CEELO Resources

Here you will find an array of publications by CEELO aimed at securing best practices and enhancing child outcomes. You can search by title, content area, or the type of resources available.  You will be redirected to a list of all the materials.  For your search you may find the following definitions useful:

  • Assessment – These resources support improved knowledge about and use of early childhood comprehensive assessment systems.
  • Birth through Third Grade – These resources provide guidance on strengthening the alignment of birth through 3rd grade educational policies and systems.
  • Child Outcomes – These resources highlight research and approaches to improving child outcomes through high quality early learning programs.
  • Data – These resources provide guidance on enhancing the use of assessment data and other information to improve program quality.
  • Systems – These resources provide guidance on enhancing the coordination of resources and policies across statewide systems
  • Workforce – These resources focus on increasing the knowledge and skills of the early learning workforce, including teacher evaluation.

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Found 237 Results

The Leading Edge of Local System-Building: ESSA and Continuity Across the First Decade of Children’s Lives

Author(s): David Jacobson
Date: July 2019

In this week’s ESSA Blog post, author David Jacobson suggests how local system-building efforts serve as models and provide direction to states as they implement their ESSA plans. David’s post draws on his recent study, All Children Learn and Thrive: Building First 10 Schools and Communities. The Every Student Succeeds Act (ESSA) provides an opening for states, […]

Head Start Programs and Local Education Agencies Partner to Support Smooth and Effective Transitions for DC’s Youngest Learners

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Author(s): Margareth Legaspi and Jonathan Elkin
Date: June 2019

Improving coordination between early childhood programs and elementary schools can help young learners transition to the new setting and improve outcomes in K-12 and beyond. The Every Student Succeeds Act of 2015 (ESSA) requires local education agencies (LEAs) receiving Title I funding to sign a written agreement coordinating with Head Start programs, and other early childhood programs if feasible, on students’ transition to the LEA in pre-K or kindergarten.

Head Start Programs and Local Education Agencies Partner to Support Smooth and Effective Transitions for DC’s Youngest Learners

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Author(s): Margareth Legaspi and Jonathan Elkin
Date: June 2019

Improving coordination between early childhood programs and elementary schools can help young learners transition to the new setting and improve outcomes in K-12 and beyond. The Every Student Succeeds Act of 2015 (ESSA) requires local education agencies (LEAs) receiving Title I funding to sign a written agreement coordinating with Head Start programs, and other early childhood programs if feasible, on students’ transition to the LEA in pre-K or kindergarten.

Every Day, Every Year is Important: Starting Before Birth to Ensure Young Children are Successful

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Author(s): Lori Connors-Tadros
Date: June 2019

Kentucky’s Governors Office of Early Childhood hosted an Early Childhood Care and Education Roundtable on June 19, 2019 in Louisville, Kentucky for more than 1000 teachers and leaders of early childhood programs. Lori Connors-Tadros presented remarks on a select panel of leaders on the strengths and opportunities of the Preschool Development Grant- Birth to Five for Kentucky. Following this panel, Lori addressed Kentucky’s Early Childhood Advisory Council and discussed a framework for prenatal to grade three (P -3), outcomes to be expected, and state approaches to implementing P-3.

Connecticut’s Approach to Early Childhood ESSA Supports

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Author(s): Andrea Brinnel and Lisa Lamenzo
Date: June 2019

The state’s ESSA plan focuses on strengthening the pre-K to grade 12 continuum to give children a stronger foundation for lifelong success Research shows that achievement gaps begin early in life and, without intervention, may widen over time. Focusing educational opportunities and resources on young children and their families is a key strategy to reducing […] Read more

Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3

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Date: June 2019

This guide aims to support state education agencies and early education partners develop coherent, research-based policy by guiding thinking, discussion, data collection, and gap analyses of current practices and policies that can lead to more intentional decision making relative to young dual language learners (DLL) and English learners (EL).

Systems Leaders and Systems Thinkers: Everything You Always Wanted to Know About Systems Thinking but Were Afraid to Ask

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Author(s): Tom Rendon, Diane Schilder, Jana Martella
Date: June 2019

Nothing happens in early childhood except in a system. That system has profound influence on whether what happens is successful and supportive of children … or is not. But too few early childhood professionals understand how early childhood systems work at the local, state or national level. This session provides a primer on systems thinking and systems leadership, and how these concepts apply to early childhood systems. Through simple explanations and focused discussion, this session will help you become more adept at understanding how best to operate within your system. (Presentation at the 2019 NAEYC Professional Learning Institute)

Teach Them How to Say Good-bye: Succession Planning for Remarkable Leaders

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Author(s): Jana Martella and Tracy Jost
Date: June 2019

How do leaders ensure the vision, mission, and objectives for their programs have legs to guarantee that a principled legacy continues past their tenure in early childhood policy and practice? Starting succession planning well before a departure is on the horizon will help the transition to go smoothly when the day arrives. (Presentation at the 2019 NAEYC Professional Learning Institute)

Early Childhood Legacy 2030: Looking Forward, Looking Back

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Author(s): Lori Connors-Tadros
Date: May 2019

CEELO recently released a report on the findings from a national survey of state early childhood education agency staff as part of CEELO’s Early Childhood Legacy 2030 project. Lori Connors-Tadros presented a summary of the findings to the Society for Research in Child Development State Policy Fellows on the characteristics of state early childhood education agency staff and what they believe is most important to realize a legacy for young children by 2030, followed by a discussion of the implications for effective implementation of early childhood state policy.

Lifelong Lessons: What I Learned at Highscope That Shaped Early Learning Policy and Practice

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Author(s): Ellen Frede
Date: May 2019

More than 40 years ago as a teacher and curriculum consultant at HighScope, Ellen Frede was exposed to central principles of teaching, learning. and professional development in early childhood settings. In this keynote, Dr. Frede will describe how these principles have been instrumental in shaping the development of our field and should continue to guide practice in classrooms and programs.

Leadership at ALL Levels: Advancing the Field Through Individual and Organizational Leadership

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Author(s): Jana Martella
Date: May 2019

Leadership Development is an ongoing process, and it involves complex skills and abilities related to establishing vision and direction, providing motivation and guidance, and promoting collaboration within and across agencies and programs. This presentation will explore tool kits and resources designed to support knowledge and skill development in individual leaders so they can successfully build and sustain high-quality systems that implement evidence-based practices, such as the HighScope framework.

CEELO 2019 Directory of State Early Learning Contacts

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Author(s): Kafilat Oladiran
Date: May 2019

We are pleased to provide the latest edition of CEELO’s 2019 Directory of State Early Learning Contacts which contains updated information for state contacts in the birth through third grade system in each state. We aim to re-verify and re-publish the Directory once a year to ensure the information is current. In January of 2019, the contacts in each state received an e-mail requesting a review of their state information. Updates were compiled and changes were entered to create this latest iteration of the Directory. We received a high response rate and have made changes as indicated; however, if you know of additional changes or corrections, please forward these to info@ceelo.org.

High Quality Preschool is Necessary but Not Sufficient to Ensure Equity

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Author(s): Lori Connors-Tadros
Date: May 2019

The National Institute for Early Education Research’s State of Preschool Yearbook 2018 provides data to inform policymakers.  Lori Connors-Tadros presented highlights of the 2018 data and research on the importance of PreK-Grade 3 continuity to the Early Childhood Workgroup of the National Association of State Boards of Education and discussed opportunities for state board members to leverage their authority to increase access to high-quality prekindergarten.

