Go to Top

CEELO Resources – Systems

Comprehensive early childhood systems have the potential to integrate resources to promote the success of all young children. States vary in their ability to ensure all young children have access to high quality programs. Research indicates that good data, clear communication, and effective management systems are critical to the sustainability of effective early childhood systems. Technical expertise can build the capacity of SEA staff to work side-by-side with state partners to strengthen the early childhood system and achieve school readiness and school success goals for children.

CEELO publishes a range of material on systems in the early learning space. See below for our resources listed alphabetically.To view CEELO Resources by publication type, click here. For other systems resources, click here.

New! 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, Presentation)

New! Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion includes a review of current research on the impact and prevalence of suspension and expulsion in early childhood programs and a summary of key federal and national policy on suspension and expulsion in early childhood programs. It also provides an overview of emerging state policy, descriptions of effective approaches for prevention, and considerations for states in developing policy in this area. (March 2017, Policy Report)

All CEELO Resources on Systems

Access to High Quality Eary Care and Education: Readiness and Opportunity Gaps in America describes readiness and opportunity gaps in access to high quality early education.  The report is organized into four main sections. The first describes the “readiness gaps” at kindergarten entry as of 2010. The remaining sections examine the extent to which there are “opportunity gaps” in the early care and education services that may be associated with those readiness gaps.  (May 2014, Policy Report)

Access to Quality Preschool in the US shares highlights from the national data, including trends over the past 10 years; takes a closer look at states with high minority populations, noting those that are making progress and states that are falling behind in efforts to increase access to high quality preschool for vulnerable children; and, discusses policy recommendations for State Education Agency and early childhood leaders to ensure that all children have access to high quality preschool. The webinar was sponsored by CEELO, with Dr. Steven Barnett (CEELO/NIEER), Dr. Milagros Nores (NIEER), and David Johns, (White House Initiative on Educational Excellence for African Americans).  (August 2013, Webinar)

Approaches to State Pre-K Eligibility Policy: Considerations for Policy Makers in Revising Policy to Increase Access for High Needs Children provides policy makers with information on state-funded pre-K programs’ eligibility policies and the common risk factors used to prioritize enrollment. The risk factors with the strongest impact on children’s school readiness are summarized. The report concludes with considerations for policy makers as they review or revise eligibility to serve more children, effectively and efficiently, in high quality early education programs. (May 2015, Policy Report) [Executive Report available here]

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, Presentation)

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, Presentation)

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, Presentation)

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, Presentation)

Building State P-3 Systems: Learning from Leading States [Report] focuses on the state education agency (SEA) role in supporting P-3 system building at the state and local levels. Included in the report are case studies of three states that have devoted significant attention and resources to P-3 efforts: Oregon, Pennsylvania, and Massachusetts. Each of these states has developed statewide P-3 policy initiatives regarding standards, assessments, and instruction as well as targeted programs to support local P-3 community partnerships. The paper presents a number of themes and patterns that emerged from the comparison of the three states and concludes with 9 recommendations to help guide P-3 system-building. (August 2016, Policy Report)

Building State P-3 Systems [Webinar]  focuses on the SEA role in supporting P-3 system building at the state and local levels, drawing on a recent study of three states that have devoted significant attention and resources to P-3 efforts: Oregon, Pennsylvania, and Massachusetts. Each of these states has developed state-wide P-3 policy initiatives regarding standards, assessments, and instruction as well as targeted programs to support local P-3 community partnerships. After providing an overview of each state’s P-3 work, the webinar discusses nine recommendations that emerged from the case studies. (September 2016, Webinar)

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 theworking 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, Presentation)

Child Care, Head Start and Pre-K Partnerships: Research Findings (Webinar Recording) shares research findings on child care, Head Start & pre-K partnerships. The webinar shares highlights from research conducted over the past 10 years that examine the nature of partnerships, the types of partnerships that yield desired benefits, and the outcomes of partnerships. Diane Schilder presented the webinar, which was sponsored by Ounce of Prevention Fund.  (May 2014, Webinar)

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, Presentation)

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, Fast Fact)

The Cost of Preschool Quality (CPQ) Tool is an Excel-based model which can be used at the state or district level to estimate the cost of expanding high quality preschool programs. On the CPQ page, readers will find a description of the CPQ,a CPQ Quick Start Guide, a User Guide, and a companion glossary/codebook. (August 2016, Tool)

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, Presentation)

Discussion Guide: State Financing Strategies for Early Care and Education Systems is intended to help state policymakers make decisions about which financing strategies are needed to support early care and education (ECE) programs in their state. State and local investments are increasing in many states for early care and education programs, but in others, states are not investing sufficient dollars to ensure all children have access to high quality programs. A deep understanding of financing strategies and a willingness to engage in finance reform is necessary to ensure all children have access to high quality early care and education. (May 2015, Tool)

