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This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children's learning compared to those that are not effective. This article addresses the question: "Are the curricula used by the teachers effective?" The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: "What curriculum or curricula do you use in your classroom?" We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children's learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective.

State early intervention programs face significant regulatory, accountability, and economic demands. As a result, major policy and programmatic changes are occurring that subsequently affect the design and delivery of services. The authors conducted an evaluation of one state and its policy changes affecting eligibility, family cost participation, and service delivery. This article provides an overview of the steps taken to (a) design and carry out an evaluation measuring the impact the policy changes had on children, families, and services, and (b) inform and engage the state's early intervention program constituencies, including families, providers, and advocacy organizations.

The Research and Training Center (RTC) in Service Coordination is a federally funded project charged with carrying out an advanced research program to analyze current, and recommend future, policies and practices for service coordination under Part C of the Individuals with Disabilities Education Act amendments of 1997. One RTC objective was to identify outcomes of service coordination that could be measured to provide evidence for effectiveness. To accomplish this objective, four national studies were implemented with multiple stakeholder groups. The outcomes generated from each of the four studies were then combined and reduced to a set of child and family outcomes that could be measured as evidence of effective service coordination. These outcomes were then embedded in a service coordination logic model to illustrate the complexity of variables contributing to achievement of positive outcomes for families and their children.

A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to collaboratively establish and implement transition planning procedures. (Author/JDD)

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.tips.2009.02.002 Byline: P. Michael Conn, Jo Ann Janovick Abstract: Proteins serve in cellular roles that necessitate structural precision, a requirement overseen by the cellular quality control system (QCS). By rejecting misfolded proteins, the QCS protects against aberrant activity. Misfolding and subsequent retention by the QCS results in proteins that might maintain function but become misrouted and cause disease. Correcting the misrouting of misfolded mutant proteins often restores activity and addresses the underlying disease. Because of its small size, the gonadotropin-releasing hormone receptor has been an excellent model for G-protein-coupled receptor trafficking and has recently enabled elucidation of both the requirements to pass the QCS and the biochemical mechanism of rescue by pharmacological chaperones; this information will now enable rational design of these therapeutic agents. Here, we summarize what is known about the relation between receptor structure and interactions with the QCS with a view toward therapeutic development based on the rescue of misfolded and, consequently, misrouted mutants with drugs. Author Affiliation: Oregon National Primate Research Center and Departments of Physiology and Pharmacology and Cell Biology and Development, Oregon Health and Science University, 505 NW 185th Avenue, Beaverton, OR 97006, USA

The case of a 40-year-old woman is described who was infertile because she had a benign pancreatic tumor that was secreting excess amounts of luteinizing hormone. Once the tumor was removed, her blood level of luteinizing hormone decreased substantially and she began menstruating.