This area provides information documents on topics related to the six TATS priority areas: Curriculum and Instruction, Evaluation and Assessment, Family Involvement, Inclusion, Program Effectiveness/Program Quality, and Transition and include information on early literacy, social skills development, children with challenging behavior, school readiness, and early childhood standards. There is also information specific to VPK programs.
Access to the General Education Curriculum in Inclusive PRE-K Programs
Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families
Fact Sheet - Young Children with Challenging Behaviors
Growing Ideas – Increase Access: Universal Design in Early Care and Education
Inclusion Resources
Linking Social Development & School Readiness
NAEYC/NAECS/SDE Position Statement on Curriculum, Assessment, and Program Evaluation
New Research Synthesis on Early Childhood Inclusion
Positive Solutions for Families of Young Children with Challenging Behavior
The Potential of Title I for High High-Quality Preschool Quality Preschool
Prekindergarten Children with Disabilities: Expanding Opportunities for Providing Services - A Guide for Making System and Program Level Decisions
Program Practices for Promoting Social Development of Young Children and Addressing Challenging Behavior - Leadership Strategies - Recommended Practices
Questions and Answers on the Part B Educational Environments Data Collection for Children Ages 3 – 5
Research Synthesis on Infant Mental Health and Early Care and Education Providers
Response to Intervention and the Pyramid Model
Trends Impacting the Inclusion of Young Children with Disabilities
Voluntary Prekindergarten Education Program (VPK) Setting & Aligning Standards - Emergent Literacy Course Standards Overview and Recommendations
Voluntary Prekindergarten Education Program (VPK)Setting & Aligning Standards - Child Performance Standards Overview and Recommendations - Florida's Early Learning Standards for Four-Year-Old Children: Recommended Revisions
Voluntary Prekindergarten Education Program (VPK) Setting & Aligning Standards - Curricula Standards Overview and Recommendations
Accessing Helpful Transition Resources on the Internet
A Child Outcome Framework for the Early Childhood Transition Process
Desired Family Outcomes of the Early Childhood Transition Process
Developing Interagency Agreements: The Road Map for Transition
Early Childhood Transition from Part C to Part B Timeline Requirements
Easing the Transition from Preschool to Kindergarten: A Guide for Early Childhood Teachers and Administrators
Easing the transition from pre-K to kindergarten: What schools and families can do to address child readiness
Families and the Transition Process: Primary Style
Getting Parents Ready for Kindergarten: The Role of Early Childhood Education
Getting to Know Me
Getting to Know Your New Teacher and School
A Parent’s Guide to a Successful Kindergarten Transition
Readiness: School, Family and Community Connections: Annual Synthesis
Ready Schools
Strategies for Supporting Transitions for Young Children with Special Needs National Focus Group Findings: Technical Report #1
Technical Assistance Paper (TAP): Transition from Early Steps to the School District Prekindergarten Program for Children with Disabilities or Other Programs (October 2007)
Transition to kindergarten: Policy implications for struggling learners and those who may be at risk for learning disabilities
The Transition Process for Young Children with Disabilities: A Conceptual Framework
Your comments can help make our site better for everyone. If you've found something incorrect, broken, or frustrating on this page, let us know so that we can improve it. Please contact the TATS Webmaster by email or the online form.
