Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder staff gave to leaders from New Hampshire Title I schools. 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.
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.
This policy brief 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.
This document 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.
Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder staff gave to leaders from New Hampshire Title I schools. 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.
Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder staff gave to leaders from New Hampshire Title I schools. Part 1 shares current trends, policy issues, and research around early childhood expulsions and the role of high-quality settings.
Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes?
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.
This annotated bibliography 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.
This talk 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.
Planning for the New Early Learning Model: Harnessing Potential in the Next School Improvement Grant Cycle
This webinar, 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. (, Webinar)
This webinar 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).
This presentation 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).
This presentation 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.