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.

Early Learning Chiropractory: Can we Make Standards Alignment a Little Less Painful?

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Date: June 2014

This presentation examines how states are approaching a comprehensive early learning system of standards and explores emerging tools to move state standards along a cohesive and high-quality continuum. CEELO’s Jana Martella and Tom Schultz, along with Albert Wat (National Governors Association) and Jim Lesko (ELC-TA) at the 2014 NAEYC Professional Development Institute.

Child Care, Head Start and Pre-K Partnerships: Research Findings (Webinar Recording)

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Date: May 2014

This webinar shares research findings on child care, Head Start & pre-K partnerships. The webinar shares highlights from research conducted over the past 10 years that examine the nature of partnerships, the types of partnerships that yield desired benefits, and the outcomes of partnerships. Diane Schilder presented the webinar, which was sponsored by Ounce of Prevention Fund.

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America

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Author(s): Milagros Nores, and W. Steven Barnett
Date: May 2014

This policy report describes readiness and opportunity gaps in access to high quality early education.  The report is organized into four main sections. The first describes the “readiness gaps” at kindergarten entry as of 2010. The remaining sections examine the extent to which there are “opportunity gaps” in the early care and education services that may be associated with those readiness gaps.

Understanding Pre-K Inclusion Data: Making the Most of the NIEER State of Preschool Yearbook

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Date: May 2014

This presentation demonstrates why a high quality preschool matters in an inclusive birth through third grade context. It explains what the 2013 NIEER State of  Yearbook data tells readers and how the data can be used. It concludes with a list of additional resources. Jim Squires presented these slides at the National Inclusion Institute.

State of the States Policy Snapshot: State Early Childhood Assessment Policies

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Author(s): Diane Schilder and Megan E. Carolan
Date: March 2014

This policy brief addresses the questions: What child assessments are required of pre-K and Kindergarten providers? How are child assessment data used? The brief is based primarily on secondary analysis of data collected in the NIEER State of Preschool Yearbook and presents a snapshot of responses to questions about child assessment.

State Early Childhood Comprehensive Assessment System: Mapping and Priority Setting Tools

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Date: September 2013

Part 1 of this tool is designed to assist State Teams in mapping the current status of efforts to implement a comprehensive assessment system for children from birth through 3rd grade and teacher/classroom and program assessment and evaluation. Part 2 is designed to assist State Teams in setting priorities for planning, implementing and sustaining initiatives in their comprehensive assessment system in the coming year.  Also available as a Word document.  (Word)

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