Go to Top


CEELO staff frequently give presentations at conferences or to groups engaged in early childhood work. Presentations below the line are listed in alphabetical order by title.

New! “Evidence-Based” Is Not A Dirty Word: How To Confidently Use And Contribute To Research In Your Practice provides strategies and tools to identify high-quality research and practice and strategies for applying research to program and classroom use. CEELO’s Melissa Dahlin and Diane Schilder were joined by Kathleen Theodore (AIR) at the 2018 NAEYC Professional Learning Institute in Austin, TX  (June 2018)

New! Taking Technical Assistance To A New Level: Helping Early Childhood Leaders Adapt To Change And Move Programs And Policies To Success For Young Children focuses on three essential characteristics of high performing early childhood efforts: individual and organizational capacity, organizational effectiveness and efficiency, and leadership and staff capabilities. CEELO’s Jana Martella and Diane Schilder presented at the 2018 NAEYC Professional Learning Institute in Austin, TX  (June 2018)

Arkansas Preschool Development Grantee (PDG) Sustainability Training. CEELO Director Lori Connors-Tadros and Susan Mitchell, AEM/PDG TA lead conducted a one day training for the Arkansas Preschool Development subgrantees. (April 2018)

Data is Our Friend: Understanding the Costs of Quality – CEELO Director  Lori Connors-Tadros presents information on using the Cost of Preschool Quality and Revenue tool to get good data on costs of high quality early learning programs to drive policy decisions. (CCSSO-SCASS, February 2018)

P-3 Opportunity in ESSA – CEELO Co-Director Jana Martella presented key opportunities to support early childhood education within the new elementary and secondary education act at the New Jersey ASCD Early Learning Summit (February 2018)

Approaches to Financing State Prekindergarten Programs – NIEER and CEELO Director Steve Barnett presented research on different funding schema drawing from national models, highlighting cost of quality and state education infrastructures, and effective state support systems. (CCSSO Chiefs’ Summit, January 2018)

Pre-k Effectiveness:  Fade-Out, Fading or Catch-Up – Ellen Frede, Co-Director at NIEER, also addressed the chiefs’ summit drawing on research and critical state experiences concerning equity and high fidelity implementation of Pre-K in New Jersey. (CCSSO Chiefs’ Summit, January 2018)

2016 Roundtable Summary presents national and state resources shared during the 2016 Roundtable Mobilizing an Exceptional Early Childhood Workforce. Resources include policy briefs, tools, guides, and websites. (August 2016)

2015 Roundtable Summary provides links to presentations at the 2015 Roundtable, Leading for Excellence and a list of resources shared by presenters and attendees, and summaries of the sessions in the meeting. (July 2015)

Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder gave to leaders from New Hampshire Title I schools from November 2015 to May 2016.

  • Part 1 shares current trends, policy issues, and research around early childhood expulsions and the role of high-quality settings.
  • Part 2 provides a video for reflection on how challenging behaviors are address and discusses policies, procedures, practices, and supports to have in place to prevent challenging behavior form occurring.
  • Part 3 discusses practices that support young children’s socio-emotional development, provides strategies to address issues that arise, and offers resources and supports for leaders, teachers, and teaching teams.

Approaches to State Pre-K Eligibility Policy: Considerations for Virginia Policy Makers provided an overview to the Joint Legislative Committee on Virginia’s Preschool Initiative of national data on state pre-k eligibility policy and considerations for policy makers in ensuring that high need children have equitable access to quality preschool programs. Lori Connors-Tadros conducted this presentation at the first meeting of the committee charged with providing recommendations to the Governor by November 2015 for reforming the Virginia Preschool Initiative to increase accountability, flexibility and innovation, in partnership with schools and private providers.  (June 2015)

Building the Next Generation of Inclusion Leaders explores the qualities of great leaders and leadership, types of leadership, pathways and pitfalls to inclusion leadership, and building leadership within a program and state, as well as Vermont’s experience. Jim Squires co-presented with Janice Crow (Windsor Southeast Supervisory Union, VT) and Kate Rogers (Vermont Agency of Education) at the 2015 National Inclusion Institute. (May 2015)

