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.

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)

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities

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Date: March 2015

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).

Kindergarten as a Critical Link

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Date: March 2015

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).

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina

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Date: November 2014

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.

Using Assessments to Improve Transitions to Kindergarten

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Date: November 2014

This webinar features nationally known experts in discussion on how to integrate KEAs into a comprehensive assessment system and how to use the data to inform teaching practices. State departments of education presenters also highlight practical strategies they are using to assess a child’s school readiness and adjust instruction to help bridge any gaps. This webinar was co-sponsored by the Regional Education Laboratory (REL) Northwest. Presenters include CEELO’s Jana Martella and Tom Schultz, along with Jacqueline Jones (Foundation for Child Development), John Pruette (Office of Early Learning, North Carolina Department of Public Instruction), and Fiona Helsel (REL Northwest).

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