The Views of State Early Childhood Education Agency Staff on Their Work and Their Vision for Young Children: Informing a Legacy for Young Children by 2030

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Author(s): Lori Connors-Tadros, Nicole DiCrecchio
Date: March 2019

CEELO’s Early Childhood Legacy 2030 project seeks to inform policy decisions for children, birth to third grade, over the coming decade (2020–2030). State early childhood education agency staff are responsible for implementing policies and collaborating with other stakeholders to meet the needs of allyoung children in their states. Yet no one has adequately documented the voice, experience and perspectives of these individuals so that challenges and constraints of implementing state ECE policy can inform stakeholders. This report describes what we found about state early childhood education agency staff, the complexity of their work and what they believe is most important to realize a legacy for young children by 2030. An Executive Summary of the full report can be found here.

Early Learning in ESSA – A Marathon Not a Sprint

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Author(s): Jana Martella (CEELO) and Danielle Ewen (EdCounsel)
Date: February 2019

The federal Every Student Succeeds Act (ESSA) has provided state education agencies (SEAs) with new and broadened opportunities to bring early learning to the forefront of their education strategies, and to encourage local school districts to do the same. This presentation provided at the 2019 ESEA Conference discusses the evidence-based early learning initiatives that have emerged as ESSA is implemented across the country and provides advice and recommendations to SEA and LEA leaders on how to seize those opportunities.

State and Local Strategies for Transforming the Great Divide Between Birth-to-Five and K-3rd

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Author(s): Jim Squires
Date: January 2019

CEELO Senior Fellow Jim Squires delivered this presentation and the Alabama Early Childhood Education Conference, discussing the contextual differences between the two systems of early learning birth-five and the K-3 years of schooling. The session focused on the qualities and characteristics of the two systems, ways to address alignment and coherence, and implications for system leaders.

The Imperative to Invest in Infants and Toddlers: Why and How

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Author(s): Lori Connors-Tadros
Date: December 2018

The Louisiana legislature charged the Early Childhood Care and Education Commission with making recommendations to build on the current early care and education (ECE) quality infrastructure. Lori provided commission members with information on how selected states have developed a sustainable financing plan for increasing access to quality ECE, particularly for infants and toddlers.

State Capacity for Improvement – Defining Highly Effective Offices of Early Learning

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Author(s): Lori Connors-Tadros, Jana Martella
Date: December 2018

State level leadership and organizational capacity is essential to leading sustained improvements in early learning opportunities and outcomes. This session at the Ounce of Prevention – Partnership for PreK Improvement (PPI) peer learning convening highlights the CEELO Vision paper and discusses organizational capacity, effectiveness, and leadership and staff capabilities necessary for states to lead improvement in the long-term.  Presenters also explore strategies and opportunities for advocacy that focus on creating the organizational capacity necessary to advance PPI’s work. You can also explore this work further on our project page on Highly Effective Offices of Early Learning.

CEELO Leadership Professional Learning Community-Final Report

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Author(s): Jim Squires and Penny Milburn
Date: November 2018

During 2017 – 2018, CEELO conducted a professional learning community (PLC) to support leadership development among newly appointed, high-level leaders of early education in state education agencies. The goal of the PLC was for participants to increase awareness, gain critical knowledge and develop leadership skills needed to guide highly effective offices of early learning within state education agencies. This is a summary of the activities and findings from the report.

Leadership at ALL Levels – Advancing the Field through Individual and Organizational Leadership

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Author(s): Jana Martella, Tracy Jost, Kafilat Oladiran
Date: October 2018

Leadership development is an on-going process and it involves complex skills and abilities related to establishing vision and direction, providing motivation and guidance, and promoting collaboration within and across agencies and programs. This 3-hour session explores toolkits and resources designed to support knowledge and skill development in individual leaders to enable them successfully build and sustain high quality systems that implement evidence-based practices.

PreK-3rd Grade Systems: Lessons Learned from New York School Districts

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Author(s): Diane Schilder
Date: August 2018

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.

A Look at Prekindergarten Across the Country

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Author(s): Lori Connors-Tadros, Karin Garver
Date: August 2018

CEELO and NIEER presenters provided information during this webinar to the National Council of State Legislatures Early Learning Fellows Program, highlighting how to design PreK programs for success, and craft policies to reach goals. The presentation focuses on costs and revenues, selected high-capacity states, and how to seize opportunities in ESSA, PDG and other resources. (August 2018)

Taking Leadership to a New Level: Helping Early Intervention Leaders Adapt to Change and Move Programs and Policies to Success for Young Children

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Author(s): Mary Beth Bruder, Lori Connors-Tadros, Jana Martella, Stacy Kong, Lisa Wasacz
Date: August 2018

This session held during the 2018 Improving Data – Improving Outcomes Summer Data Institute aimed at helping participants better understand the characteristics of a good leader and reflect on their own leadership skills. State experiences and resources were shared that support knowledge and skill development in individual leaders. (August 2018)

July 18, 2018 E-Newsletter

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Date: July 2018

This issue shares lessons learned by former state early education policymakers and shines a spotlight on the influential career of Gayle Stuber, retired Kansas State Department of Education early childhood coordinator. CEELO also seeks submissions for a new blog series, launches a new webpage focused on OEL effectiveness, and shares a retrospective review of the State Early Learning Leadership Academy, along with recent presentations on ESSA, financing high-quality pre-K, applying research to programs and classrooms and taking TA “to the next level.”

Taking Technical Assistance To A New Level: Helping Early Childhood Leaders Adapt To Change And Move Programs And Policies To Success For Young Children

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Date: June 2018

This presentation focuses on three essential characteristics of high performing early childhood efforts: individual and organizational capacity, organizational effectiveness and efficiency, and leadership and staff capabilities. CEELO’s Jana Martella and Diane Schilder presented at the 2018 NAEYC Professional Learning Institute in Austin, TX.

May 24, 2018 E-Newsletter

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Date: May 2018

This issue addresses early childhood workforce issues and features Mississippi Superintendent of Education Carey Wright sharing advice for getting policymakers to support pre-K. CEELO also shares materials from a recent Cost of Preschool Quality Think Tank and strategic planning progress in Maryland. Looking forward to Roundtable 2018 on June 7-8 in in Austin TX!

Determining Costs of Preschool Quality in Kentucky

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Date: May 2018

This document describes how Kentucky and the Prichard Committee for Academic Excellence validated estimates that reflect the cost of providing preschool and child care across Kentucky at various levels of quality. The data collection methods, including use of the CPQ&R, and the cost findings are summarized.

Strategies to Improve Instructional Practice in Early Childhood Settings

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Date: April 2018

This document by Lori Connors-Tadros, Ph.D. Center on Enhancing Early Learning Outcomes and Sarah Daily, Ph.D. Child Trends, Based on a state information request to review national research on best practices that have been shown to improve results on the Classroom Assessment Scoring System (CLASS), with a specific focus on research that impacts instruction and is applicable to teachers in school and community-based settings.

March 20, 2018 E-Newsletter

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Date: March 2018

This issue focuses on the legacy and lessons learned from two groundbreaking state preschool programs. Our Leadership Spotlight features Susan Adams, assistant commissioner for Georgia’s Pre-K celebrating its 25th anniversary. CEELO also shares a redesigned CPQ&R to calculate costs and identify funding streams associated with providing high-quality ECE, along with a TA@Work story about a multi-state consortium focusing on enhancing family engagement.

