Mapping the Early Care and Education Monitoring Landscape is a tool from the SCBC and the National Center on Early Childhood Quality Assurance (ECQA Center). This tool is designed to help state and territory leaders document current early care and education monitoring systems as they evaluate opportunities for alignment and integration.
Policy and Program Implementation
The National Survey of Early Care and Education reached 12,000 families and large numbers of home-based and center-based programs (6,000 home-based providers, 5,600 classroom staff, and 8,200 program directors). The briefs provide practical, useable information to inform state and local planning and implementation.
Access all six briefs here, or go directly to any of the briefs through the following links:
This report synthesizes information on State policies that connect professional development activities and support effective implementation of a state system of professional development in early care and education. It was designed for state policy makers, early education advocates, and program administrators working to connect professional development activities and initiatives into an integrated system. The report highlights principles and six policy areas that build or sustain an integrated system of professional development.
This annual report describes Wisconsin’s work to build an infrastructure to support implementation of the Pyramid Model framework. The report includes specifics about use of teams at different levels of implementation; Wisconsin’s framework for training; use of data at the state, regional and local levels; supports provided to direct service providers, and administrative supports and their results.
This excerpt from a National Conference of State Legislatures publication examines state organizations that are intended to promote collaboration. It reviews the purpose of promoting collaboration, elements of success, and key partners required to ensure effective collaboration within a State.
This document was created for the West Virginia Department of Health and Human Resources’ Home Visitation Program. It provides information about continuous quality improvement (CQI) teams, including the purpose of CQI teams, the roles and responsibilities of state and local CQI team members, data collection and data systems, reporting, CQI methodology, communications, CQI process maps, and Plan-Do-Study-Act examples and worksheets.
This report presents the results of surveys of New York State and New York City agencies providing services to young children. The surveys, undertaken by the Early Care & Learning Council and the New York State Council on Children and Families, set out to identify the elements of these agencies’ data systems and the accessibility of those elements.
In this keynote presentation delivered at the Early Childhood Networking Meeting held September 25–26, 2006, Lisbeth B. Schorr discusses the reasons she believes it is so difficult to achieve outcomes in early childhood care and education. Among the reasons discussed are lack of public will and the failure to act on what we know.
This planning tool focuses on implementation drivers, or the key components of capacity and the functional infrastructure supports that enable a program’s success. It was created for implementation teams in order to guide in‐depth discussions about each driver in preparation for action planning. The tool identifies a few best practices for each driver to guide such discussions.
This document highlights the importance of engaging communities, youth, and families as the prime movers in creating an integrated human services system. It also uses a series of case scenarios to illustrate the many positive effects that a coordinated and collaborative approach can have on children and their families. The document underscores the importance of advocating for change through many examples of successful systems integration efforts at state and local levels, and it summarizes recommended advocacy and social marketing methods.