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.
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.
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.
During 2017 – 2018, CEELO conducted a professional learning community (PLC) to support leadership development among newly appointed, high-level leaders of early education in state education agencies. The goal of the PLC was for participants to increase awareness, gain critical knowledge and develop leadership skills needed to guide highly effective offices of early learning within state education agencies. This is a summary of the activities and findings from the report.
CEELO is introducing a new tool to help calculate the costs of administration as part of the true cost of high-quality preschool.
The State Administrative Cost of Quality (SACQ) tool helps states generate data on the functions and costs of the State Infrastructure to Implement, Monitor and Sustain Quality of early childhood programs. The budget tool is organized around a continuum of state- and regional-level administrative capacities framework spanning policy/program development, forecasting and planning, provider recruitment, contracting, child enrollment, and workforce development. SACQ is an Excel-based model that can be integrated into the Cost of Preschool Quality & Revenue Calculator (CPQ&R) to help users determine costs and funding sources related to implementing high-quality preschool programs.
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.
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)
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 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.
This listserv summary explores the role of regional councils within certain states. It also discusses how these councils are funded and how this may affect the duties of the regional council.
Moving Family Engagement into Action: Promising Practices to Support Implementation in Early Learning Settings
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.
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.