Suspensions and expulsions of young children are not developmentally appropriate practices. Yet, recent data indicate that suspension and expulsion occur regularly in early childhood settings. These exclusionary practices, which disproportionately impact children of color, deprive children of valuable learning experiences and have a negative impact on children’s development that extends into grade school and beyond.
Tag Archives: Age 0-5
Leadership, Equity, Impact: Federal Programs Supporting Early Care, Education, and Well-Being
In this moderated session, U.S. government agency leaders shared their ongoing early care, education and well-being initiatives and implications for data.
Data Visualization Toolkit
When presented effectively, data are engaging, comprehensible, relevant, and
SPP/APR Checklists and Tips
Developed to help states determine if all required fields in the SPP/APR platform have been completed and all relevant, required content is addressed for each indicator.
Intersectionality, Quality, and Inclusion: The Role of Race in the Early Childhood System
Today’s early childhood system has many positive and meaningful supports for children and their families. However, outcomes for children are disparate. Equitable access, appropriate supports, and full inclusion are not available to all children. This disparity is especially true for racially, culturally, and linguistically diverse children and families. In this session, participants examined history and data to explore how bias and ableism have impacted the early childhood system, specifically in relation to intersectionality, the perception of “quality” in programs, and inclusive services for all children.
Building Effective Teams for Stakeholder Engagement
Having a robust stakeholder engagement plan is crucial. As states work to engage a broad range of stakeholders on an ongoing basis, virtual strategies and methods continue to be important—even as face-to-face gatherings increase.
Building an Equitable System: Six Components of High Quality
This session focused on recent revisions to the revised Early Childhood Technical Assistance Center / Center for IDEA Early Childhood Data Systems System Framework to infuse equity more intentionally into the indicators of quality. Participants learned how the framework has been used and then, with colleagues, brainstorm opportunities for applying the framework at both the state and local levels of their systems.
No Need to Reinvent the Wheel: Professional Development Resources to Reinforce Core COS Practices
This session explored available Child Outcomes Summary (COS) resources that help teams focus on functionality, cover the breadth of the outcomes, develop age-anchoring skills, determine ratings with the decision tree, and engage families in COS conversations. Participants discovered how these resources can improve, refresh, or refine team implementation of the COS process. Professional development providers and technical assistance staff using these resources shared strategies for practical implementation of quality learning activities for busy practitioners.
Navigating IDEA and FERPA To Protect Privacy in Today’s Early Childhood World
This presentation discussed the protection of personally identifiable information and data sharing, relative to requirements in the Individuals with Disabilities Education Act (IDEA) and the Family Education Rights and Privacy Act (FERPA).
Looker Studio (Formerly Google Data Studio) Workshop Series
Are you looking for better ways to share your publicly-reported data with stakeholders? Do you wish you had access to an easy-to-use tool to help you create engaging data displays?