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This webinar  focuses on building state capacity to consider equity in data collection, specifically administrative data, to improve equitable access and outcomes through data collection and analysis. Iheoma Iruka, Founding Director of the Equity Research Action Coalition at the UNC Frank Porter Graham Child Development Institute shares best practices for analyzing data through an equity lens.The webinar is geared towards those within State, territory, and Tribal agencies who are working in data collection and analysis. The webinar provides information and examples that address the following questions:

What does equity look like in an early childhood mixed delivery system? How can States/Territories/Tribes use existing data to identify areas of inequity? How can State/Territory/Tribal early childhood agencies use data to communicate need to their state legislature?

The National Center for Preschool Development Grants Birth Through Five (PDG B—5) sponsored a three-part technical assistance series on equity in early childhood care and education across various state systems including funding, monitoring and accountability, workforce development, inclusion, discipline and guidance, and others.

Dr. Shantel Meek and Dr. Iheoma Iruka, national leading equity and early childhood experts, and their colleagues from The Children’s Equity Project (CEP) , led an introductory webinar . Offered in conjunction with a small group state team workshop and office hours by facilitators from CEP, the “Equity in Early Care and Education Systems" series provided participants with an in-depth understanding of 14 concrete and measurable priorities that states can implement to advance equity in early childhood care and education systems.

Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery. Emergencies of all types can occur abruptly and cause devastation to programs, families, communities, and entire towns or cities. Emergencies come in various forms, ranging from an active shooter event to a weather-related disaster to the onset of food poisoning affecting multiple people at the same time. No matter the emergency, programs that work with children and youth must be prepared to respond accordingly to maintain the health and safety of everyone.

The purpose of the Out-of-School Time Emergency Preparedness, Response, and Recovery (EPRR) Toolkit is to assist out-of-school time (OST) programs (staff, volunteers, etc.) in developing emergency preparedness plans that address the distinct needs of OST programs.

This NCASE toolkit is arranged into six sections:

Overview Background Preparedness Response Recovery Appendix

Download the full EPRR toolkit below.  The following resources are linked within the Appendix and appended below for download:

Communication Checklist for Out-of-School Time Providers OST Program Emergency Mini Self-Assessment Rapid Damage Assessment Report Reunification Considerations Types of Emergencies

This report examines the crucial role played by Head Start-State Collaboration Offices (HSCO) and Head Start in statewide systems-building efforts through the lens of PDG B-5 grantees’ work. State and Head Start staff will learn about the benefits of working together, challenges encountered by states in partnering with HSCOs, successful strategies for strengthening their partnerships, and whether the organizational location of HSCOs within states and agencies affected their involvement in planning and executing initiatives.

This webinar  highlights strategies employed by states to expand equitable access to high-quality early care and education programs. Presenters, representing states that serve 3- and 4-year-olds in mixed delivery settings, shared their experiences, best practices, and recommendations for the field. Participants learned about the importance of cross-system planning and heard how states have implemented financing mechanisms, workforce supports, inclusive practices, and data systems.

This brief describes how states can provide and use data to ensure families have enough choices when selecting early care and education services and that the choices meet the needs of families in the communities they serve.

Effective outreach promotes families’ awareness of, access to, and use of early childhood care and education and comprehensive services. States, territories, tribes, and their partners can use this resource to learn the six, research-informed strategies for outreach to families living in remote or rural communities. Each strategy is designed to support and strengthen your outreach efforts. Includes related resources and specific examples from CCDF Plans.  

This resource is part of the Family Outreach Series. Other resources in the series include:

Strategies for Outreach to All Families: Overview  Strategies for Outreach to Families Experiencing Homelessness  Strategies for Outreach to Families with Limited English Proficiency

This tool provides an assessment framework for policies and practices at the local, state, and regional levels. It ensures that they support access to high- quality family child care (FCC) options.

This tool can assist states, territories, and tribes in:

Exploring if they can support FCC quality and supple strategies. Examining policies to promote high-quality FCC. Reviewing existing efforts to support FC. Assessing current outreach strategies ability to support FCC providers. Identifying priorities, goals, and next steps.

This webinar  focuses on state capacity to quantify access to early childhood programs in rural communities. It highlights states’ compilation of data, analyses of early childhood services in rural communities and their utilization, and assessment of strengths and gaps.

This report describes the strategies states used to adapt their intended PDG-B5 kindergarten transition activities as a result of the COVID-19 pandemic. Several themes emerged from interviews with Grantees including a delayed start to activities, shifts in priorities throughout the state, impacts on staffing, and adapting to virtual environments.