1. The Office of Child Care’s National Child Care Information and Technical Assistance Center Michigan Expanding Opportunities: CELEBRATE SUCCESSES, EXAMINE THE PRESENT, LOOK TO THE FUTURE Lansing Community College Lansing, Michigan May 20, 2011 Facilitator/Presenter: Susan Rohrbough, State Technical Assistance Specialist, Region V

2. 2 Meeting Purpose Participants will… confirm accomplishments for communities and the State of Michigan re: inclusion and disabilities services between 2009 – 2011 gain familiarity with national/federal, state and local efforts in relation to our efforts for inclusion and disabilities services for preschoolers provide input to next steps and results chart an ongoing course of action for supporting local inclusion services with State level support and direction

3. 3 Agenda Meeting purpose & introductions Document our accomplishments Video re: in early childhood National landscape: What’s happening across the U.S.? Review and update our action plans Review next steps Meeting Adjourned

4. 4 Accomplishments What do you see on your time line?  Is there anything noteworthy as you move forward that you don’t want to lose?  How might you use or apply this information? What thoughts do you have about the future…what you see on the horizon?  How might you use this information or apply these projections?

5. Thoughts… 5 If you fail to plan, you plan to fail. The difference between where we are (current status) and where we want to be (vision and goals) is what we do (target objectives and action plans).

6. Michigan Expanding Opportunities Vision The state of Michigan, intermediate school districts and local education agencies share responsibility to ensure that all children are fully participating members of the community, have access to comprehensive and holistic programming provided by caring and qualified personnel in natural or typical settings and are supported according to their needs and family priorities with accommodations and services embedded in routines. Mission Preschoolers with IEPs will have access to quality inclusive environments and will therefore enter school ready to learn. 6

7. National Landscape I: What’s Happening Across the U.S.? Federal directions/guidance and efforts  OCC, OHS – ACF/HHS  OSEP – ED National approaches and strategies  Early childhood systems TA workgroup  BUILD  Federal TA systems 7

8. 8 HHS/ACF & Education OCC – OHS HHS/ACF – Education  Common message  Federal workgroups  Funding OCC Pathways and Partnerships  Quality and subsidy focus OHS Roadmap to Excellence  Program, teachers and quality

9. 9 US Department of Education The Dept. prioritizes improving the health, social, emotional, and educational outcomes for young children from birth through 3rd grade by: enhancing the quality of early learning programs, and increasing the access to high quality early learning programs especially for young children at risk for school failure. ED's role in promoting early learning is significant and includes: administering several early learning programs; encouraging States and local districts to target resources for early learning; promoting State and local education agency partnerships with other early learning agencies and programs in the State or community; conducting research on early learning through the Institute of Education Sciences (IES); funding technical assistance on early learning topics, including early literacy and social and emotional development; and supporting the development of State longitudinal data systems that include early learning programs. Citation: Early Learning Initiative, US Department of Education, www.ed.govwww.ed.gov

10. 10 Early Childhood Inclusion: DEC/NAEYC Position Statemen t Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development. Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child. Supports – refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

11. 11

12. v.4-6-2011 What Should a Comprehensive Early Childhood System Deliver? Values and Principles A comprehensive early childhood system will: Reach all children and families, and as early as possible, with needed services and supports Genuinely include and effectively accommodate children with special needs Reflect and respect the strengths, needs, values, languages, cultures and communities of children and families Ensure stability and continuity of services along a continuum from prenatal to school entry Ease access for families and transitions for children Value parents as decision makers and leaders – make families aware of services available and can access if they want Catalyze and maximize investment and foster innovation Early Learning and Development Health Family Leadership and Support Comprehensive services that promote children’s physical, developmental, and mental health Nurturing relationships, safe environments, and enriching experiences that foster learning and development Resources, experiences, and relationships that strengthen families, engage them as leaders, and enhance their capacity to support children’s well being (State-Specific Outcome here]

13. National Landscape II: What’s Happening Across the U.S.? State examples & initiatives  Quality and eligibility investments  Networks and alliances Local best practices and examples  Coordinated approaches  Foundations & organizations  City & county governments  Other 13

14. National Landscape II: What’s Happening Across the U.S.? State examples & initiatives  Quality and eligibility investments  Networks and alliances Local best practices and examples  Coordinated approaches  Foundations & organizations  City & county governments  Other 14

15. 15 Michigan Expanding Opportunities Action Plan Topics Child and family involvement Communication Data system Finance Foundations Local level collaboration Professional development

16. 16 Video: Inclusion in Early Childhood – Sustain the Quest* The six principles of sustainability are: 1. Clear direction and vision 2. Administrative support 3. Active involvement by all 4. Reciprocal community partnerships 5. Time and practice (to implement new skills and procedures) 6. Continuous improvement *’SpecialQuest Birth–Five: Head Start/Hilton Foundation Training Program © 2008 NCOE. May be reproduced for educational purposes only. A supplement to the SpecialQuest Multimedia Training Library.

17. 17 Video: Inclusion in Early Childhood – Sustain the Quest What are your initial observations about this video? What stood out for you as you listened and watched?

18. 18 Video: Inclusion in Early Childhood – Sustain the Quest What are your initial observations about this video? What stood out for you as you listened and watched?

19. 19 Our Action Plans Review and update plan  Is it current, up-to-date?  How might the sustainability elements be useful?  What elements do we want to consider?  Who will take responsibility for what and by when?  Do we have resource needs; what are they?  Other considerations?

20. 20 Reflections I learned… I relearned… I would like to know more about… I am surprised by… I am interested in… I want to…

21. Thank You Prepared by NCCIC Phone: 800-616-2242 ● Fax: 800-716-2242 Email: info@nccic.org ● Web: http://nccic.acf.hhs.gov NCCIC does not endorse any non-Federal organization, publication, or resource. 21