A Powerful Convergence: Community Schools and Early Childhood Education

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Date: February 2018

This article from EDC’s David Jacobson highlights a new approach to raising achievement for low-income children that combines Prenatal through Grade 3 (P-3) quality and alignment initiatives, family engagement, and child and family support services. Examples in Cincinnati, Omaha, and Multnomah County demonstrate effective, results-oriented partnerships among elementary schools, community-based preschools, and other early childhood organizations.

P-3 Opportunity in ESSA

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Date: February 2018

CEELO Co-Director Jana Martella presented key opportunities to support early childhood education within the new elementary and secondary education act at the New Jersey ASCD Early Learning Summit

January 24, 2018 E-Newsletter

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Date: January 2018

This issue focuses on the future and the important role early learning plays in creating a more productive, equitable and healthy future for children, families and communities. Our Leadership Spotlight features Sue Reed, Maine Department of Education early learning specialist. CEELO also shares new ESSA and KEA resources and a TA@Work story from Utah.

Approaches to Financing State Prekindergarten Programs

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Author(s): CCSSO Chiefs’ Summit
Date: January 2018

NIEER and CEELO Director Steve Barnett presented research on different funding schema drawing from national models, highlighting cost of quality and state education infrastructures, and effective state support systems.

Building Capacity to Enact Change for Classroom Quality Improvement in New Jersey

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Author(s): Shannon Riley-Ayers, Sharon Ryan, Alexandra Figueras-Daniel, Vincent Costanza, and Kaitlin Northey
Date: January 2018

State Education Agencies (SEAs) across the country are working to directly impact early childhood teaching and learning in local education agencies (LEAs). To do this, the SEA must rely on local change agents to increase classroom quality across a state. The work presented in this paper set out to build the capacity of educators, teachers and leaders in New Jersey to spearhead change in LEAs with the support of the SEA.

Pre-k Effectiveness: Fade-Out, Fading or Catch-Up

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Author(s): CCSSO Chiefs’ Summit
Date: January 2018

Ellen Frede, Co-Director at NIEER, also addressed the chiefs’ summit drawing on research and critical state experiences concerning equity and high fidelity implementation of Pre-K in New Jersey.

Key Considerations to Assist States in Developing or Revising a Kindergarten Entry Assessment (KEA) Report

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Author(s): Diane Schilder and Melissa Dahlin
Date: December 2017

This report is the result of a request from two states for technical assistance to support the selection and revision of the state’s Kindergarten Entry Assessments (KEA’s). Given that this is a national topic of interest, the Center on Enhancing Early Learning Outcomes (CEELO) summarized what we gathered to provide other states with this relevant and useful information.

The State of Early Learning in ESSA: Plans and Opportunities for Implementation

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Author(s): Bonnie O’Keefe
Date: December 2017

This brief focuses on three key topics for early learning in ESSA: setting clear goals and policy priorities for early learning, integrating early learning into school improvement, and supporting early childhood educator development. Based on a review of submitted state ESSA plans, the brief provides examples from state plans that highlights a variety of approaches from different state education agencies and identifies areas for further growth and attention in implementation.

Tool to Guide Decisions Regarding Kindergarten Entry Assessment (KEA) Selection and Implementation

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Date: December 2017

This tool is designed to assist in the process of selecting, revision, or implementing a KEA. States have requested technical assistance to help with the Kindergarten Entry Assessments (KEA’s) decision-making process. The Center on Enhancing Early Learning Outcomes (CEELO) drafted the tool and facilitated a stakeholder engagement process using the tool. (December 2017, Tool)

What’s New at CEELO in 2018-2019?

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Date: December 2017

The webinar focuses on the Center’s goals for the next two years; how CEELO will be supporting state early childhood goals in upcoming month; highlights signature projects building leadership and organizational capacity, birth to third grade data and policy, and financing and sustaining high-quality early learning programs; and, hallmarks state leaders from AZ, IL, KY, and NE discussing with their work with CEELO.  Recording | Slides

November 21, 2017 E-Newsletter

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Date: November 2017

This issue celebrates five years of CEELO partnership with state early childhood specialists and previews what is coming next. Our Leadership Spotlight features Lauren Zbysinski, AZ Dept of Education Director of Professional Learning & Sustainability and NAECS-SDE Vice President. CEELO shares lots of new resources and shares TA@Work stories from Virginia and Kentucky.

Behind the New Benchmarks Webinar

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Date: October 2017

This webinar from NIEER provides an overview of changes to State of Preschool report quality standards benchmarks, reasons for the updates and policies that should be in place to meet the new benchmarks. Presenters include NIEER Founder and Senior Co-Director Steve Barnett and yearbook co-author Allison Friedman-Krauss Ph.D., along with representatives from Michigan, Alabama, and New Mexico discussing how they have integrated or plan to integrate new benchmark criteria into state policy/practice.

State Pre-K and Charter School: A Summary of State Policies

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Date: October 2017

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.

September 21, 2017 E-Newsletter

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Date: September 2017

This issue features CEELO’s Jim Squires reflection on updates in quality standards benchmarks in the NIEER State of Preschool Yearbook. Participants in the 2016-2017 CEELO Leadership Academy share their perspectives on leadership. Also inside are examples of CEELO TA at work and new resources available.

KEA Checkpoints for Observing and Assessing Kindergarten Children

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Date: August 2017

This summary offers responses from state contacts on the NAECS-SDE listserv, who were asked about their kindergarten entry assessment and checkpoint dates. Because kindergarten is such a formative time in a child’s education and life, it is imperative for teachers to have a good understanding of where individual children are in their development, as well as the class as a whole.

July 20, 2017 E-Newsletter

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Date: July 2017

This issue explores leading for change in early childhood education. CEELO’s Melissa Dahlin discusses lessons in leadership during times of change. Our Leadership Spotlight features Renee DeMars-Johnson of Michigan, recipient of the 2017 NAECS-SDE Light Award, and our TA@Work section highlights practical benefits of the EC Academy.

Leading for Equity: Ensuring a Competent Workforce that Supports All Children

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Date: June 2017

This presentation discusses the powerful policies needed to lead and drive state efforts to improve the workforce and teaching quality with an equity lens. It explores the question – How can policy leaders identify and remedy disparities throughout the systems they lead so that the workforce is equipped to ensure each child’s learning and development can be optimized? CEELO’s Jana Martella presented with BUILD’s Kate Tarrant, Debi Mathias, and Aisha Ray on June 13th, 2017 at the NAEYC Professional Learning Institute.

Moving Family Engagement into Action: Promising Practices to Support Implementation in Early Learning Settings

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Date: June 2017

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.

Preparing for the Striving Readers Comprehensive Literacy Program

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Date: June 2017

The Striving Readers Comprehensive Literacy Program (SRCLP) is federally funded competitive grant program intended to improve the literacy skills of children birth through 12th grade, with a priority on serving children living in poverty, English learners, and children with disabilities.  The competition sets aside 15 percent of the sub-granted funds to serve children from birth through age five; and forty percent for children in kindergarten through grade 5.  This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence-based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

May 18, 2017 E-Newsletter

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Date: May 2017

This issue explores early childhood policy leadership. CEELO’s Diane Schilder provides perspectives on leading from the middle. Highlighted is Nicol Russell, an Arizona leader who wears hats as both Deputy Associate Superintendent for Early Childhood and Director of the state Head Start State Collaboration Office, along with updated resources.

Leadership for Early Learning Impact

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Date: May 2017

This presentation shares tools to support leadership, including habits of systems thinking, driving with data, self as an agent of change, powerful communicating, and collaborating to get things done. This presentation was given by Jana Martella at the Sustainability Planning Meeting held by the Massachusetts Department of Early Education and Care on May 10th, 2017 in Worcester, Massachusetts. Attendees were Preschool Development Grant – Expansion grantees and other early learning programs.