Building a Comprehensive and Aligned Assessment System for all Children: Birth to Kindergarten reviews program requirements related to assessment, a comprehensive framework for aligned assessment, and recommended practices. Jim Squires presented with Mary McLean (Head Start National Center on Quality Teaching and Learning/University of Florida) and Catherine Scott-Little (UNC-Greensboro) at the 2015 National Early Childhood Inclusion Institute. (May 2015)

Best Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK-Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children’s home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner children.  (February 2015)

Breaking the Mold: Leadership for Early Learning Impact examines the need for new approaches to leadership and initiatives currently underway throughout many RTT-ELC and PDG states and communities to cultivate effective, inspirational B – 3rd leaders, often with the support of national partners. As State birth to third grade (B – 3rd) early development and learning systems evolve, leadership has become ever more critical. The shift from accountability and compliance to leadership for innovation and excellence places new demands on community, state, and federal systems and organizations which recognize that many existing structures, approaches and tools are not always suited to fostering and supporting new leaders. CEELO staff were joined by Leadership Academy Cohort 2 Fellows Tracye Strichik (AL), Bryan Stokes (IL) and Tracy Jost (MD) during this session at the 2016 Preschool Development Grantees and Race to the Top – Early Learning Challenge Grantees Annual Meeting November 18, 2016 in Arlington, Virginia. (November 2016)

Building the Next Generation of ECE Leaders discusses the characteristics of great leaders and leadership, along with the pathways and pitfalls to leadership. Jim Squires presented to the Early Childhood Leadership Seminar for the Alabama Department of Early Childhood Education. (June 2016)

Building the Next Generation of Inclusion Leaders explores how the early learning field is now rethinking ways to cultivate and support new leaders capable of powerfully impacting each and every child with their families, borrowing lessons learned from related fields on cultivating.  This session discusses “what we know” about leaders and leadership and then identifies and explores “what we need to learn and do” to build the next generation of inclusion leaders. Jim Squires gave this presentation at the Alabama First Class Pre-K Annual Conference in Mobile, AL on January 4, 2017. (January 2017)

Can We Stop the Insanity? Recommendations to Create Coherent Policy that Truly Supports Great Teaching and Learning for all Young Children from Birth through Kindergarten  provided an opportunity for NAEYC-PDI participants to review draft recommendations for policy to promote effective teaching and learning for children birth through kindergarten in family and community settings, and the early years of elementary school. Participants provided input on the working paper, reviewed a guide on a policy problem around streamlining accountability structures , and heard from Vincent Costanza on the goals of New Jersey in participating in a Learning Table co-hosted by BUILD and CEELO. Lori Connors-Tadros and Jana Martella from CEELO, with Debi Mathias, BUILD Initiative and Vincent Costanza, NJ Department of Education presented. (June 2015)

CEELO’s Role in Supporting an Extraordinary Professional Workforce for Young Children describes CEELO’s role and services in supporting the professional early childhood workforce. CEELO Senior Fellow Jim Squires presented this material during a webinar to the EarlyEdU Alliance, a 35-member consortium of institutions for higher education and 16 state-based teams supporting quality teaching in Head Start and early childhood programs. (Slides | Recording) (April 2017)

The Common Thread: Crafting a Coherent Accountability System Focused on Great Teaching addresses key questions and shared innovations and key resources from states in a learning table focused on teacher quality. What are the consistent supports needed to focus QRIS and public school accountability approaches on great teaching? How can we bring coherence to early childhood quality improvement policies? This presentation was given at the 2015 National QRIS meeting last week by CEELO’s Lori Connors-Tadros and Jana Martella with Build partners Debi Mathias and Kate Tarrant. (July 2015)

Connecting the Dots: Using Best Practices to Support Three- to Five-Year-Olds and Their Families focuses on current research on child development and learning; revised Vermont Early Learning Standards; standards-referenced, child-centered curriculum development; and developmentally appropriate and effective teaching practices. CEELO’s Jim Squires presented with VT Higher Education Collaborative Early Childhood Coordinator Manuela Fonseca at an interactive full-day session for the Vermont Higher Education Collaborative (VT HEC) on November 30, 2016 in Montpelier, Vermont. (November 2016)

