recently partnered with KidAdmit to offer schools a great resource for reaching parents, managing applications online, and better communicating with interested families. Sign up for your free KidAdmit.com account to:
It's quick, easy, and free to add your school to KidAdmit — email them at firstname.lastname@example.org or call them directly at 415-890-5430. Their platform covers all of California and all schools are welcome!
- Reach parents who are interested in your program, your philosophy, and your school
- Manage your applications and communications through the KidAdmit platform — it's customizable to fit right into your current process and keep you in control!
- Share the unique aspects of your program with thousands of parents who are searching for care in their area
Save the date — PACE 46th Annual Education Conference
- PACE 46th Annual Education Conference
Oct. 16-18, 2015
Early childhood development: Does bundling services for young children and their families reduce costs?
A child's physical and cognitive development is highly influenced by the quality of the care and nurture that he or she receives. This makes it important to both provide for children's nutritional needs and also enhance their stimulation. One way to address both these needs is through bundling the services in a single intervention. In bundling, the goal is to maintain or even enhance the benefits of existing services and gain some benefit from the new program.
Miss an issue of the PACE Spotlight? Click here to visit the PACE Spotlight archive page.
Rural communities struggle to provide after-school programs
When school lets out, many children in rural communities must take a long bus ride home, miles from their nearest neighbor. They don’t play basketball with their friends, do art or science projects with the local community group or get help with their homework. Most go home to families with limited resources, struggling to make ends meet. For many of these children, an after-school program is their only opportunity to get help with homework, take part in extracurricular activities and socialize outside of school. But school officials in rural districts say there is a shortage of programs in their communities because they struggle to provide transportation, find qualified staff and enroll enough students to generate adequate funding. And unlike more populated areas, there often are no other organizations to turn to for help.
Preparing the classroom for kids with food allergies
Ryan is allergic to milk, please be sure he isn't served milk ... Jennifer is allergic to peanuts, she must avoid all foods with peanuts...Lindsey is allergic to milk and eggs, do not allow her to eat foods with either of these ingredients ... It isn't surprising to find a wide range of food allergy information on student's health forms these days. Studies show that food allergies affect up to 2 1/2 million children. Six foods account for 90 percent of all allergic reactions to foods in children: milk, eggs, peanuts, tree nuts, wheat and soy. Most children will outgrow their food allergies with the exception of peanut and tree nut allergy, which are considered life-long.
Missed last week's issue? See which articles your colleagues read most.
Chronic absenteeism challenges D.C. public schools' preschool program
About 1 in 4 preschoolers attending Title I schools in the District of Columbia missed 10 percent or more of 2013-2014 school year, according to research released today from the Washington-based Urban Institute that was conducted at the request of the school system's early childhood education office. The children who missed the most preschool were the ones experts believe to be most in need of the boost that a high-quality early-childhood program provides — for example, children with disabilities, homeless children and children whose families were on welfare.
Preschool teachers should earn like they matter
Picture this: A 4-year-old is in a sandbox, running sand and pebbles through a sieve. An adult is at his side, asking him to describe the speed of the moving sand, prompting him to compare the sizes of pebbles, and introducing words like "filter," "capture" and "sort." The adult is closely observing his language development, assessing his abilities, bringing math and science into their conversations — and doing the same with 12 other children under her watch that day. By every indication, she is a teacher.
Mobile and interactive media use by young children: The good, the bad and the unknown
Boston University Medical Center via Science Daily
Mobile devices are everywhere and children are using them more frequently at young ages. The impact these mobile devices are having on the development and behavior of children is still relatively unknown. Researchers review the many types of interactive media available today and raise important questions regarding their use as educational tools, as well as their potential detrimental role in stunting the development of important tools for self-regulation.
Keys for supporting Hispanic dual language learners in early education
Hispanic dual language learners are a large and growing share of the American population under the age of five. And while there is considerable political interest in expanding public pre-K programs, policymakers rarely design these new programs with DLLs' (Hispanic or otherwise) needs in mind. Policy always lags schools' needs, of course. The critical, proverbial Policy Reforms of Minerva fly only at dusk. It's hard enough to get a new pre-K expansion launched, so many policymakers wait until they have things up and running before considering how to adjust it for particular student groups.
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