CEELO’s Role in Supporting an Extraordinary Professional Workforce for Young Children

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Date: April 2017

This presentation describes CEELO’s role and services in supporting the professional early childhood workforce. CEELO Senior Fellow Jim Squires presented this material during a webinar to the EarlyEdU Alliance, a 35-member consortium of institutions for higher education and 16 state-based teams supporting quality teaching in Head Start and early childhood programs. (Slides | Recording)

Early Learning Programs: Ensuring Young Children are Successful

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Date: April 2017

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.

March 16, 2017 E-Newsletter

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Date: March 2017

This issue focuses on collaboration, featuring the perspective of CEELO’s GG Weisenfeld, former Director of Hawaii’s Executive Office on Early Learning; a discussion with Debra Anderson of Smart Start Oklahoma and Sharon Morgan, director of early childhood for the Oklahoma Department of Education, and updated resources on early education in ESSA.

Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion

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Author(s): Lori Connors-Tadros and Jessica Hammond
Date: March 2017

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.

Leading the Way: How States are Addressing Early Learning Under ESSA

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Date: March 2017

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.

January 27, 2017 E-Newsletter

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Date: January 2017

This newsletter focuses on leading in times of transition. It includes a thought piece by CEELO’s Jana Martella and a discussion with Harriet Feldlaufer (CT Director of Division of Early Care and Education) and John Pruette (NC Executive Director of Office of Early Learning).

Building the Next Generation of Inclusion Leaders

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Date: January 2017

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.

Where Are We Heading? Children, Childhood, and Early Education in the USA

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Date: January 2017

This presentation traces the roots of children and childhood over the ages through the eyes of artists; examines trends and future directions of childhood and early learning; and explores implications for participants as parents, teachers and caregivers, program leaders, community leaders, and citizens. Jim Squires gave this presentation at the Alabama First Class Pre-K Annual Conference in Mobile, AL on January 4, 2017.

November 15, 2016 E-Newsletter

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Date: November 2016

Explore our new Impact newsletter, featuring expert perspectives, profiles of education leaders, TA success stories, our latest resources and CEELO events. Our first edition focuses on implementing ESSA for early education, and a Q&A with Alabama Department of Early Childhood Education Secretary Jeana Ross.

Breaking the Mold: Leadership for Early Learning Impact

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Date: November 2016

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.

Connecting the Dots: Using Best Practices to Support Three- to Five-Year-Olds and Their Families

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Date: November 2016

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.

Cost of Preschool Quality: Using a Tool to Project Costs for Scaling and Sustaining High Quality Preschool Programs

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Date: November 2016

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]

Financing High Quality Preschool Programs: How States and Communities are Addressing Adequacy, Equity and Efficiency of Funding

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Date: November 2016

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]

Qualifications of Kindergarten Teachers

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Date: November 2016

This listserv summary shares responses from state contacts on the NAECS-SDE listserv on requirements for Kindergarten teachers in twelve states. It includes a table that lists responses from states and describes the state’s requirements, along with links to specific state resources and tools are included where applicable.

Effective Components of Successful Early Learning-to-Kindergarten Transitions

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Date: October 2016

This webinar features CEELO’s Shannon Riley-Ayers who presented on three components that support a child’s successful transition to school: leadership, effective instruction, and family and community engagement. She was joined by a principal and a superintendent from Oregon who shared successful family engagement and school readiness efforts and how to increase the readiness of entering kindergartners.

Preparing for the Every Student Succeeds Act (ESSA): Early Learning

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Date: October 2016

This webinar was held on Oct. 31 and hosted by CEELO and the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE). The webinar includes information from the USED Office of Early Learning  on the guidance (see below)and views from three states – North Carolina, Colorado and Arizona – on their efforts to strengthen early learning in their ESSA planning. (Slide handout)

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.

2016 Roundtable Summary

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Date: August 2016

This summary presents national and state resources shared during the 2016 Roundtable Mobilizing an Exceptional Early Childhood Workforce. Resources include policy briefs, tools, guides, and websites.

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.

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.

A P-3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii’s P-3 Initiative

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Date: July 2016

This presentation describes implementation of the Hawaii P-3 Initiative, along with findings from a five-year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievement gap. CEELO’s GG Weisenfeld presented with Karen Lee and Kim Guieb from Hawaii P-20 at the National Association of Elementary School Principals on July 7 2016 in National Harbor, 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.

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.

2016 State Policy Learning Table

Content Area(s):
Date: May 2016

This learning table supported state teams in addressing one of two areas: credentialing and instructional tools. Resources from the project are available, including state team slides for each session and general resources.

Alternatives to Early Childhood Suspensions, Part 3

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Date: May 2016

Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder staff gave to leaders from New Hampshire Title I schools. Part 3 discusses practices that support young children’s socio-emotional development, provides strategies to address issues that arise, and offers resources and supports for leaders, teachers, and teaching teams.

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.

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.

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.

Connecting with Hard to Access Families

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Date: February 2016

This webinar was hosted by the Preschool Development Grant (PDG) Family Engagement Community of Practiceon February 18, 2016. It was targeted for state and program administrative staff interested in reaching and connecting with hard-to-find families. Attendees heard from Deborah Watson (CT Office of Early Childhood) about her state’s strategies. CEELO’s Melissa Dahlin presented findings from research and practice.

January 19, 2016 E-Newsletter

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Date: January 2016

Topics covered: teaching quality, kindergarten entry assessments (KEA), Preschool Expansion Grants, family engagement, CEELO annual report, leadership, Leadership Academy, measuring child outcomes, program quality improvement systems, licensing exemptions

Alternatives to Early Childhood Suspensions, Part 2

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Date: January 2016

Alternatives to Early Childhood Suspensions is a series of three presentations Diane Schilder staff gave to leaders from New Hampshire Title I schools. Part 2 provides a video for reflection on how challenging behaviors are address and discusses policies, procedures, practices, and supports to have in place to prevent challenging behavior form occurring.

Early Childhood Program Licensing Exemptions

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Date: January 2016

This listserv summary offers responses from state contacts on the NAECS-SDE listserv, who were asked about exemptions from licensing requirements for early childhood programs in their state. Responses indicate that licensing exemptions may apply to any center that provides preschool education. All states have certain legal exemptions from licensing and–depending on the type of early childhood program–these licensing exemptions may vary.

Promoting Effective Teaching that Improves Learning

Publication Type(s):
Date: December 2015

This annotated bibliography lists resources from the CEELO|BUILD paper Sharpening the Focus: State Policies that Promote Effective Teaching that Improves Learning which 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.

Measuring Child Outcomes in the Early Years

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Author(s): W. Steven Barnett, Shannon Riley-Ayers, and Jessica Francis
Date: November 2015

This brief provides information to inform decision-making regarding the assessment of young children’s learning, development, and wellbeing (LDWB) for state and national assessments designed to influence early childhood education (ECE) policy and practice. This report draws from a scholarly discussion paper The National Institute for Early Education Research (NIEER) produced for the Organisation for Economic Co-operation and Development (OECD) that presented the pros and cons of various instruments used for reporting on international data of children’s cognitive and social outcomes.

Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Executive Summary

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Author(s): Kate Tarrant with Lori Connors-Tadros, Jana Martella, and Debi Mathias
Date: November 2015

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.

Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Full Report

Content Area(s): ,
Publication Type(s):
Author(s): Kate Tarrant with Lori Connors-Tadros, Jana Martella, and Debi Mathias
Date: November 2015

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.

Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Resources

Content Area(s): ,
Publication Type(s):
Author(s): Kate Tarrant with Lori Connors-Tadros, Jana Martella, and Debi Mathias
Date: November 2015

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.

September 30, 2015 E-Newsletter

Publication Type(s):
Date: September 2015

Topics covered: leadership, pre-K eligibility, school-community partnerships, teaching and learning, technology, retention, expulsion and suspension, assessment to improve instruction, and state early learning directory of contacts.

Program Quality Improvement Systems

Publication Type(s):
Date: September 2015

This annotated bibliography identifies selected resources to assist states in assessing their current continuous quality improvement process for preschool programs as they expand services to increase access to high quality programs.

The Preschool Program Quality Assurance System Discussion Guide

Publication Type(s):
Date: September 2015

This guide is designed to facilitate policymakers’ review of their state’s Preschool Program Quality Assurance Systems (PPQAS). The discussion guide includes two frameworks to inform the critical analysis of the state’s current system. The first framework addresses common components of the system and the second framework considers the governance and functionality of the PPQAS.

2015 Roundtable Summary

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Date: August 2015

This summary provides a high level overview of the 2015 Roundtable (Leading for Excellence), a list of resources shared by presenters and attendees, and summaries of the sessions in the meeting.

Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes?

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Date: August 2015

Retention in the Early Years: Is Early Retention an Effective, Research-Based Strategy for Improving Student Outcomes? reviews literature on research and practice about the effects of early retention, and highlight considerations that make retention a nuanced rather than definitive research based approach to enhancing student outcomes.

Tax Policy and Quality

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Date: August 2015

This annotated bibliography identifies selected resources on using tax policy, especially refundable tax credits, as a financing strategy for early childhood programs.

Approaches to State Prekindergarten Eligibility Policy: Considerations for Policymakers

Publication Type(s):
Date: July 2015

This webinar reviews key findings from a CEELO policy report that provides information on state-funded pre-K program eligibility policies and considerations for policymakers as they review or revise eligibility to balance accountability and increase access for high needs children. Susan Hogge, Legislative Fiscal Analyst for Public Education, Virginia House Appropriations Committee offers remarks regarding Virginia’s recently revised eligibility policy for the Virginia Preschool Initiative.

Making Informed Decisions: An Administrator’s Guide to Understanding Early Education Research

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Date: July 2015

This presentation unpacks what research tells us around selected issues in early childhood education such as what makes an effective early learning program, essential elements of high quality pre-K, retention, teacher qualifications, and administrator qualifications. It also provides suggestions on how to turn research in action and includes resources for administrators. Jim Squires presented this material on July 21, 2015 at the Mississippi Early Childhood Conference in Natchez, MS.

The Common Thread: Crafting a Coherent Accountability System Focused on Great Teaching

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Date: July 2015

This presentation addresses key questions and shared innovations and key resources from states in a learning table focused on teacher quality. What are the consistent supports needed to focus QRIS and public school accountability approaches on great teaching? How can we bring coherence to early childhood quality improvement policies? This presentation was given at the 2015 National QRIS meeting last week by CEELO’s Lori Connors-Tadros and Jana Martella with Build partners Debi Mathias and Kate Tarrant.

Using Technology in Early Childhood Classrooms

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Date: July 2015

This annotated bibliography provides resources and information about using technology in early education classrooms. It highlights issues to consider when introducing new tools, media, and devices, so that educators and policymakers can make informed decisions about using such resources, and preparing teachers and care providers to do so.

June 25, 2015 E-Newsletter

Publication Type(s):
Date: June 2015

Topics covered: collaboration and communication in Louisiana (interview with Jenna Conway), early childhood indicators, financing early childhood systems, pre-K eligibility, School Improvement Grant early learning model

Approaches to State Pre-K Eligibility Policy: Considerations for Virginia Policy Makers

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Date: June 2015

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.

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

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Date: June 2015

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.

Making PreK-3rd Grade Assessments Matter

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Date: June 2015

This talk was presented by Tom Schultz at the National Association of Elementary School Principals Conference in Long Beach, CA on June 30th with co-panelists Kristie Kauerz from the University of Washington and Cindy Bagwell from the North Carolina Department of Public Instruction. The presentation was part of a strand of sessions to highlight NAESP’s initiative to build the leadership capacity of their members in early childhood education, based on their recent publication Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice.

State Approaches to Evaluating Preschool Programs

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Date: June 2015

This document presents guidance for state policy makers for evaluating the quality and effects of a preschool program. The information here will be valuable as states consider monitoring for program quality and continuous improvement as well as conducting a program evaluation for effectiveness.

Approaches to State Pre-K Eligibility Policy: Considerations for Policy Makers in Revising Policy to Increase Access for High Needs Children

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Author(s): Megan Carolan and Lori Connors-Tadros
Date: May 2015

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]

Building a Comprehensive and Aligned Assessment System for all Children: Birth to Kindergarten

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Date: May 2015

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.

Building the Next Generation of Inclusion Leaders

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Date: May 2015

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.

Discussion Guide: State Financing Strategies for Early Care and Education Systems

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Date: May 2015

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.

Life After Pre-K: Looking at Kindergarten Assessment

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Date: May 2015

This presentation includes material to understand the components of a statewide comprehensive assessment system for all children birth to kindergarten, identify the current status of kindergarten assessments as well as commonalities/variations across states and challenges in developing kindergarten entrance assessments, identify challenges and opportunities for including children with disabilities in statewide assessments, and understand the experiences of the State of North Carolina in implementing a kindergarten assessment. Jim Squires presented with Cindy Bagwell (NC Department of Public Instruction), 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.

State Financing Strategies for Early Care and Education Systems

Publication Type(s):
Date: May 2015

This discussion guide 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.

State Teacher Evaluation Systems: Fifty State Scan on Resources for Early Childhood Teachers

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Date: May 2015

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.

Strategic Financing for Early Care and Education Systems

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Date: May 2015

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.

April 1, 2015 E-Newsletter

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Date: April 2015

Topics covered: B-3, best practices for teachers and administrators to support DLL, Kindergarten, B-3 principal leadership, title I and early childhood, CEELO TA in Georgia and Indiana, School Improvement Grants and the Early Learning Model, Part C and Section 619

Is Retention in the Early Years an Effective Research-Based Approach for Improving Student Outcomes?

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Date: April 2015

This talk presents what research had to say about the practice of retention, and shares state and local approaches, including early identification and intervention strategies. Jim Squires supported the Southeast Regional Comprehensive Center’s online Community of Practice for SEA early education leaders during this interactive session.

Planning for the New Early Learning Model: Harnessing Potential in the Next School Improvement Grant Cycle

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Date: April 2015

This webinar, hosted by CEELO and the Center on School Turnaround (CST), reviews the eight components of the new model and discusses key requirements, including school leadership and expanding high quality prekindergarten and full-day kindergarten. Charlie Geier, Director of Early Learning and Intervention in the Office of Early Learning and Intervention, Indiana Department of Education, shares what the new early learning model means for the state of Indiana and examples of how Indiana is working to support the key components of the SIG. (, Webinar)

Early Education Indicators and School Improvement Grant (SIG) Implications

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Date: March 2015

This presentation introduces new Indistar®Early Chldhood Indicators, which provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. The presentation includes information on how the indicators were selected and how they can be used.  Diane Schilder and Melissa Dahlin gave this presentation at the Fifth Annual Indistar Summit, sponsored by the Center on Innovations in Learning, and hosted by the Arkansas State Department of Education and the South Central Comprehensive Center.