Cost of Preschool Quality: Using a Tool to Project Costs for Scaling and Sustaining High Quality Preschool Programs shares and demonstrates the Cost of Preschool Quality (CPQ) and how this tool could be used by states to: (1) Estimate the additional funding that would be required to raise standards in an existing program so that these more closely align with the best practice quality standards, (2) Assess the costs of various state specific policy proposals, and (3) Provide information on what will be needed from other sources to sustain funding after federal grant funds end. CEELO presented during this session at the 2016 Preschool Development Grantees and Race to the Top – Early Learning Challenge Grantees Annual Meeting November 18, 2016 in Arlington, Virginia. [Slides | CPQ Quick Start Guide | CPQ Description] (November 2016)

Cost of Preschool Quality Tool details the goals, purposes, and uses of the Cost of Preschool Quality Tool and provides a short demo of the tool. This presentation was given by Lori Connors-Tadros at the Sustainability Planning Meeting held by the Massachusetts Department of Early Education and Care on May 10th, 2017 in Worcester, Massachusetts. Attendees were Preschool Development Grant – Expansion grantees and other early learning programs.  (May 2017)

Don’t Just Do the Assessment, Look at It examines examples and challenges in using assessment data, discuss what data can tell us about teaching and learning, and offers resources on using assessment data. CEELO’s Tom Schultz gave this presentation to the New Jersey Early Childhood Academy.  (May 2014)

ECEC Evaluation: What Can We Learn from the Past? provides information on maximizing policy of research and evaluation. It discusses the Perry Preschool Study, the Nurse Family Partnership, and NJ Abbott pre-K program. It concludes with lessons learned for program evaluation. The slides were presented by CEELO’s Steve Barnett at the Transatlantic Forum on Inclusive Early Years in Amsterdam.  (July 2014)

Early Education Indicators and School Improvement Grant (SIG) Implications introduces new Indistar®Early Chldhood Indicators, which provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. The presentation includes information on how the indicators were selected and how they can be used.  Diane Schilder and Melissa Dahlin gave this presentation at the Fifth Annual Indistar Summit, sponsored by the Center on Innovations in Learning, and hosted by the Arkansas State Department of Education and the South Central Comprehensive Center. (March 2015)

Early Learning Chiropractory: Can we Make Standards Alignment a Little Less Painful?  examines how states are approaching a comprehensive early learning system of standards and explores emerging tools to move state standards along a cohesive and high-quality continuum. CEELO’s Jana Martella and Tom Schultz, along with Albert Wat (National Governors Association) and Jim Lesko (ELC-TA) at the 2014 NAEYC Professional Development Institute.  (June 2014)

Early Learning Programs: Ensuring Young Children are Successful provides information on best practices to help young children experience high quality education, every day, and every year, from preschool through third grade. Lori Connors-Tadros, CEELO Project Director, presented at the 2017 Technical Assistance Meeting for the Insular Areas (the U.S. Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands) sponsored by the U.S. Department of Education, School Support and Rural Programs. (April 2017)

Early Learning as a School Improvement Intervention  During this session at the Title I Conference, presenters Libby Doggett (USED), Lenay Dunn and Carlas McCauley (Center on School Turnaround), and Jana Martella (CEELO) provide an overview on how early learning strategies can advance achievement as a school improvement intervention, along with key research on the impact of high quality early learning programs. (February 2015)

Enhancing Early Learning in Rural States details how to prevent/minimize achievement gaps and shortfalls for children birth through third grade and offers guidance on how rural Chiefs can lead to improve early learning opportunities and outcomes. Tom Schultz gave this presentation at the Council of Chief State School Officers Building Capacity of Rural States Meeting. (May 2013)

Equity Starts Early: Strategies to Consider in Promoting High-Quality Early Education offers an overview of how young children are doing in early learning and development and provides five action steps for states to prevent achievement gaps in the early learning years. CEELO staff Tom Schultz presented as part of a virtual meeting to the National Conference of State Legislators Early Learning Fellows. (June 2016)

Every Day, Every Year of a Hoosier Child’s Life is Important! provides evidence on why a birth through third grade approach is important and describes how all children in Indiana can succeed. Lori Connors-Tadros gave this presentation at the Indiana Early Learning Summit. (May 2014)

