CEELO Quick Reads are concise information responses on key topics in early childhood. These resources are under 15 pages and designed for readers who are interested in key findings from research, best practices from the field, or additional sources of information.
Quick reads include:
- Fast Facts are rapid response documents developed by CEELO staff to answer common queries received from state leaders.
- Short Takes are papers and other materials that are designed to be quick resources on key issues of importance to Preschool Development Grant (PDG) states. While geared towards a PDG audience, the information in Short Takes is often of interest to other states and early childhood policymakers.
- NAECS-SDE Listserv Summaries compile responses from queries sent out the state contact on the National Association for Early Childhood Specialists in State Departments of Education (NAECS-SDE) listserv.
New! KEA Checkpoints for Observing and Assessing Kindergarten Children offers responses from state contacts on the NAECS-SDE listserv, who were asked about their kindergarten entry assessment and checkpoint dates. Because kindergarten is such a formative time in a child’s education and life, it is imperative for teachers to have a good understanding of where individual children are in their development, as well as the class as a whole. (August 2017, NAECS-SDE Listserv Summary)
New! State Approaches to Regional Early Childhood Councils explores the role of regional councils within certain states. It also discusses how these councils are funded and how this may affect the duties of the regional council. (August 2017, NAECS-SDE Listserv Summary)
Assessment Tools Used in Kindergarten Entry Assessments (KEAs) is a national scan on the current assessment tools that are used in states to assess the development of children at kindergarten entry. (January 2017, FastFact)
Early Childhood Program Licensing Exemptions offers responses from state contacts on the NAECS-SDE listserv, who were asked about exemptions from licensing requirements for early childhood programs in their state. Responses indicate that licensing exemptions may apply to any center that provides preschool education. All states have certain legal exemptions from licensing and–depending on the type of early childhood program–these licensing exemptions may vary. (January 2016, NAECS-SDE Listserv Summary)
Considerations for Aligning Early Grades Curriculum with the Common Core provides assistance in developing a tool to assist with cross walking with the Common Core Math and English Language Arts with this state’s kindergarten ½ day program to transition with the Common Core State Standards. (May 2013, FastFact)
Considerations for ‘Rebranding’ Kindergarten Readiness Assessment explores the branding of kindergarten readiness assessments in different states. It examines how states developed their early childhood assessment systems and the funds that have supported the development and implementation of assessments. Also included is the name and description of the instrument or system used for kindergarten readiness assessment in six states. (June 2014, FastFact)
Definitions and Approaches to Measuring Reading Proficiency reviews selected resources on national and state definitions of literacy and reading to inform a state definition of reading proficiency. This information can be helpful to guide efforts to ensure all children are supported in developmentally appropriate literacy and reading skills. The resource identifies national and state approaches to measuring reading proficiency. (May 2014, FastFact)
Evidence of Effective Early Literacy Models reviews key research that exists on effective early literacy models, provides an explanation of what early literacy development looks like, describes how teachers can best support children’s acquisition of these skills, and identifies specific interventions that have shown positive evidence. (February 2014, FastFact)
Evidence of Effective Early Numeracy Models reviews key research that exists on effective early numeral models and provides available resources that can be used to support districts’ use of evidence-based models and approaches. (March 2014, FastFact)
Examples of State Guidance to Determine and Verify Income Eligibility for Prekindergarten Programs shares income eligibility guidance, tools and resources states have developed for preschool programs to use determine and verify income eligibility for and illustrates different approaches states can consider. (May 2015, FastFact)
Facts about Fadeout explores what the research says about the lasting benefits of high-quality early education programs. As interest in pre-K continues to grow, policymakers ask whether the benefits “fadeout” in elementary school. This document presents the research findings on effect size over time as well as what factors in a pre-K program are likely to foster lasting benefits. (August 2014, FastFact)
Implementing a Kindergarten Entry Assessment (KEA) System is an analysis and summary of five states’ (CO, NJ, NM, MD, and WA) lessons learned and advice on KEA implementation, communication, professional development and reporting. (March 2017)
Inclusion of Pre-Kindergarten and Other Early Childhood Staff in State Teacher Evaluation Systems provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation systems. It also provides additional information related to infant/toddler and other early childhood staff. (February 2014, FastFact)
Information and Resources on Developing State Policy on Kindergarten Entry Assessment (KEA) provides information about KEA measures used by other states, the processes states have used to develop their KEA state policy, and how states are supporting the training and professional development of practitioners and administrators in various settings. (February 2014, FastFact)
Pre-K Attendance – Why it’s Important and How to Support It originates from a state request for information on chronic absenteeism with regard to early childhood. It provides information on potential causes of absenteeism, examples from cities and states to address it, and available resources. (February 2016, FastFact)
Peer Learning Community Guide delineates the steps to establish and sustain a peer learning community (PLC). It begins with a definition of a PLC and then presents the steps to take to establish a PLC. (July 2014. FastFact)
Preparing Principals to Support Early Childhood Teachers summarizes what is known about principal licensing requirements and professional development in early childhood pedagogy and best practice, and provides selected state examples of professional development models for principals. (July 2014, FastFact)
Professional Learning Academy: Supporting District Implementation of Early Childhood Policy presents information on a Professional Learning Academy model of professional development for district teams and some of the initial impacts of this work on participants. (October 2014, FastFact)
QRIS and Inclusion: Do State QRIS Standards Support the Learning Needs of All Children? reviews which states accommodate children with special needs in their quality rating and improvement system (QRIS), and highlights states with exceptional inclusionary practices. (November 2014, FastFact)
Qualifications of Kindergarten Teachers shares responses from state contacts on the NAECS-SDE listserv on requirements for Kindergarten teachers in twelve states. It includes a table that lists responses from states and describes the state’s requirements, along with links to specific state resources and tools are included where applicable. (November 2016, Listserv Summary)
Quality Rating Improvement System (QRIS) Validation Study Designs provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies. (July 2013, FastFact)
Resources to Inform Technical Assistance on Formative Assessment gives recommendations about research and practical resources to inform technical assistance conducted with state education staff on Formative Assessment. (July 2013, FastFact)
Resources on Social and Emotional Development and Early Learning Standards provides information on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to early childhood indicators of progress for children birth to three and three to five years old. (August 2013, FastFact)
Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes? reviews literature on research and practice about the effects of early retention, and highlight considerations that make retention a nuanced rather than definitive research based approach to enhancing student outcomes. (August 2015, FastFact)
State Approaches to Evaluating Preschool Programs presents guidance for state policy makers for evaluating the quality and effects of a preschool program. The information here will be valuable as states consider monitoring for program quality and continuous improvement as well as conducting a program evaluation for effectiveness. (June 2015, Short Take)
State Pre-K Approved Curricula provides responses from state contacts on the NAECS-SDE listserv about state-approved curriculum models for pre-K programs in their state. The majority of respondents said the state did not provide an approved curricula list, though many provided some level of guidance around selection. Links to state resources are provided. (May 2016, Listserv Summary)
Using Teaching Strategies GOLD® within a Kindergarten Entry Assessment System originates from a state request for information on how other states are using Teaching Strategies assessment tool GOLD® to measure kindergarten readiness. Nine states use GOLD® in various degrees as a KEA. Lesson learned from the states and links to state resources are available. (October 2016, FastFact)
Training to Screen Young English Language Learners and Dual Language Learners for Disabilities recommends experts in the field of assessing young children who are English Language Learners (ELL) to train administrators and psychologists working in district preschool programs for young children with special needs. (July 2013, FastFact)