Kindergarten as a Critical Link

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Date: March 2015

This presentation focuses on ways that school districts can develop kindergarten policies to both support alignment across the early grades and ensure effective transitions for children and families into elementary school. The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all. Panelists share how districts and school are enacting and implementing these policies, with a discussion of strategies, approaches, and outcomes. Melissa Dahlin and Shannon Riley-Ayers gave this presentation at the Ounce of Prevention’s Excellence in the Early Grades District Leadership Summit with Vincent Costanza (New Jersey Department of Education), Anne Arnold (Highline Public Schools, WA), and Rick Falkenstein (Kingwood Township School District, NJ).

Peer Learning Community Planning Tool

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Date: March 2015

This tool assists Peer Learning Community members to plan future short-term and long-term activities and goals.  This information can be used by the PLC facilitator to identify meeting goals and resources needed to support PLC actions. (PDF) (Word)

Peer Learning Community Reflection Form

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Date: March 2015

This tool guides Peer Learning Community members to reflect on the value of  activities they have initiated, or engaged in. Results of the reflection and discussion can inform next steps; content, timing, and format of  future meetings; and activities for action. (PDF) (Word)

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities

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Date: March 2015

This webinar addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P-3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education. The webinar was co-sponsored by the National Association of Elementary School Principals (NAESP), and the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE).

Best Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK-Grade 3

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Date: February 2015

This presentation highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children’s home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner children.

Early Learning as a School Improvement Intervention

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Date: February 2015

During this session at the Title I Conference, presenters Libby Doggett (USED), Lenay Dunn and Carlas McCauley (Center on School Turnaround), and Jana Martella (CEELO) provide an overview on how early learning strategies can advance achievement as a school improvement intervention, along with key research on the impact of high quality early learning programs.

Evaluating Early Childhood Educators: Prekindergarten Through Third Grade, a Supplement to the Practical Guide to Designing Comprehensive Educator Evaluation Systems (webinar page)

Date: January 2015

This webinar highlights the development, recommended uses, and expected tools from the Evaluating Early Childhood Educators (Prekindergarten through Third Grade) supplement to the Center on Great Teachers and Leader’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems. This webinar was co-sponsored by CEELO and the Center on Great Teachers and Leaders. Presenters included Libby Doggett (U.S. Department of Education), Lori Connors-Tadros (CEELO), Lynn Holdheide (Center on Great Teachers and Leaders), Jana Martella (CEELO), and Reyna Hernandez (Illinois State Board of Education).

Evaluation of Early Childhood Teachers

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Date: January 2015

This webinar highlights the development, recommended uses, and expected tools from the Evaluating Early Childhood Educators (Prekindergarten through Third Grade) supplement to the Center on Great Teachers and Leader’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems.

Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

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Author(s): Lori Connors-Tadros, Lenay Dunn, Jana Martella, and Carlas McCauley
Date: January 2015

This report features case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK–3) as a key strategy in their schools’ turnaround models. The goal of this document is to increase the awareness and understanding of how to effectively embed PK–3 strategies in school turnaround efforts within the SIG program. CEELO collaborated with the Center on School Turnaround (CST) to develop the case studies.

December 10, 2014 letter from U.S. Assistant Secretary for Elementary and Secondary Education commending the case studies to colleagues.

Peer Learning Communities

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Date: January 2015

This presentation identifies the purposes of peer learning communities (PLC), principles for success, stages of a PLC, and key steps, activities, and considerations. Links to resources are available on the final three slides. Kirsty Clarke Brown gave this presentation to the New Jersey Early Learning Academy.

Teaching and Learning Project

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Date: January 2015

This project (BUILD|CEELO) brings together selected state leaders and national experts to strengthen policy that promotes effective early childhood teaching and learning for each and every child from birth through third grade. During 2015, the project convened state leaders and experts to provide ideas, best practices, and resources to inform “what” policies most effectively advance teaching quality and “how” those policies and programs can be implemented to support great teaching and learning. Click on the tab “Learning Table Co-hort 1” and scroll down to access webinars.

December 23, 2014 E-Newsletter

Publication Type(s):
Date: December 2014

Topics covered: leadership academy, principals, leadership, evaluation of ECE teachers, language and literacy standards, assessment, transition to Kindergarten, dual language learners, immigrants, Kentucky Early Learning Leadership Networks, implementing ECE policy, QRIS and inclusion

QRIS and Inclusion

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Date: November 2014

This document reviews which states accommodate children with special needs in their quality rating and improvement system (QRIS), and highlights states with exceptional inclusionary practices.

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina

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Date: November 2014

This presentation details policy mechanisms that lead to improved child outcomes. The presentation discusses young children’s brain development, dimensions of readiness, elements and measurements of quality, the P-20 approach, and other areas policy can impact. It also includes information on return on investments in early childhood for South Carolina. Jim Squires presented at the Early Childhood Common Agenda Forum South Carolina Children’s Trust.

Tools to Support Principals as Evaluators of Early Childhood Teachers

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Date: November 2014

This webinar features speakers and respondents from school districts, who share information and resources to support principals as effective evaluators of early childhood teachers (PK-Grade 3). CEELO, in collaboration with the Great Lakes and Midwest Comprehensive Centers, sponsored this webinar for state and local leaders in Indiana, Michigan, Ohio, Illinois, Iowa, Minnesota, and Wisconsin.

Using Assessments to Improve Transitions to Kindergarten

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Date: November 2014

This webinar features nationally known experts in discussion on how to integrate KEAs into a comprehensive assessment system and how to use the data to inform teaching practices. State departments of education presenters also highlight practical strategies they are using to assess a child’s school readiness and adjust instruction to help bridge any gaps. This webinar was co-sponsored by the Regional Education Laboratory (REL) Northwest. Presenters include CEELO’s Jana Martella and Tom Schultz, along with Jacqueline Jones (Foundation for Child Development), John Pruette (Office of Early Learning, North Carolina Department of Public Instruction), and Fiona Helsel (REL Northwest).

Evaluating Early Childhood Educators: Prekindergarten through Third Grade, a Supplement to the Practical Guide to Designing Comprehensive Educator Evaluation Systems

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Date: October 2014

This tool helps state and district teams to problem-solve and make design decisions to differentiate evaluation systems for early childhood teachers. Lori Connors-Tadros and Jana Martella designed this supplemental guide as an extension to the Great Teacher and Leader Center’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems.

September 22, 2014 E-Newsletter

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Date: September 2014

Topics covered: CEELO Advsiory Board, leadership, leadership academy, early childhood indicators, Indistar®, early learning standards, research-based curriculum models, implementing a birth through 3rd grade approach, using child-level data to improve instruction, tools to build effective early intervention and preschool special education systems, early childhood program evaluation, ‘rebranding’ kindergarten readiness assessments, effective early literacy models, facts about fadeout, peer learning communities, teacher evaluation

Tools States Can Use for Building Effective Early Intervention and Preschool Special Education Systems

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Date: September 2014

This presentation reviews two tools for supporting system improvement and shares the perspective and experience of New Jersey. Lori Connors-Tadros and Jana Martella presented with Terry Harrison (New Jersey Part C), Christina Kasprzak (ECTA), and Ann Reale (ICF International) at the Improving Data, Improving Outcomes Conference.

