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TACSEI and CSEFEL Updates
NAEYC and CSEFEL Faculty Team Up for Discussion on Facebook
Helping Children Play and Learn TogetherJoin Center Partner NAEYC (The National Association for the Education of Young Children) on February 10-12 to discuss the article "Helping Children Learn and Play Together". The article, which was co-authored by Michaelene M. Ostrosky (CSEFEL faculty) and Hedda Meadan recently appeared in the NAEYC publication Young Children and describes ways to promote and support positive social interactions and prevent challenging behavior.  For more information and details about how you can participate, visit the Facebook discussion page.

Do You Have a Story About the Pyramid Model?
The Pyramid Model Story Project Wants to Hear from You!
Do you have a story about the Pyramid Model that you would like to share?  Inspired by the popular StoryCorps© series, we are looking for individuals who have real stories about how the Pyramid Model has had an impact in their life.  We are interested in stories of all kinds: individual children, particular classrooms, entire schools, anything! Short, long, funny, inspirational…we simply want to know how the Pyramid Model has helped to improve your life or the life of someone you know, care for or work with. We will be capturing these stories in a variety of ways-anything from a simple written description with photos, to a recorded phone conversation, to a live in-person video interview.Interested? Please fill out our brief submission form and provide us with a short description of your story.  We will be following up with as many people as possible to document how the Pyramid Model has helped people throughout the United States and the world promote social-emotional competence and address challenging behavior. Deadline for submissions is March 8th, 2010.

TACSEI Roadmap #4 Now Available!
Technical Assistance to Promote Service and System Change
Roadmap #4The purpose of the fourth installment in the TACSEI Roadmap series is to assist a range of stakeholders (e.g., early childhood service providers, parents, technical assistance providers) understand the types of TA that are most beneficial to achieve particular practice and systems outcomes. The paper explores and highlights TA strategies to initiate, implement, and sustain effective practice and systems change. Download it today from the TACSEI website!

Still Time to Apply for TACSEI Implementation Academy
TACSEI is hosting an intensive Implementation Academy for district or program-level teams who are interested in implementing the Pyramid Model in preschool programs or classrooms with a focus on children at risk for or with delays or disabilities. The Pyramid Model Implementation Academy will take place April 26 - April 29, 2010 in Tampa, Florida.  Teams must complete an application to attend. Applications are available in the "What's New" section on the TACSEI home page. Please note that applications are now being reviewed and will continue to be accepted until all team slots are filled.

All NEW TACSEI Consultant Bank
TACSEI Redesigns the Consultant Bank to Make it Easer than Ever for You to Find the Expert You Need!
If you haven't visited the TACSEI Consultant Bank lately, you may want to take another look.  TACSEI recently streamlined the process and updated the Consultant Bank webpage to include a complete listing off all TACSEI Consultants and their expertise, organized by location. Now to find a consultant, simply browse the listings and send consultants you are interested in a message inquiring about their availability, rates, and services. It's that simple!

Join Us at the Beach! Time is Running Out to Register for NTI 2010
National Training Institute
7th Annual National Training Institute on Effective Practices: Supporting Young Children's Social Emotional Development
March 17-20, 2010
Sheraton Sand Key Resort
Clearwater Beach, Florida

Register now for the 7th Annual National Training Institute! The format is designed to provide cutting-edge information on challenging behavior in an in-depth, intensive learning experience. Each workshop is three hours long and topics are chosen carefully to give you a variety of options. Participants have many opportunities to practice new strategies, interact with experts, and engage in lively discussions with colleagues. This is your chance to learn creative and effective ways to manage challenging behavior. Information about sessions, travel, and registration will be posted on the Institute web site as it becomes available.
Upcoming Events
TACSEI and CSEFEL faculty may provide presentations, workshops and/or sessions at the events listed below. Please visit each association's website for specific program and registration information.

NACCRRA National Policy Symposium
March 9 - 13, 2010
Washington, DC

NHSA 37th Annual Head Start Conference
May 3-8, 2010
Dallas, TX

The Tenth National Early Childhood Inclusion Institute
May 17-19, 2010
Chapel Hill, NC
This event is the premiere gathering for people who serve young children to learn, share and problem-solve. Don't miss this chance to keep up with what's happening in the field, broaden your knowledge of the latest inclusive practices and further your professional growth!

NAEYC National Institute for Early Childhood Professional Development
June 6-9 2010
Phoenix, AZ

New Horizons for Systems of Care
Effective Practice and Performance for Children and Youth with Mental Health Challenges and Their Families

July 14-18, 2010
Washington, DC
Learn the latest in-depth, practical information on developing and operating community-based systems of care and delivering effective clinical interventions, services, and supports.

NHSA 27th Annual Parent Training Conference
December 10-14, 2010
Virginia Beach, VA
February 2010

About the Centers
TACSEI LogoThe Technical Assistance Center on Social Emotional Intervention for Young Children, (TACSEI) is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs. TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision makers, caregivers, and service providers apply these best practices in the work they do every day. Visit the TACSEI website at: www.challengingbehavior.org

CSEFEL LogoThe Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age five. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. Visit the CSEFEL website at: www.vanderbilt.edu/csefel/

Want to Share?
Girls Sharing
Like a product or snippet of information you see in our updates or on one of our websites? We encourage you to copy and paste it, link to it, feature it in your newsletter, post it in your blog, tack it on a bulletin board or simply forward this email. Share it however you can! CSEFEL and TACSEI are dedicated to disseminating useful information about young children’s social emotional development to those who need it in as many ways as possible. We ask only that you reference the Centers and their websites (so that people can learn more!)
Center Primary Partners

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Featured Resource
Impact: Feature Issue on Early Childhood Education and Children with Disabilities
Impact IssueHow can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That’s the question posed in this Impact issue. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children – what was helpful, what was not, and lessons learned from the experience. Of special note are two articles related to the Pyramid Model which are featured on pages 14 and 24.
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Copyright (C) 2011 National Center for Pyramid Model Innovations All rights reserved.

This Update was made possible by grant #H326B070002, funded by the U.S. Department of Education, Office of Special Education Programs and grant #90YD0779 from the Office of Head Start and Child care Bureau, Administration on Children, Youth and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency, nor does publication in any way constitute an endorsement by the funding agency.