Financing High Quality Preschool Programs: How States and Communities are Addressing Adequacy, Equity and Efficiency of Funding presents preliminary findings from a study of how local communities (districts and community based programs) use mixed funding sources, including state, federal (including PDG), and local funds, to offer high quality preschool programs, in mixed delivery settings, to children from varied economic backgrounds. CEELO staff facilitation a discussion of three critical issues: (1) Adequacy of funds to implement the established indicators of high quality, (2) Efficiency of financing systems to manage multiple funding sources and comply with regulations, and (3) Equitable access to high quality programs and teachers in all settings.  The session discussed lessons learned and recommendations to ensure the financing of high quality preschool programs supports the expected goals and outcomes for children and families.  CEELO was joined by state representatives from New York (Tina Rose-Turriglio, Peg Drappo) and Tennessee (Lisa Wiltshire, Kathryn Bostick) during this session at the 2016 Preschool Development Grantees and Race to the Top – Early Learning Challenge Grantees Annual Meeting November 17, 2016 in Arlington, Virginia. [Slides | Discussion Handout] (November 2016)

From a Crawl to a Run: Enhancing and Sustaining Children’s Learning Birth Through Third Grade describes a birth through third grade framework and its benefits and offers examples of what it looks like in practice. It also discusses what promotes and hinders a birth through third grade framework and highlights the roles state agencies, programs, administrators, policymakers, providers, and parents can play. Jim Squires gave this presentation at the Mississippi Early Childhood Conference.  (July 2014)

High Quality Pre-K: Taking the Road Less Travelled discusses how public dollars invested in high-quality pre-K can prevent achievement gaps. It discusses what is required for a pre-K program to be high quality. This video features CEELO’s Steve Barnett, who gave this talk at the AERA Knowledge Forum on February 18, 2016 in Washington, DC. An accompanying fact sheet can be found here.  (August 2016)

If Birth-3rd Policy and Practice is the Answer, What is the Question? illustrates why improving birth through third grade is an urgent priority. Tom Schultz presented these slides at the Nevada Birth through Third Grade Policy and Practice Implementation Summit.  (October 2013)

If Kindergarten Entry Assessments are the Answer, What is the Question? explains why KEAs make a unique contribution to comprehensive early childhood assessment system, highlights state KEA approaches (adopt, adapt, develop), and identifies key issues for states. CEELO’s Tom Schultz gave this presentation to the Arizona Early Literacy Advisory Board.  (April 2013)

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina details policy mechanisms that lead to improved child outcomes. The presentation discusses young children’s brain development, dimensions of readiness, elements and measurements of quality, the P-20 approach, and other areas policy can impact. It also includes information on return on investments in early childhood for South Carolina. Jim Squires presented at the Early Childhood Common Agenda Forum South Carolina Children’s Trust.  (November 2014)

Implications of the Every Student Succeeds Act (ESSA) explores opportunities to support family engagement in ESSA. CEELO’s Melissa Dahlin was a panelist at this session in the Language Development and Family Engagement in the Digital Age Institute hosted by New America on August 2nd 2016 in Washington, DC. [See video for Day 1, panel starts at 2 h, 30 min mark] (August 2016)

Is NJ on the Right Track to Improving ECE Teacher Practice? shares information from a CEELO report on teacher evaluation systems in states as they relate to early childhood educators, including how the study was designed, findings, and recommendations. Lori Connors-Tadros and Michelle Horowitz gave this presentation to the New Jersey Early Childhood Academy. (May 2014)

Is Retention in the Early Years an Effective Research-Based Approach for Improving Student Outcomes? presents what research had to say about the practice of retention, and shares state and local approaches, including early identification and intervention strategies. Jim Squires supported the Southeast Regional Comprehensive Center’s online Community of Practice for SEA early education leaders during this interactive session. (April 2015)

Instructional Practices that Support Literacy Achievement of Students Living in Poverty  reviews research on the impact of poverty and identifies a dearth of literacy resources on the reading achievement of children in low-income households. The presentation highlights intentional instructional practices that focus on vocabulary development, integration of literacy instruction with science and math, and greater access to print and literacy-rich resources can help children as ways to close the achievement gap in literacy and other content domains. CEELO supported the participation of Susan Neuman (University of Michigan) as a presenter for this session at the Wisconsin Literacy (un) Conference.  (April 2013)

Issues and Actions: Achieving Full Inclusion From Birth – Third Grade describes multiple issues impacting birth through third grade inclusion, provides clarity on alignment, continuity, and transitions as they pertain to inclusion, and suggests actions for influencing policy and practice for birth through third grade inclusive services. It concludes with resources available from national technical assistance centers and institutes. Jim Squires presented with Sharon Ritchie (UNC – Chapel Hill) and Beth Rouse (University of Kentucky) at the 2013 National Inclusion Institute.  (May 2013)