Facts About Fadeout

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Date: August 2014

This document explores what the research says about the lasting benefits of high-quality early education programs. As interest in pre-K continues to grow, policymakers ask whether the benefits “fadeout” in elementary school. This document presents the research findings on effect size over time as well as what factors in a pre-K program are likely to foster lasting benefits.

New Early Childhood Indistar® Indicators

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Date: August 2014

This webinar introduces the audience to new Early Childhood Indistar® Indicators developed by CEELO in collaboration with the Center on Innovations (CIL) in Learning. Indistar® is a web-based system for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The new early childhood indicators provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts.

Supporting State Education Agencies Implementing a Birth Through Third Grade Approach

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Date: August 2014

This webinar focuses on recent developments in birth through third grad approaches with an emphasis on the state education agency’s role and technical assistance support. CEELO held this webinar for state early childhood education specialists and regional comprehensive center staff. The webinar features Dr. Kristie Kauerz, Director of the National P – 3 Center at the University of Washington and David Jacobsen, Professional Excellence Director/Cambridge Education, who showcases work underway in communities across Massachusetts and the Massachusetts Birth through Grade Three Learning Hub.

Definitions and Approaches to Measuring Reading Proficiency

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Date: July 2014

This resource reviews selected resources on national and state definitions of literacy and reading to inform a state definition of reading proficiency. This information can be helpful to guide efforts to ensure all children are supported in developmentally appropriate literacy and reading skills. The resource identifies national and state approaches to measuring reading proficiency.

ECEC Evaluation: What Can We Learn from the Past?

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Date: July 2014

This presentation provides information on maximizing policy of research and evaluation. It discusses the Perry Preschool Study, the Nurse Family Partnership, and NJ Abbott pre-K program. It concludes with lessons learned for program evaluation. The slides were presented by CEELO’s Steve Barnett at the Transatlantic Forum on Inclusive Early Years in Amsterdam.  (July 2014, Presentation)

From a Crawl to a Run: Enhancing and Sustaining Children’s Learning Birth Through Third Grade

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Date: July 2014

This presentation describes a birth through third grade framework and its benefits and offers examples of what it looks like in practice. It also discusses what promotes and hinders a birth through third grade framework and highlights the roles state agencies, programs, administrators, policymakers, providers, and parents can play. Jim Squires gave this presentation at the Mississippi Early Childhood Conference.

July 1, 2014 E-Newsletter

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Date: July 2014

Topics covered: Early Learning Leadership Academy, CEELO Roundtable, Scholastic Light Award, TA on longitudinal evaluation, SLOs, logic model, prioritizing services, providing TA to you, State KEAs, understanding pre-K inclusion data, making alignment less painful, Child-Care-Head Start Partnerships, Directory of State Early Learning Contacts, access to high quality care and education, rebranding KEAs, measuring reading proficiency, formative assessment, annotated bibliographies on early childhood assessment and financing ECE

Roundtable Reflections 2014

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Date: July 2014

This paper provides broad highlights from Roundtable sessions and lists resources identified by participants. The 2014 theme centered on improving the quality of teaching birth through grade three.

What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders?

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Author(s): Kirsty Clarke Brown, Jim Squires, Lori Connors-Tadros, and Michelle Horowitz
Date: July 2014

This policy report describes findings from a CEELO review of data on 21 states’ principal licensure requirements, interviews with experts on principal preparation and professional development in seven states, and interviews with staff at the National Association of Elementary School Principals and the National Institute for School Leadership. Our research reveals an array of administrator licensure titles assigned to grade-level authority across states, some permitting principals or administrators the flexibility to oversee programs ranging from early childhood through high school. Early childhood content is not a required element of principal preparation or professional development for principals in most states, according to our findings. Very few states have any formal requirement for early childhood content in licensure for principals responsible for early education programs. Some states have developed policies and programs that acknowledge a need for integrating early childhood content, but very few have progressed beyond initial stages of providing training or outlining policies.  (July 2014, Policy Report)

Considerations for ‘Rebranding’ Kindergarten Readiness Assessment

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Date: June 2014

This document explores the branding of kindergarten readiness assessments in different states. It examines how states developed their early childhood assessment systems and the funds that have supported the development and implementation of assessments. Also included is the name and description of the instrument or system used for kindergarten readiness assessment in six states.

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.

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children

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Date: June 2014

This presentation discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state. These presentations were given by CEELO’s Tom Schultz and representatives from states at the 2014 NAEYC Professional Development Institute.

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.

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.

Don’t Just Do the Assessment, Look at It

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Date: May 2014

This resource examines examples and challenges in using assessment data, discuss what data can tell us about teaching and learning, and offers resources on using assessment data. CEELO’s Tom Schultz gave this presentation to the New Jersey Early Childhood Academy.

Is NJ on the Right Track to Improving ECE Teacher Practice?

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Date: May 2014

This presentation shares information from a CEELO report on teacher evaluation systems in states as they relate to early childhood educators, including how the study was designed, findings, and recommendations. Lori Connors-Tadros and Michelle Horowitz gave this presentation to the New Jersey Early Childhood Academy.

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.

April 10, 2014 E-Newsletter

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Date: April 2014

Topics covered: TA on assessment appraisal rubric, embed program quality standards, develop pre-K accountability measures, evaluation framework, comprehensive assessment system, revising standards, CEELO launched state info pages, expanding access to quality; achieving full inclusion, developing kindergarten entry policies, effective numeracy and literacy programs, how teacher evaluation systems are incorporating pre-K to third grade

Formative Assessment: Guidance for Early Childhood Policymakers

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Author(s): Shannon Riley-Ayers, PhD
Date: April 2014

This report serves as a guide and framework to early childhood policymakers considering formative assessment, outlining issues for consideration in implementing formative assessment.This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction.

How are Early Childhood Teachers Faring in State Teacher Evaluation Systems?

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Author(s): Lori Connors-Tadros and Michelle Horowitz
Date: March 2014

This report provides state leaders and technical assistance providers with information about the design and requirements of teacher evaluations systems for early childhood teachers in 11 states. The report discusses the approach each state is taking to adapt the state system and develop resources for early childhood teachers. It identifies specific opportunities and challenges state leaders are addressing in implementing student learning objectives as an alternative method of measuring early childhood teachers’ contributions to children’s learning. The report concludes with questions for further research and recommendations for state policy makers. Executive Summary also available.

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.

Evidence of Effective Early Literacy Models

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Date: February 2014

This document reviews key research that exists on effective early literacy models, provides an explanation of what early literacy development looks like, describes how teachers can best support children’s acquisition of these skills, and identifies specific interventions that have shown positive evidence.

Building Capacity Through an Early Education Leadership Academy

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Author(s): Stacie G. Goffin, Goffin Strategy Group
Date: December 2013

This policy brief from Dr. Goffin was commissioned by CEELO as they begin designing an Early Education Leadership Academy (EELA) for early learning and K–Grade 3 State Education Agency/Early Learning Agency (SEA/ELA) administrators. The report concludes with a series of action suggestions based on the findings from this multi-­dimensional view of the leadership development needs of SEA/ELA early learning administrators. [Full Report] | [Executive Summary]

Equity and Excellence: African-American Children’s Access to Quality Preschool

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Author(s): W. Steven Barnett, Megan E. Carolan, and David Johns
Date: November 2013

This report discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities. The report was released by the National Institute for Early Education Research (NIEER), the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA).

Focus on Formative Assessment

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Date: October 2013

This webinar, jointly sponsored by CEELO and the Early Childhood Technical Assistance (ECTA) Center, presents critical information for states as they engage in activities to improve the quality of teaching and learning through supporting formative assessment processes.

