The federal Every Student Succeeds Act (ESSA) has provided state education agencies (SEAs) with new and broadened opportunities to bring early learning to the forefront of their education strategies, and to encourage local school districts to do the same. This presentation provided at the 2019 ESEA Conference discusses the evidence-based early learning initiatives that have emerged as ESSA is implemented across the country and provides advice and recommendations to SEA and LEA leaders on how to seize those opportunities.
State education leaders and early learning policy makers are increasingly working together to coordinate fiscal and human resources to ensure children experience consistently high quality learning experiences before they enter school and into the elementary school years. Early childhood educators and K-3rd grade staff are working together to align standards, curriculum and assessment, as well as promote leadership and professional development, so that all have the skills and knowledge needed to support children’s learning across ages and grades.
CEELO Senior Fellow Jim Squires delivered this presentation and the Alabama Early Childhood Education Conference, discussing the contextual differences between the two systems of early learning birth-five and the K-3 years of schooling. The session focused on the qualities and characteristics of the two systems, ways to address alignment and coherence, and implications for system leaders.
The Louisiana legislature charged the Early Childhood Care and Education Commission with making recommendations to build on the current early care and education (ECE) quality infrastructure. Lori provided commission members with information on how selected states have developed a sustainable financing plan for increasing access to quality ECE, particularly for infants and toddlers.
State level leadership and organizational capacity is essential to leading sustained improvements in early learning opportunities and outcomes. This session at the Ounce of Prevention – Partnership for PreK Improvement (PPI) peer learning convening highlights the CEELO Vision paper and discusses organizational capacity, effectiveness, and leadership and staff capabilities necessary for states to lead improvement in the long-term. Presenters also explore strategies and opportunities for advocacy that focus on creating the organizational capacity necessary to advance PPI’s work. You can also explore this work further on our project page on Highly Effective Offices of Early Learning.
This report highlights presentations, discussions and resources from the Cost of Quality Early Learning Think Tank, held May 16-17, 2018 in Chicago. The meeting provided an opportunity for state and local leaders, advocates, and national experts engaged in cost studies of early learning programs to take stock of what they are learning about collecting, analyzing and using cost data to inform and drive policy decisions about financing high-quality early learning programs. Participants gained a deeper, shared understanding of both political and strategic approaches needed to make a substantive impact on advancing the field toward adequate and stable funding of high-quality early learning programs, though many unanswered questions remain.
This presentation reviewed the findings of the recent report PreK-3rd Grade Systems: Lessons Learned from New York School Districts. Delivered at the New York State Department of Education Summer Institute (July 2018).
Recognizing the ultimate goal of PreK-3rd grade systems is to improve child outcomes and close achievement gaps, the New York school districts highlighted in this report have selected a range of priorities and approaches that reflect the unique district context, initiatives, priorities, and stakeholder perspectives. Each district has made progress in the implementation of their PreK-3rd grade plans. The report provides an analysis of information collected from the PreK-3rd grade teams and reveals cross-cutting lessons learned.
This article from EDC’s David Jacobson highlights a new approach to raising achievement for low-income children that combines Prenatal through Grade 3 (P-3) quality and alignment initiatives, family engagement, and child and family support services. Examples in Cincinnati, Omaha, and Multnomah County demonstrate effective, results-oriented partnerships among elementary schools, community-based preschools, and other early childhood organizations.
State Education Agencies (SEAs) across the country are working to directly impact early childhood teaching and learning in local education agencies (LEAs). To do this, the SEA must rely on local change agents to increase classroom quality across a state. The work presented in this paper set out to build the capacity of educators, teachers and leaders in New Jersey to spearhead change in LEAs with the support of the SEA.
This webinar features CEELO’s Shannon Riley-Ayers who presented on three components that support a child’s successful transition to school: leadership, effective instruction, and family and community engagement. She was joined by a principal and a superintendent from Oregon who shared successful family engagement and school readiness efforts and how to increase the readiness of entering kindergartners.
This 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.
This policy 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.