Systems

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.

Building State P-3 Systems

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Date: September 2016

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.

High Quality Pre-K: Taking the Road Less Travelled

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Date: August 2016

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.

Building State P-3 Systems: Learning from Leading States

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Author(s): David Jacobson
Date: August 2016

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.

Sharpening the Focus: Helping Fine-Tune Policies and Practices to Promote Effective Teaching and Learning in the Early Years

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Date: June 2016

This presentation explores what supports and systems are needed to drive teaching quality that will result in improved outcomes for children and the “powerful and few” core policies are needed to improve teaching quality and result in significant outcomes for children. CEELO’s Jana Martella and Kate Tarrant (BUILD Initiative) presented on June 7th, 2016 at the 2016 NAEYC PDI Conference in Baltimore, MD.

Pre-K: The Starting Line for Positive Attendance Patterns

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Date: June 2016

This presentation was a session at the Every Student, Every Day National Conference on June 10, 2016. CEELO’s Melissa Dahlin discussed root causes for absenteeism in pre-K and strategies to address them from a cross-sector state and local perspective. Danielle Ewen (EducationCounsel) and Michael Katz (Urban Institute) shared findings and insights from a study that examined pre-K absenteeism in DC.

State Pre-K Approved Curricula

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Date: May 2016

This listserv summary provides responses from state contacts on the NAECS-SDE listserv about state-approved curriculum models for pre-K programs in their state. The majority of respondents said the state did not provide an approved curricula list, though many provided some level of guidance around selection. Links to state resources are provided.

Quality Matters: National Initiatives to Support Inclusion

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Date: May 2016

This presentation shares initiatives, resources, and lessons learned to support state and local efforts in developing quality systems of inclusive services. Participants will have an opportunity to review the recommendations from the federal Position Statement on Inclusion and discuss how these recommendations can work for them. Jim Squires (CEELO) presented with Beth Caron (RTT-ELC TA) and Shelley deFosset (ELC TA and PDG TA) at the National Inclusion Institute on May 11, 2016 at Chapel Hill, NC.

Early Childhood Teacher Education Policies: Research Review and State Trends

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Author(s): Diane Schilder
Date: April 2016

This report provides policymakers with a review of published research on ECE workforce education and credentials as well as research on the current status of ECE wages, recruitment and retention challenges, and promising practices. It summarizes trends in state requirements regarding ECE teachers with bachelor’s degrees and specialized certification, licensure, or endorsements of pre-K teachers. The paper includes recommended actions and strategies, based on research and state suggestions, regarding approaches that states can use to recruit and retain teachers with bachelor’s degrees and ECE credentials.

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