Plenary Speakers: Federal Panel

Amanda BryansOffice of Head Start, Administration for Children and Families, US Department of Health and Human Services

Libby Doggett Early Learning Deputy Assistant Secretary at the US Department of Education

Ruth Ryder Deputy Director of the Office of Special Education Programs (OSEP), US Department of Education

Panel Moderator

Rob Corso Research Assistant Professor at Vanderbilt University

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PRESIDENT OBAMA’S VISION

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FOCUS ON EARLY LEARNING

BUILDING TOWARD A $2 BILLION INVESTMENTRACE TO THE TOP-EARLY LEARNING CHALLENGE – 20 STATESPRESCHOOL DEVELOPMENT GRANTS– 18 STATES

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Blue: Preschool Development Grant

Grey: RTT-ELC

Purple: Both

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STATES ARE MOVING AHEAD

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CITIES AREN’T WAITING

MOVING FROM K-12 TO P-14

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• RTT-ELC, RTT and RTT-D  - the latter 2 have projects in P-3

• IDEA (Part C and Section 619) is birth through age 21

• ESEA (Title 1, Title II, Title III)• School Turnaround• Promise Neighborhoods• Investing in Innovation (I3)• Comprehensive Centers (CEELO)

which coordinates with nat’l & reg’l comp centers

• Enhanced Assessment Grants• Full Service Community Schools• Ready to Learn (ages 2-9)• Institute for Education Sciences• Research: Case Studies on P-3,

KEAs, QRIS, Preschool Development Grants (research network), NAS Studies on workforce, family engagement, English Learners

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12 QUALITY STANDARDS

1. High staff qualifications 2. High-quality professional

development for all staff3. RATIO OF NO MORE THAN 10

TO 14. CLASS SIZE OF NO MORE THAN

20 5. FULL-DAY PROGRAM6. INCLUSION OF CHILDREN

WITH DISABILITIES 7. DEVELOPMENTALLY

APPROPRIATE, CULTURALLY AND LINGUISTICALLY RESPONSIVE INSTRUCTION

8. INDIVIDUALIZED ACCOMMODATIONS AND SUPPORTS

9. SALARIES COMPARABLE TO K-12 STAFF

10.PROGRAM EVALUATION FOR CONTINUOUS IMPROVEMENT

11.COMPREHENSIVE SERVICES 12.HEALTH AND SAFETY

STANDARDS.

THANK YOULibby.doggett@ed.gov

Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs

• It is the Departments’ position that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with appropriate support in meeting high expectations

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Policy Statement on Inclusion of Children with Disabilities in Early

Childhood ProgramsInclusion in early childhood programs: •including children with disabilities in general early childhood programs together with their peers without disabilities;

•holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and

•using evidence-based services and supports to foster their cognitive, language, physical, behavioral, and social-emotional development and friendships with peers and sense of belonging.

This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.

Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs

• A “high-quality” early childhood program is one that is inclusive of children with disabilities and their families and ensures that policies, funding, and practices enable their full participation and success

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Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs•Recommendations for State Action

1. Create a State-Level Interagency Task Force and Plan for Inclusion

2. Ensure State Policies are Consistent with High-Quality Inclusion

3. Track Data on Goals on Inclusion4. Review and Modify Resource Allocations

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Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs•Recommendations for State Action

5. Ensure Quality Rating Frameworks are Inclusive

6. Strengthen Accountability and Build Incentive Structures

7. Build a Coordinated Early Childhood Professional Development System

8. Raise Public Awareness

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Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs•Recommendations for Local Action

1. Partner with Families2. Adhere to Legal Provision of Supports

and Services in Inclusive Settings3. Assess and Improve the Quality of

Inclusion4. Review and Modify Resource Allocations

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Policy Statement on Inclusion of Children with Disabilities in Early

Childhood Programs•Recommendations for Local Action

5. Enhance Professional Development6. Establish an Appropriate Staffing

Structure and Strengthen Staff Collaboration

7. Ensure Access to Specialized Supports8. Develop Formal Collaborations with

Community Partners

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Reflection Session•What messages should the Departments promote within a public awareness campaign on inclusion in early childhood programs?

•What can the Departments do to promote more high-quality inclusive opportunities for young children with disabilities?

We want to partner to build a nationwide culture of inclusion

If you have suggestions, please contact Christy.Kavulic@ed.gov

Results Driven Accountability:

Components of RDA•State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance and includes a State Systemic Improvement Plan

•Determinations reflect State performance on results, as well as compliance

•Differentiated monitoring and support focuses on improvement in all States, but especially low performing States

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Year 1—FFY 2013Delivered by Apr 2015

Year 2—FFY 2014Delivered by Feb 2016

Years 3-6—FFY 2015-18Feb 2017- Feb 2020

Phase IAnalysis

Phase IIPlan

Phase IIIEvaluation

• Data Analysis;• Infrastructure Analysis;• State-identified

measureable result;• Coherent Improvement

Strategies;• Theory of Action.

• Multi-year plan addressing:• Infrastructure

Development; • Support EIS

Program/LEA in Implementing Evidence-Based Practices;

• Evaluation Plan.

• Reporting on Progress including:• Results of Ongoing

Evaluation;• Extent of Progress.

• Revisions to the SPP .

SSIP Activities by Phase

State-Identified Measureable Result –Part B

What are States working on?•Graduation: AK, DC, FL, GA, MN, MT, NC, ND, NJ, PA, RMI, VA, WV

•Reading/ELA: AR, AS, AZ, CNMI, CO, CT, DE, FSM, GU, HI, IA, ID, IL, IN, KS, LA, MI, MS, NE, NV, NM, NY, OH, OK, OR, Palau, SC, SD, TN, TX, VI, WA, WI, WY

•Math: KY, MD, ME, PR, RI, UT, VT•Reading and Math: CA, MO•Early Childhood Outcomes: MA, NH•Post-school Outcomes: AL, BIE

Variations: Disability category; race/ethnicity; gender; grades; English learner; poverty status; subset of districts

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State-Identified Measureable Result – Part C

What are States working on?•ECO-Social Emotional: AK, AL, AZ, CA, DE, FL, GA, HI. ID, IN, KS, MA, MD, MI, MO, MT, NJ, NC, ND, NV, OH, RI, SC, TX, UT, VT(also C4C ), WA, WI, WV, WY

•ECO-Knowledge and Skills: AS, DC, GU, IL, ME, MN, MS, NE, NH, OK, PR, SD, TN, VI

•ECO-Behavior to Meet Needs: CO, CNMI, SC, VA•ECO-All: LA, NM•Family Outcomes-Develop and Learn: AR, IA, KY •Other: C3 A&B–OR, PA; C4B-CT; C4 All-NY

Variations: ECO Summary Statement 1 or 2 or 1 and 2

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