Statewide Partner Materials

A Policy Advocacy Toolkit for communities to use in their advocacy efforts related to young children. Topics include Getting Started, Making the Case, Taking Action and Elections and the Legislature.
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(See other resources by Connecticut Early Childhood Alliance)

Checklist of activities related to the Early Childhood Communications Campaign that are scheduled to take place between Spring 2008 and Fall 2009.
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(See other resources by Connecticut Early Childhood Alliance)

Overview of new Fiscal Year 08 investments in early care and education, including trends and new investments and thoughts on what more needs to be done. (July 2007)
(See other resources by Connecticut Voices for Children)

This report highlights the findings of a study of Connecticut’s early education facilities conducted by the Children's Investment Partnership (CIP), a program of the Local Initiatives Support Corporation (LISC). CIP studied six years of data on Connecticut’s two preschool construction programs and offers a plan for addressing the preschool space shortage. The report also contains recommendations for financing programs.
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This report is an overview of early care and education in Connecticut, discussed in the context of child development, workforce development and in relation to Connecticut’s economic competitiveness. The report considers some of the financing challenges in assuring high quality care to children of pre-school age and the state’s role in this effort. Published in February 2003 by Connecticut Voices for Children.
(See other resources by Connecticut Voices for Children)

Volume 1 of "Caring for Connecticut's Children" is a handbook on health and safety developed in collaboration with health professionals, child care providers and parents. This guide provides research-based, up-to-date information and local resources on early childhood health and safety issues like SIDS, oral health, nutrition, firearm safety, obesity and preventive care. The guide was published by the Training Resource Academy of the Child Health and Development Institute of Connecticut.
(See other resources by Child Health and Development Institute)

A colorful, user-friendly handbook for parents and caregivers providing research-based, up-to-date information and local resources on promoting healthy social, emotional, cognitive and physical development in children ages 5 and under.
(See other resources by Child Health and Development Institute)

Presentation about the Community Conversations project.
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(See other resources by Community Mediation, Inc.)

Community Mediation, with support from the William Caspar Graustein Memorial Fund provides grants and technical assistance to communities wishing to hold a Community Conversation About Education. These local conversations are community-wide discussions that examine issues affecting children from preschool through high school (K-12). The goal of the conversations is to improve outcomes for children from birth through age eight by involving more citizens in defining and supporting community priorities.
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Published by the Connecticut Commission on Children, this fact sheet provides an overview of the key components of the 1997 School Readiness Legislation as well as highlighting findings from communities across the state showing that quality preschool programs translate into positive outcomes for children. (Updated in 2005)
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This report summarizes findings from CVC’s Early Care and Education research reports. This is the first edition of an occasional series called "Early Childhood Matters." Published in July 2003 by Connecticut Voices for Children.
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This fact sheet produced by Connecticut Voices for Children provides a brief overview of HUSKY and whom it covers.
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This report is based on a survey of kindergarten teachers in Connecticut's priority school districts. The purpose of the survey was to determine how many children in these districts enter kindergarten ready for school. The research was focused on language and literacy, math, social/emotional and fine motor skills. The study found that children with 2 years of preschool are twice as likely to be viewed as ready for kindergarten in math and language and literacy skills as their peers without preschool experience and one and a half times as likely to be seen as ready for kindergarten in social/emotional skills and fine motor skills. Children with English as a Second Language who had two years of preschool experience also fared significantly better in these areas. This report was initiated by the Connecticut Commission on Children at the request of the Connecticut General Assembly's Education Committee and supported by the State Department of Education and the Connecticut Center for School Change.
(See other resources by Connecticut Commission on Children)

Presentation for the The Impact of Policy and Budget Changes on Local Communities workshop at the 2005 Stone Soup Conference.
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(See other resources by Connecticut Voices for Children)

Featured as part of the Ready, Set, Grow…CT Kids website, this document lists ten data based facts about Connecticut’s children and their families that impact policy discussions.
(See other resources by Ready, Set, Grow...CT Kids)