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)

Early Childhood Suspension and Expulsion identifies selected research studies and federal and state policy resources on early childhood suspension, expulsion, and discipline and what can be done to prevent these practices. (August 2015, Annotated Bibliography)

Early Childhood Teacher Education Policies: Research Review and State Trends provides policymakers with a review of published research on ECE workforce education and credentials as well as research on the current status of ECE wages, recruitment and retention challenges, and promising practices. It summarizes trends in state requirements regarding ECE teachers with bachelor’s degrees and specialized certification, licensure, or endorsements of pre-K teachers. The paper includes recommended actions and strategies, based on research and state suggestions, regarding approaches that states can use to recruit and retain teachers with bachelor’s degrees and ECE credentials. (April 2016, Policy Report)

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, Presentation)

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, Presentation)

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, Presentation)

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)

Evaluation of Early Childhood Teachers  highlights the development, recommended uses, and expected tools from the Evaluating Early Childhood Educators (Prekindergarten through Third Grade) supplement to the Center on Great Teachers and Leader’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems. (January 2015, Webinar)

Evaluating Early Childhood Educators: Prekindergarten through Third Grade, a Supplement to the Practical Guide to Designing Comprehensive Educator Evaluation Systems helps state and district teams to problem-solve and make design decisions to differentiate evaluation systems for early childhood teachers. Lori Connors-Tadros and Jana Martella designed this supplemental guide as an extension to the Great Teacher and Leader Center’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems. (October 2014, Tool)

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, Presentation)

Excellence for Every Child: Improving the Quality of Teaching Birth through Grade Three offers helpful resources on improving instructional practices from the 2014 CEELO Roundtable (see “presentations” and “resources” tabs). Roundtable Reflections 2014 provides broad highlights from the sessions and lists resources identified by participants.  (June 2014, Presentations)

Financing Early Care and Education lists resources on financing policy, calculating costs, and financing strategies for early care and education. (June 2014, Annotated Bibliography)

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, Presentation)

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, Presentation).

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, Presentation)

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, Presentation)

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, Presentation)

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program features case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK–3) as a key strategy in their schools’ turnaround models. The goal of this document is to increase the awareness and understanding of how to effectively embed PK–3 strategies in school turnaround efforts within the SIG program. CEELO collaborated with the Center on School Turnaround (CST) to develop the case studies.  (January 2015, Policy Report)

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, Presentation)

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, Presentation)

Leading the Way: How States are Addressing Early Learning Under ESSA provides participants with resources, examples, and strategies for including early learning in their ESSA state plans. State leaders from Arkansas, Louisiana, Michigan, and Washington describe on their strategies for integrating the following key policy areas that research shows help reduce achievement gaps for young children: Increasing access to high-quality preschool; Aligning and coordinating early learning programs from birth to grade; Preparing and supporting highly effective teachers and leaders. This webinar was co-hosted by CEELO and the REL Southwest. (March 2017, Webinar)

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, Presentation)

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, Presentation)

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, Presentation)

New Early Childhood Indistar® Indicators introduces the audience to new Early Childhood Indistar® Indicators developed by CEELO in collaboration with the Center on Innovations (CIL) in Learning. Indistar® is a web-based system for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The new early childhood indicators provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. (August 2014, Webinar)

Peer Learning Communities 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. Kirsty Clarke Brown gave this presentation to the New Jersey Early Learning Academy. (January 2015, Presentation)

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, Fast Fact/Tool)

Peer Learning Community Planning Tool assists Peer Learning Community members to plan future short-term and long-term activities and goals.  This information can be used by the PLC facilitator to identify meeting goals and resources needed to support PLC actions. (PDF) (Word) (March 2015, Tool)

Peer Learning Community Reflection Form guides Peer Learning Community members to reflect on the value of  activities they have initiated, or engaged in. Results of the reflection and discussion can inform next steps; content, timing, and format of  future meetings; and activities for action. (PDF) (Word) (March 2015, Tool)

Planning for the New Early Learning Model: Harnessing Potential in the Next School Improvement Grant Cycle, hosted by CEELO and the Center on School Turnaround (CST), reviews the eight components of the new model and discusses key requirements, including school leadership and expanding high quality prekindergarten and full-day kindergarten. Charlie Geier, Director of Early Learning and Intervention in the Office of Early Learning and Intervention, Indiana Department of Education, shares what the new early learning model means for the state of Indiana and examples of how Indiana is working to support the key components of the SIG. (April 2015, Webinar)

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, Presentation)

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, Fast Fact)

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, Fast Fact)

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, Presentation)

QRIS and Inclusion 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, Fast Fact)