Kindergarten as a Critical Link focuses on ways that school districts can develop kindergarten policies to both support alignment across the early grades and ensure effective transitions for children and families into elementary school. The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all. Panelists share how districts and school are enacting and implementing these policies, with a discussion of strategies, approaches, and outcomes. Melissa Dahlin and Shannon Riley-Ayers gave this presentation at the Ounce of Prevention’s Excellence in the Early Grades District Leadership Summit with Vincent Costanza (New Jersey Department of Education), Anne Arnold (Highline Public Schools, WA), and Rick Falkenstein (Kingwood Township School District, NJ).  (March 2015)

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state. These presentations were given by CEELO’s Tom Schultz and representatives from states at the 2014 NAEYC Professional Development Institute.  (June 2014).

Leadership for Early Learning Impact shares tools to support leadership, including habits of systems thinking, driving with data, self as an agent of change, powerful communicating, and collaborating to get things done. This presentation was given by Jana Martella at the Sustainability Planning Meeting held by the Massachusetts Department of Early Education and Care on May 10th, 2017 in Worcester, Massachusetts. Attendees were Preschool Development Grant – Expansion grantees and other early learning programs. (May 2017)

Leading for Equity: Ensuring a Competent Workforce that Supports All Children discusses the powerful policies needed to lead and drive state efforts to improve the workforce and teaching quality with an equity lens. It explores the question – How can policy leaders identify and remedy disparities throughout the systems they lead so that the workforce is equipped to ensure each child’s learning and development can be optimized? CEELO’s Jana Martella presented with BUILD’s Kate Tarrant, Debi Mathias, and Aisha Ray on June 13th, 2017 at the NAEYC Professional Learning Institute. (June 2017)

Life After Pre-K: Looking at Kindergarten Assessment presented material for attendees to understand the components of a statewide comprehensive assessment system for all children birth to kindergarten, identify the current status of kindergarten assessments as well as commonalities/variations across states and challenges in developing kindergarten entrance assessments, identify challenges and opportunities for including children with disabilities in statewide assessments, and understand the experiences of the State of North Carolina in implementing a kindergarten assessment.Jim Squires presented with Cindy Bagwell (NC Department of Public Instruction), Mary McLean (Head Start National Center on Quality Teaching and Learning/University of Florida) and Catherine Scott-Little (UNC-Greensboro) at the 2015 National Early Childhood Inclusion Institute. (May 2015)

Linking Head Start Data with State Early Childhood Systems provides an overview of the Early Childhood Data Collaborate issue brief and offers perspectives from two states (GA, PA) on their data linkage efforts.  Tom Schultz gave this presentation at the National Head Start Association Annual Conference. (April 2015)

Making Informed Decisions: An Administrator’s Guide to Understanding Early Education Research unpacks what research tells us around selected issues in early childhood education such as what makes an effective early learning program, essential elements of high quality pre-K, retention, teacher qualifications, and administrator qualifications. It also provides suggestions on how to turn research in action and includes resources for administrators. Jim Squires presented this material on July 21, 2015 at the Mississippi Early Childhood Conference in Natchez, MS. (July 2015)

Making Informed Decisions: A Guide to Understanding Early Education Research guides QRIS administrators to identify good research, understand what research says about selected issues, and turn research into practice. It also provides important resources. Jim Squires presented this information to the QRIS National Learning Network. (February 2016)

Making PreK-3rd Grade Assessments Matter was presented by Tom Schultz at the National Association of Elementary School Principals Conference in Long Beach, CA on June 30th with co-panelists Kristie Kauerz from the University of Washington and Cindy Bagwell from the North Carolina Department of Public Instruction. The presentation was part of a strand of sessions to highlight NAESP’s initiative to build the leadership capacity of their members in early childhood education, based on their recent publication Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. (June 2015)

Markers of Structural and Process Quality and Child Outcomes in Multiple Preschool Settings provides context on how young children and early programs are faring, highlights disparities and discusses what recent studies tell us. It also explores communicating metrics with educators & policy leaders. Tom Schultz gave this presentation at the Head Start 12th Research Conference.  (July 2014)

Mining pre-K Data: Making the Most of the NIEER State of Preschool Yearbook guides viewers in how to use data in the Yearbook to provide technical assistance in a state.  It also directs viewers to additional resources. (May 2013)

