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.

New! Leadership at ALL Levels – Advancing the Field through Individual and Organizational Leadership

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Author(s): Jana Martella, Tracy Jost, Kafilat Oladiran
Date: October 2018

Leadership development is an on-going process and it involves complex skills and abilities related to establishing vision and direction, providing motivation and guidance, and promoting collaboration within and across agencies and programs. This 3-hour session explores toolkits and resources designed to support knowledge and skill development in individual leaders to enable them successfully build and sustain high quality systems that implement evidence-based practices.

New! A Look at Prekindergarten Across the Country

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Author(s): Lori Connors-Tadros, Karin Garver
Date: August 2018

CEELO and NIEER presenters provided information during this webinar to the National Council of State Legislatures Early Learning Fellows Program, highlighting how to design PreK programs for success, and craft policies to reach goals. The presentation focuses on costs and revenues, selected high-capacity states, and how to seize opportunities in ESSA, PDG and other resources. (August 2018)

New! PreK-3rd Grade Systems: Lessons Learned from New York School Districts

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Author(s): Diane Schilder
Date: August 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.

State Pre-K and Charter School: A Summary of State Policies

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Date: October 2017

This document delves into experiences from states that are operating pre-K classrooms in charter schools in order to inform stakeholder discussions and decision points as the state moves to sustain the Preschool Development Grant (PDG) programs currently operating in charter schools.

Moving Family Engagement into Action: Promising Practices to Support Implementation in Early Learning Settings

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Date: June 2017

This presentation identifies ways to address common barriers in implementing family engagement in programs by sharing resources from research and from various settings. Participants engaged in a demonstration of the Maryland Family Engagement Toolkit, which offers accessible and field-tested practices that can be used in any type of early learning setting (e.g., infant/toddler programs, child care, pre-K, Head Start). CEELO’s Melissa Dahlin presented with Sue Mitchell (PDG TA) and Cynthia Lessner (Maryland State Department of Education June 11th, 2017 at the NAEYC Professional Learning Institute.

Early Learning Programs: Ensuring Young Children are Successful

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Date: April 2017

This presentation 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.

Leading the Way: How States are Addressing Early Learning Under ESSA

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Date: March 2017

This webinar 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.

Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion

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Author(s): Lori Connors-Tadros and Jessica Hammond
Date: March 2017

This report 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.

Building the Next Generation of Inclusion Leaders

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Date: January 2017

This presentation explores how the early learning field is now rethinking ways to cultivate and support new leaders capable of powerfully impacting each and every child with their families, borrowing lessons learned from related fields on cultivating.  This session discusses “what we know” about leaders and leadership and then identifies and explores “what we need to learn and do” to build the next generation of inclusion leaders. Jim Squires gave this presentation at the Alabama First Class Pre-K Annual Conference in Mobile, AL on January 4, 2017.

Financing High Quality Preschool Programs: How States and Communities are Addressing Adequacy, Equity and Efficiency of Funding

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Date: November 2016

This talk 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]

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