Policy, Training, & Practice

Policy Resources

Sample policy to reduce suspenion and expulsion in young children.

In 2018, Illinois passed a law prohibiting expuslion in children 0-5. 

State IDEA Part C Lead Agencies
Compiled by the Early Childhood Technical Assistance Center, this list identifies the lead agency for Part C services in each state and territory. Disabilities coordinators, Technical Assistance Providers, parents of children with disabilities, and Early Head Start partners will be able to determine which agency to contact regarding infant and toddlers with disabilities. 

Training and Practice Resource

Resources for Educators (from Teaching for Change)
A set of books. lesson plans, and other resources to help address social justice in early childhood education settings. 

Early Childhood Guest Lecturers

Early Childhood Sample Syllabus
Syllabus from graduate level course focused on early childhood assessment

Peer Reviewed Articles

Albritton, K., Chen, C., Bauer, S., Johnson, A., Mathews.R, (2019).Collaborating with school psychologists: Moving beyond traditional assessment practices. Young Exceptional Children,   DOI: 10.1177/1096250619871951

Abstract: Due to the diverse needs of young children at risk for or with developmental delays/disabilities and their families, an interdisciplinary and collaborativeteam is required in schools to deliver family-centered, individualized earlyintervention/early childhood special education (EI/ECSE). In this article, we outline ways in which school psychologists can collaborate with EC personnel to improve the developmental, social-emotional, and academic outcomes for preschool-age children.

Albritton, K.,  Mathews, R., & Sara G. Boyle (2018): Is the role of the school psychologist in early childhood truly expanding? A national survey examining school psychologists' practices and training experiences, Journal of Applied School Psychology, DOI:10.1080/15377903.2018.1462280

Abstract: Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation ofchildren who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.

Donovan,L.,  McCoy,D.,  Denune, H., Barnett,D., Graden, J.,  &  Carr, V.  (2015) Preparing Doctoral-Level Consultants forSystems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education, Journal of Educational and Psychological Consultation, 25:2-3, 252-275, DOI:10.1080/10474412.2014.929957

Abstract: Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.

NASP Policy Playbook

The NASP Policy Playbook contains a wealth of resources and talking points on key advocacy and policy priorities.

External Resources

State of Babies 2021 (Zero to Three)
The state of babies yearbook compares national and state by state data onthe well-being of infants and toddlers.   more

America for Early Education (NAEYC)
Nonpartisan advocacy campaign to ensure that policy catches up with the science behind the importance of early learning.  more

Early Learning Tool Kit (NHSA)
Information and resources to help stakeholders develop plans to assist children in making a successful transition from early childhood settings to kindergarten.  more