Moving Family Engagement into Action: Promising Practices to Support Implementation in Early Learning Settings identifies ways to address common barriers in implementing family engagement in programs by sharing resources from research and from various settings. Participants engaged in a demonstration of the Maryland Family Engagement Toolkit, which offers accessible and field-tested practices that can be used in any type of early learning setting (e.g., infant/toddler programs, child care, pre-K, Head Start). CEELO’s Melissa Dahlin presented with Sue Mitchell (PDG TA) and Cynthia Lessner (Maryland State Department of Education June 11th, 2017 at the NAEYC Professional Learning Institute. (June 2017)

New Research and the Pay-Off to Quality Early Care and Education highlights research on quality early care and education in the US – including the National Head Start Impact Study and several state pre-K studies. The final slides lists a number of resources with hyperlinks.  (September 2013)

The National Landscape of State Prekindergarten Programs: State Roadmaps of Inclusion highlights critical indicators for improving access to pre-K for children with disabilities and details what the 2012 NIEER Yearbook data tell us, and how  children faring after ten years of data collection. Jana Martella gave this presentation at the 2013 IDEA Leadership Conference.  (July 2013)

Ohio 3rd Grade Reading Guarantee Early Childhood Work Group focuses on third grade reading success, highlighting evidence of disparities and gaps between low- and high-risk students and providing evidence on why grade level reading is important. It highlights four strategies to improve third grade reading success: convince parents and early childhood teachers that there’s an urgent problem, invest in high-quality early childhood programs, reduce chronic absenteeism, and combat summer learning loss. Tom Schultz gave this presentation to the Ohio 3rd Grade Reading Guarantee Early Childhood Work Group.  (January 2013)

Overview of State Kindergarten Readiness Definitions explores current needs and issues and poses critical questions in definition kindergarten readiness. It concludes with resources for further information.Lori Connors-Tadros gave this presentation to the Arkansas Kindergarten readiness Indicators Committee.  (March 2013)

A P-3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii’s P-3 Initiative describes implementation of the Hawaii P-3 Initiative, along with findings from a five-year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievement gap. CEELO’s GG Weisenfeld presented with Karen Lee and Kim Guieb from Hawaii P-20 at the National Association of Elementary School Principals on July 7 2016 in National Harbor, MD. (July 2016)

Peer Learning Communities. Kirsty Clarke Brown, Senior Communications Policy Specialist gave this presentation to the New Jersey Early Learning Academy in January 2015. The presentation identifies purposes of peer learning communities (PLC), principles for success, stages of a PLC, and key steps, activities, and considerations. Links to resources are available on the final three slides. (January 2015)

Pre-K: The Starting Line for Positive Attendance Patterns was a session at the Every Student, Every Day National Conference on June 10, 2016. CEELO’s Melissa Dahlin discussed root causes for absenteeism in pre-K and strategies to address them from a cross-sector state and local perspective. Danielle Ewen (EducationCounsel) and Michael Katz (Urban Institute) shared findings and insights from a study that examined pre-K absenteeism in DC. (June 2016)

Promoting a Culture of Inclusion for Birth-Third Grade Systems Within State and Local Education Agencies describes the current state of an institutional culture of inclusion, identifies real and perceived barriers to achieving and institutional culture of inclusion, develops potential strategies to infuse a viral culture of inclusion, and suggests action steps and recommendations for technical assistance providers to state education agencies, local education agencies, and programs. Jim Squires gave this presentation at the 2013 National Inclusion Institute.  (May 2013)

Promoting Holistic, Shared and Consistent Birth-3rd Grade Pedagogy and Practice explains why improving early learning opportunities birth through third grade is an urgent priority, describes how young children are doing in birth through third grade, and explains what we know about birth through third grade pedagogy and practice. Tom Schultz gave this presentation at the Vermont Governor’s Early Childhood Summit Focus Group.  (September 2013)

Quality Matters: National Initiatives to Support Inclusion shares initiatives, resources, and lessons learned to support state and local efforts in developing quality systems of inclusive services. Participants will have an opportunity to review the recommendations from the federal Position Statement on Inclusion and discuss how these recommendations can work for them. Jim Squires (CEELO) presented with Beth Caron (RTT-ELC TA) and Shelley deFosset (ELC TA and PDG TA) at the National Inclusion Institute on May 11, 2016 at Chapel Hill, NC. (May 2016)

