1. Plenary Speakers: Federal Panel Amanda Bryans Office 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 1

2. PRESIDENT OBAMA’S VISION 2 FOCUS ON EARLY LEARNING

3. BUILDING TOWARD A $2 BILLION INVESTMENT RACE TO THE TOP-EARLY LEARNING CHALLENGE – 20 STATES PRESCHOOL DEVELOPMENT GRANTS– 18 STATES 3 Blue: Preschool Development Grant Grey: RTT-ELC Purple: Both

4. 4 STATES ARE MOVING AHEAD

5. 5 CITIES AREN’T WAITING

6. MOVING FROM K-12 TO P-14 6 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

7. 7 12 QUALITY STANDARDS 1.High staff qualifications 2.High-quality professional development for all staff 3.Ratio of no more than 10 to 1 4.Class size of no more than 20 5.Full-Day program 6.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.

8. THANK YOU Libby.doggett@ed.gov

9. 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 9

10. Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Inclusion 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.

11. 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 11

12. 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 Inclusion 4.Review and Modify Resource Allocations 12

13. 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 13

14. Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for Local Action 1.Partner with Families 2.Adhere to Legal Provision of Supports and Services in Inclusive Settings 3.Assess and Improve the Quality of Inclusion 4.Review and Modify Resource Allocations 14

15. Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Recommendations for Local Action 5.Enhance Professional Development 6.Establish an Appropriate Staffing Structure and Strengthen Staff Collaboration 7.Ensure Access to Specialized Supports 8.Develop Formal Collaborations with Community Partners 15

16. 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?

17. We want to partner to build a nationwide culture of inclusion If you have suggestions, please contact Christy.Kavulic@ed.gov

18. 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 18

19. 19 Year 1— FFY 2013 Delivered by Apr 2015 Year 2— FFY 2014 Delivered by Feb 2016 Years 3-6— FFY 2015-18 Feb 2017- Feb 2020 Phase I Analysis Phase II Plan Phase III Evaluation 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

20. 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 20

21. 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 21