Promoting Holistic, Shared and Consistent Birth-3rd Grade Pedagogy and Practice

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Date: September 2013

This presentation explains why improving early learning opportunities birth through third grade is an urgent priority, describes how young children are doing in birth through third grade, and explains what we know about birth through third grade pedagogy and practice. Tom Schultz gave this presentation at the Vermont Governor’s Early Childhood Summit Focus Group.

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)

Understanding the Birth Through Third Grade Framework: Supporting Continuous and Sustained Learning for Every Child

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Date: September 2013

This webinar demonstrates what a birth through third grade framework is and its benefits, implications on SEA and LEA policies and practices, shared the experiences of forward-thinking state leaders, and discussed how birth through third technical assistance can support states in shifting to birth through twelfth grade systems action. Presenters included Lori Connors-Tadros (CEELO/NIEER), Jim Squires (CEELO/NIEER), Clayton Burch (Office of Early Learning, West Virginia Department of Education), and Linda Sullivan-Dudzic (Bremerton School District, WA).

Access to Quality Preschool in the US

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Date: August 2013

This webinar shares highlights from the national data, including trends over the past 10 years; takes a closer look at states with high minority populations, noting those that are making progress and states that are falling behind in efforts to increase access to high quality preschool for vulnerable children; and, discusses policy recommendations for State Education Agency and early childhood leaders to ensure that all children have access to high quality preschool. The webinar was sponsored by CEELO, with Dr. Steven Barnett (CEELO/NIEER), Dr. Milagros Nores (NIEER), and David Johns, (White House Initiative on Educational Excellence for African Americans).

Supporting SEA Early Learning Initiatives – How We Can Help You!

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Date: August 2013

This presentation gives an overview of CEELO and resources it hosts on the CEELO website. It also includes information from the NIEER State of Preschool  Yearbook  on the Mid Atlantic Comprehensive Center region.  Jana Martella and Megan Carolan gave this presentation at the Mid-Atlantic Comprehensive Center Early Learning Round Table.

Taking Charge of Change so All West Virginia Children are Successful in School and Life

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Date: August 2013

This presentation provides information on what influences literacy development and identifies four strategies to increase reading proficiency. It also includes recommendations for leaders. Lori Connors-Tadros gave this presentation to the West Virginia Department of Education Advisory Committee on a Comprehensive Approach to Early Learning.

Enhancing Early Learning in Rural States

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Date: May 2013

This presentation details how to prevent/minimize achievement gaps and shortfalls for children birth through third grade and offers guidance on how rural Chiefs can lead to improve early learning opportunities and outcomes. Tom Schultz gave this presentation at the Council of Chief State School Officers Building Capacity of Rural States Meeting.

Issues and Actions: Achieving Full Inclusion From Birth – Third Grade

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Date: May 2013

This presentation describes multiple issues impacting birth through third grade inclusion, provides clarity on alignment, continuity, and transitions as they pertain to inclusion, and suggests actions for influencing policy and practice for birth through third grade inclusive services. It concludes with resources available from national technical assistance centers and institutes. Jim Squires presented with Sharon Ritchie (UNC – Chapel Hill) and Beth Rouse (University of Kentucky) at the 2013 National Inclusion Institute.

Promoting a Culture of Inclusion for Birth-Third Grade Systems Within State and Local Education Agencies

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Date: May 2013

This presentation describes the current state of an institutional culture of inclusion, identifies real and perceived barriers to achieving and institutional culture of inclusion, develops potential strategies to infuse a viral culture of inclusion, and suggests action steps and recommendations for technical assistance providers to state education agencies, local education agencies, and programs. Jim Squires gave this presentation at the 2013 National Inclusion Institute.

Why Collaborate Birth-3rd Grade?

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Date: May 2013

This talk presents evidence to drive Early High Start/Head Start through third grade collaborations and describes opportunities build skills in data-driven leadership. Tom Schultz gave this presentation to the 2nd National Birth to Five Leadership Institute.

Instructional Practices that Support Literacy Achievement of Students Living in Poverty

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Date: April 2013

This presentation  reviews research on the impact of poverty and identifies a dearth of literacy resources on the reading achievement of children in low-income households. The presentation highlights intentional instructional practices that focus on vocabulary development, integration of literacy instruction with science and math, and greater access to print and literacy-rich resources can help children as ways to close the achievement gap in literacy and other content domains. CEELO supported the participation of Susan Neuman (University of Michigan) as a presenter for this session at the Wisconsin Literacy (un) Conference.

State Early Learning Standards: Lessons from Applying Implementation Research

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Date: April 2013

This webinar provides an overview of New England and Islands Regional Education Laboratory (NEI-REL) and CEELO, highlights national trends and issues for consideration for implementation, shares best practices related to implementing statewide initiatives, and discusses implementing early learning and development standards in Connecticut.

Using Data to Drive Literacy Instruction K-3

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Date: April 2013

This presentation provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.

Overview of State Kindergarten Readiness Definitions

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Date: March 2013

This presentation explores current needs and issues and poses critical questions in definition kindergarten readiness. It concludes with resources for further information.Lori Connors-Tadros gave this presentation to the Arkansas Kindergarten readiness Indicators Committee.

Ohio 3rd Grade Reading Guarantee Early Childhood Work Group

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Date: January 2013

This presentation focuses on third grade reading success, highlighting evidence of disparities and gaps between low- and high-risk students and providing evidence on why grade level reading is important. It highlights four strategies to improve third grade reading success: convince parents and early childhood teachers that there’s an urgent problem, invest in high-quality early childhood programs, reduce chronic absenteeism, and combat summer learning loss. Tom Schultz gave this presentation to the Ohio 3rd Grade Reading Guarantee Early Childhood Work Group.

Cost of Quality Early Learning Think Tank – May 2018 Meeting Summary

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Author(s): Lori Connors-Tadros

This report highlights presentations, discussions and resources from the Cost of Quality Early Learning Think Tank, held May 16-17, 2018 in Chicago. The meeting provided an opportunity for state and local leaders, advocates, and national experts engaged in cost studies of early learning programs to take stock of what they are learning about collecting, analyzing and using cost data to inform and drive policy decisions about financing high-quality early learning programs. Participants gained a deeper, shared understanding of both political and strategic approaches needed to make a substantive impact on advancing the field toward adequate and stable funding of high-quality early learning programs, though many unanswered questions remain.

Estimating State Administrative Costs for Washington’s Universal Pre-K Program

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CEELO is introducing a new tool to help calculate the costs of administration as part of the true cost of high-quality preschool.
The State Administrative Cost of Quality (SACQ) tool helps states generate data on the functions and costs of the State Infrastructure to Implement, Monitor and Sustain Quality of early childhood programs. The budget tool is organized around a continuum of state- and regional-level administrative capacities framework spanning policy/program development, forecasting and planning, provider recruitment, contracting, child enrollment, and workforce development. SACQ is an Excel-based model that can be integrated into the Cost of Preschool Quality & Revenue Calculator (CPQ&R) to help users determine costs and funding sources related to implementing high-quality preschool programs.

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

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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. (MS Word Version)

October 2018 CEELO Impact Newsletter

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Happy New Year! CEELO launches Year 7 and shares a renovated website providing easier access to resources and other materials; this issue also highlights Laura Bornfreund, director of early and elementary education policy at New America, our partner for the ESSA blog series. We share resources from BUILD to help states applying for PDG-B5 grants, key points from a recent Think Tank on calculating “true costs” of quality preschool, and a look at how New York is planning and implementing a P3 framework.

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