School-Community Partnerships for Early Learning Success chronicles the benefits and challenges of school-community partnerships, offers ingredients for success, and identifies responsibilities of principals and administrators. Jim Squires presented this material on July 20, 2015 at the Mississippi Early Childhood Conference in Natchez, MS. (July 2015)

Sharpening the Focus: Helping Fine-Tune Policies and Practices to Promote Effective Teaching and Learning in the Early Years explores what supports and systems are needed to drive teaching quality that will result in improved outcomes for children and the “powerful and few” core policies are needed to improve teaching quality and result in significant outcomes for children. CEELO’s Jana Martella and Kate Tarrant (BUILD Initiative) presented on June 7th, 2016 at the 2016 NAEYC PDI Conference in Baltimore, MD. (June 2016)

Strategic Financing for Early Care and Education Systems discusses a strategic approach to financing quality early care and education programs, including five key steps to strategic financing and examples of funding strategies used by states to support sustainability.  Lori Connors-Tadros presented this information to CA, GA, RI, and NC, Race to the Top- Early Learning Challenge grantees, at the Sustainability Peer Learning Exchange hosted by the Early Learning Challenge TA Center in Atlanta. (May 2015)

Supporting SEA Early Learning Initiatives – How We Can Help You!  gives an overview of CEELO and resources it hosts on the CEELO website. It also includes information from the NIEER State of Preschool  Yearbook  on the Mid Atlantic Comprehensive Center region.  Jana Martella and Megan Carolan gave this presentation at the Mid-Atlantic Comprehensive Center Early Learning Round Table.  (August 2013)

Taking Charge of Change so All West Virginia Children are Successful in School and Life provides information on what influences literacy development and identifies four strategies to increase reading proficiency. It also includes recommendations for leaders. Lori Connors-Tadros gave this presentation to the West Virginia Department of Education Advisory Committee on a Comprehensive Approach to Early Learning. (August 2013)

Tapping Teacher Evaluation Using Child-Level Data to Improve Teaching for All highlights research and tools to help states design their teacher evaluation system. CEELO’s Lori Connors-Tadros and Jana Martella gave this presentation at the DaSy Early Childhood Conference.  (September 2014)

Teacher Evaluation | P-3 explores emerging trends in measuring child growth for teacher evaluation, differing state roles in teacher evaluation systems, and key policies in states. Jana Martella presented these slides at the National Governors Association Cross-State Policy Academy.  (July 2013)

Tools States Can Use for Building Effective Early Intervention and Preschool Special Education Systems reviews two tools for supporting system improvement and shares the perspective and experience of New Jersey. Lori Connors-Tadros and Jana Martella presented with Terry Harrison (New Jersey Part C), Christina Kasprzak (ECTA), and Ann Reale (ICF International) at the Improving Data, Improving Outcomes Conference. (September 2014)

Understanding Pre-K Inclusion Data: Making the Most of the NIEER State of Preschool Yearbook  demonstrates why a high quality preschool matters in an inclusive birth through third grade context. It explains what the 2013 NIEER State of  Yearbook data tells readers and how the data can be used. It concludes with a list of additional resources. Jim Squires presented these slides at the National Inclusion Institute.  (May 2014)

Using Data to Drive Literacy Instruction K-3 provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.  (April 2013)

Where Are We Heading? Children, Childhood, and Early Education in the USA traces the roots of children and childhood over the ages through the eyes of artists; examines trends and future directions of childhood and early learning; and explores implications for participants as parents, teachers and caregivers, program leaders, community leaders, and citizens. Jim Squires gave this presentation at the Alabama First Class Pre-K Annual Conference in Mobile, AL on January 4, 2017. (January 2017)

Where Vermont Stands: Understanding the NIEER State of Preschool Yearbook presents Yearbook information from the national level and then looks at Vermont specifically. guides on how to use the data. Jim Squires presented the slides to the Vermont Building Bright Futures State Advisory Council. (June 2014)

Why Collaborate Birth-3rd Grade? presents evidence to drive Early High Start/Head Start through third grade collaborations and describes opportunities build skills in data-driven leadership. Tom Schultz gave this presentation to the 2nd National Birth to Five Leadership Institute.  (May 2013)