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.
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.
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.
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
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.
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
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]
Cost of Preschool Quality: Using a Tool to Project Costs for Scaling and Sustaining High Quality Preschool Programs
This presentation shares and demonstrates the Cost of Preschool Quality (CPQ) and how this tool could be used by states to: (1) Estimate the additional funding that would be required to raise standards in an existing program so that these more closely align with the best practice quality standards, (2) Assess the costs of various state specific policy proposals, and (3) Provide information on what will be needed from other sources to sustain funding after federal grant funds end. CEELO presented during this session at the 2016 Preschool Development Grantees and Race to the Top – Early Learning Challenge Grantees Annual Meeting November 18, 2016 in Arlington, Virginia. [Slides | CPQ Quick Start Guide | CPQ Description]
This presentation examines the need for new approaches to leadership and initiatives currently underway throughout many RTT-ELC and PDG states and communities to cultivate effective, inspirational B – 3rd leaders, often with the support of national partners. As State birth to third grade (B – 3rd) early development and learning systems evolve, leadership has become ever more critical. The shift from accountability and compliance to leadership for innovation and excellence places new demands on community, state, and federal systems and organizations which recognize that many existing structures, approaches and tools are not always suited to fostering and supporting new leaders. CEELO staff were joined by Leadership Academy Cohort 2 Fellows Tracye Strichik (AL), Bryan Stokes (IL) and Tracy Jost (MD) during this session at the 2016 Preschool Development Grantees and Race to the Top – Early Learning Challenge Grantees Annual Meeting November 18, 2016 in Arlington, Virginia.
This presentation focuses on current research on child development and learning; revised Vermont Early Learning Standards; standards-referenced, child-centered curriculum development; and developmentally appropriate and effective teaching practices. CEELO’s Jim Squires presented with VT Higher Education Collaborative Early Childhood Coordinator Manuela Fonseca at an interactive full-day session for the Vermont Higher Education Collaborative (VT HEC) on November 30, 2016 in Montpelier, Vermont.