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, Presentation)

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, Fast Fact)

Resources Developed by States and Selected Cities to Support Financing Preschool Programs identifies the tools, reports, and guidance developed by 32 states and 4 cities (Denver, San Antonio, Seattle, and New York City) to support financing of high quality preschool programs in local communities and districts. (June 2015, Tool)

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, Fast Fact)

Resources for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in Pre-K through Third Grade  identifies selected resources on best practices and policy to support effective teaching and learning for dual language learners (DLL) in early childhood programs and early elementary school. (March 2015, Annotated Bibliography)

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, Presentation)

Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.  (November 2015, Policy Brief)

State Approaches to Family Engagement in Pre-K Programs focuses on approaches to family engagement in state funded pre-K programs. It discusses why family engagement is important, describes approaches to developing program guidance, and offers strategies to support effective implementation.(March 2016, Policy Brief)

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)

State Early Childhood Comprehensive Assessment System: Mapping and Priority Setting Tools contains two parts. Part 1 is designed to assist State Teams in mapping the current status of efforts to implement a comprehensive assessment system for children from birth through 3rd grade and teacher/classroom and program assessment and evaluation. Part 2 is designed to assist State Teams in setting priorities for planning, implementing and sustaining initiatives in their comprehensive assessment system in the coming year. (PDF) (Word) (October 2013, Tool)

State Early Learning Standards: Lessons from Applying Implementation Research provides an overview of New England and Islands Regional Education Laboratory (NEI-REL) and CEELO, highlights national trends and issues for consideration for implementation, shares best practices related to implementing statewide initiatives, and discusses implementing early learning and development standards in Connecticut.  (April 2013, Webinar)

State of the States Policy Snapshot: State Early Childhood Assessment Policies addresses the questions: What child assessments are required of pre-K and Kindergarten providers? How are child assessment data used? The brief is based primarily on secondary analysis of data collected in the NIEER State of Preschool Yearbook and presents a snapshot of responses to questions about child assessment. (March 2014, Policy Brief)

State of the States Policy Snapshot: State Pre-K Monitoring and Evaluation Policies discusses why evaluation and monitoring systems are important for quality early education and the data states collect to monitor and evaluate pre-k program (November 2013, Policy Report)

State Teacher Evaluation Systems: Fifty State Scan on Resources for Early Childhood Teachers provides a national view of how states include early childhood teachers in state educator evaluation systems. This scan was developed to follow up on the findings reported in CEELO’s policy report, How are Early Childhood Teachers Faring in State Teacher Evaluation Systems?, which analyzed 11 states’ early childhood teacher evaluation policy and practice in depth. (May 2015, Tool)

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, Presentation)

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P-3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education. The webinar was co-sponsored by the National Association of Elementary School Principals (NAESP), and the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE). (March 2015, Webinar)

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, Presentation)

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, Presentation)

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, Presentation)

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, Presentation)

Understanding and Using Data from the 2013 NIEER State of Preschool Yearbook shares how NIEER State of Preschool Yearbook information from the states can be used for planning, policy development and program improvement. (November 2014,  Webinar)

Where Vermont Stands: Understanding the NIEER State of Preschool Yearbook provides information on 2013 NIEER State of Yearbook data can be used and shares additional resources. Jim Squires gave this presentation to the Vermont Building Bright Futures State Advisory Council. (June 2014, Presentation)

What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders? describes findings from a CEELO review of data on 21 states’ principal licensure requirements, interviews with experts on principal preparation and professional development in seven states, and interviews with staff at the National Association of Elementary School Principals and the National Institute for School Leadership. Our research reveals an array of administrator licensure titles assigned to grade-level authority across states, some permitting principals or administrators the flexibility to oversee programs ranging from early childhood through high school. Early childhood content is not a required element of principal preparation or professional development for principals in most states, according to our findings. Very few states have any formal requirement for early childhood content in licensure for principals responsible for early education programs. Some states have developed policies and programs that acknowledge a need for integrating early childhood content, but very few have progressed beyond initial stages of providing training or outlining policies.  (July 2014, Policy Report)

Why Understanding the Costs of Preschool Quality is Important: A Webinar for Preschool Development Grantee States presents and demonstrates the use of the Cost of Preschool Quality Tool (CPQ) by the Center on Enhancing Early Learning Outcomes, an Excel based model that can be used at the state or district level to estimate the cost of expanding high quality preschool for 3 and 4 year olds. (July 2016, Webinar)

Young Immigrants and Dual Language Learners: Participation in Pre-K & Gaps at Kindergarten Entry  presents data that looks at how children from various language and immigrant backgrounds participate in pre-K programs and at how these children perform relative to their White peers at Kindergarten entry.  (November 2014, Webinar)