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.
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 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.
This webinar focuses on the SEA role in supporting P-3 system building at the state and local levels, drawing on a recent study of three states that have devoted significant attention and resources to P-3 efforts: Oregon, Pennsylvania, and Massachusetts. Each of these states has developed state-wide P-3 policy initiatives regarding standards, assessments, and instruction as well as targeted programs to support local P-3 community partnerships. After providing an overview of each state’s P-3 work, the webinar discusses nine recommendations that emerged from the case studies.
This presentation explores opportunities to support family engagement in ESSA. CEELO’s Melissa Dahlin was a panelist at this session in the Language Development and Family Engagement in the Digital Age Institute hosted by New America on August 2nd 2016 in Washington, DC. [See video for Day 1, panel starts at 2 h, 30 min mark]
This video discusses how public dollars invested in high-quality pre-K can prevent achievement gaps. It discusses what is required for a pre-K program to be high quality. This video features CEELO’s Steve Barnett, who gave this talk at the AERA Knowledge Forum on February 18, 2016 in Washington, DC. An accompanying fact sheet can be found here.
This policy report focuses on the state education agency (SEA) role in supporting P-3 system building at the state and local levels. Included in the report are case studies of three states that have devoted significant attention and resources to P-3 efforts: Oregon, Pennsylvania, and Massachusetts. Each of these states has developed statewide P-3 policy initiatives regarding standards, assessments, and instruction as well as targeted programs to support local P-3 community partnerships. The paper presents a number of themes and patterns that emerged from the comparison of the three states and concludes with 9 recommendations to help guide P-3 system-building.
Why Understanding the Costs of Preschool Quality is Important: A Webinar for Preschool Development Grantee States
This webinar presents and demonstrates the use of the Cost of Preschool Quality Tool (CPQ) by the Center on Enhancing Early Learning Outcomes, an Excel based model that can be used at the state or district level to estimate the cost of expanding high quality preschool for 3 and 4 year olds.