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.

A P-3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii’s P-3 Initiative

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Date: July 2016

This presentation 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.

Pre-K: The Starting Line for Positive Attendance Patterns

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Date: June 2016

This presentation 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.

Quality Matters: National Initiatives to Support Inclusion

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Date: May 2016

This presentation 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.

Alternatives to Early Childhood Suspensions, Part 3

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Date: May 2016

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.

Alternatives to Early Childhood Suspensions, Part 2

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Date: January 2016

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.

Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes?

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Date: August 2015

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.

Making PreK-3rd Grade Assessments Matter

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Date: June 2015

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

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Date: April 2015

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)

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