This brief encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.
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 annotated bibliography identifies selected research studies and federal and state policy resources on early childhood suspension, expulsion, and discipline and what can be done to prevent these practices.
This tool identifies the tools, reports, and guidance developed by 32 states and 4 cities (Denver, San Antonio, Seattle, and New York City) to support financing of high quality preschool programs in local communities and districts.
Can We Stop the Insanity? Recommendations to Create Coherent Policy that Truly Supports Great Teaching and Learning for all Young Children from Birth through Kindergarten
This presentation provided an opportunity for NAEYC-PDI participants to review draft recommendations for policy to promote effective teaching and learning for children birth through kindergarten in family and community settings, and the early years of elementary school. Participants provided input on theworking paper, reviewed a guide on a policy problem around streamlining accountability structures , and heard from Vincent Costanza on the goals of New Jersey in participating in a Learning Table co-hosted by BUILD and CEELO. Lori Connors-Tadros and Jana Martella from CEELO, with Debi Mathias, BUILD Initiative and Vincent Costanza, NJ Department of Education presented.
This presentation provided an overview to the Joint Legislative Committee on Virginia’s Preschool Initiative of national data on state pre-k eligibility policy and considerations for policy makers in ensuring that high need children have equitable access to quality preschool programs. Lori Connors-Tadros conducted this presentation at the first meeting of the committee charged with providing recommendations to the Governor by November 2015 for reforming the Virginia Preschool Initiative to increase accountability, flexibility and innovation, in partnership with schools and private providers.
This presentation discusses a strategic approach to financing quality early care and education programs, including five key steps to strategic financing and examples of funding strategies used by states to support sustainability. Lori Connors-Tadros presented this information to CA, GA, RI, and NC, Race to the Top- Early Learning Challenge grantees, at the Sustainability Peer Learning Exchange hosted by the Early Learning Challenge TA Center in Atlanta.
This tool provides a national view of how states include early childhood teachers in state educator evaluation systems. This scan was developed to follow up on the findings reported in CEELO’s policy report, How are Early Childhood Teachers Faring in State Teacher Evaluation Systems?, which analyzed 11 states’ early childhood teacher evaluation policy and practice in depth.
This document shares income eligibility guidance, tools and resources states have developed for preschool programs to use determine and verify income eligibility for and illustrates different approaches states can consider.
This tool is intended to help state policymakers make decisions about which financing strategies are needed to support early care and education (ECE) programs in their state. State and local investments are increasing in many states for early care and education programs, but in others, states are not investing sufficient dollars to ensure all children have access to high quality programs. A deep understanding of financing strategies and a willingness to engage in finance reform is necessary to ensure all children have access to high quality early care and education.
This presentation explores the qualities of great leaders and leadership, types of leadership, pathways and pitfalls to inclusion leadership, and building leadership within a program and state, as well as Vermont’s experience. Jim Squires co-presented with Janice Crow (Windsor Southeast Supervisory Union, VT) and Kate Rogers (Vermont Agency of Education) at the 2015 National Inclusion Institute.
Approaches to State Pre-K Eligibility Policy: Considerations for Policy Makers in Revising Policy to Increase Access for High Needs Children
This report provides policy makers with information on state-funded pre-K programs’ eligibility policies and the common risk factors used to prioritize enrollment. The risk factors with the strongest impact on children’s school readiness are summarized. The report concludes with considerations for policy makers as they review or revise eligibility to serve more children, effectively and efficiently, in high quality early education programs. [Executive Report available here]
These slides review program requirements related to assessment, a comprehensive framework for aligned assessment, and recommended practices. Jim Squires presented with Mary McLean (Head Start National Center on Quality Teaching and Learning/University of Florida) and Catherine Scott-Little (UNC-Greensboro) at the 2015 National Early Childhood Inclusion Institute.