The State Interagency Coordinating Council (SICC) conducted a

stakeholder survey

March 22 and April 17, 2013

Who RespondedThree hundred and eighty-five (385) people responded to the second survey, between March 22 and April 17, 2013. The following graph shows respondent affiliations (respondents could choose more than one role, so the percentages exceed 100%)

There were over 200 comments and examples.

EI/ECSE Higher Education Pro-fessional

SICC Member

Early Childhood Higher Ed-ucation Professional

Medical or Health Care Provider

LICC Member

EI/ECSE Administrator

Early Childhood Education Provider

Other

Early Childhood Education Administrator

EI/ECSE Provider

Parent or Family Member

2.7%

2.7%

3.5%

4.5%

4.8%

6.4%

8.0%

9.6%

10.1%

20.2%

46.3%

Respondent affiliation

Less than one year

One year Two years Three years More than three years

17.1%

9.4% 9.7%

5.5%

15.2%

About how long have you received EI/ECSE services?

Priority rankings

Respondents were asked to rate five ideas as either a low, medium, or high priority. The rankings, the percentage and number of respondents who ranked each idea as “High Priority” were as follows:

Expand partnerships with higher education to develop and promote programs that produce graduates who are passionate about Early Learning and have demonstrated skills in providing direct services to meet the needs of children with disabilities and their families.

Priority #163% responded high priority210 respondents

Themes from #1 commentsTraining programs need to include more hands-on

experiences- mentoring, apprenticeships, practicum.

Have providers as guest speakers in classes to share “real-life” experiences.

More training and preparation is needed with high needs children and with high risk families including those experiencing poverty.

Expose high school age students to children and students with special needs in the school and also include working with young children with special needs in the early childhood curriculumand settings.

Recommend ways to formalize EI/ECSE’s role in the Tiered Quality Rating Improvement System (TQRIS) to improve the overall quality of early learning opportunities for all children; which can support the least restrictive environment and natural environments requirements for EI/ECSE and allow more children with disabilities to be integrated with their typical peers.

Priority #261% responded high priority194 respondents

Themes from #2 commentsThis should provide opportunities to socialize children

with and without special needs together in settings that promote acceptance and comfort.

The QRIS implementation will help develop more high quality early learning settings which are needed to effectively serve more children with special needs.

EI/ECSE providers consult in early learning settings to train and support ECE providers to effectively include children with special needs.

EI/ECSE provide free or low cost trainings to ECE providers.

Have more blended classrooms- co-taught by EI/ECSE and ECE providers.

Provide developmental screenings in early learning sites and identify children who need help.

Create collaborative learning opportunities for EI/ECSE provider professional development that connects with other early learning professional development trainings to implement common values across the Early Learning System.

Priority #3

57% responded high priority189 respondents

Themes from #3 commentsInvite other early childhood partners to trainings

offered by EI/ECSE programs (Head Start / OPK, relief nurseries, mental health providers, child care providers, Healthy Start, public health nurses, etc.)

Do trainings at various professional conferences (OAEYC, DEC, mental health organizations, Region IX meetings, CCR&R, etc.)

Collaboratively plan and offer trainings for all early childhood partners (see list) on relevant topics.Utilize community colleges, TRAC (WOSU), Early learners (PPS) etc.

LICCs, EL Hubs and other local early childhood stakeholder groups identify needs and offer trainings on desired topics.

Provide training on Early Childhood Positive Behavior Intervention and supports (ECPBIS) across programs..

The alignment work of prenatal, pre k to3rd grade school standards may help guide common early childhood teaching and learning activities and approaches.

Identify ways that child outcomes in EI/ECSE programs can integrate into outcomes of the Early Learning System.

Priority #4

53% responded high priority166 respondents

Themes from #4 commentsBroaden the scope of the IFSP to include with the

early learning system outcomes.

Cross walk the AEPS with other assessments being used in the EL system.

In inclusive settings, compare progress of children on IFSPs with children not on IFSPs.

Adjust outcomes for family risk factors (homeless, lack of nutrition, lack of parenting skills, etc.)

Adjust outcomes to show progress and improvement indevelopmental rates of progress in the way EI/ECSE reports them to OSEP.

Ensure that the data collected and reported on child outcomes really reflects what we do and what we work on with children and families.

Identify required state and federal performance plans, targets and applications that can be coordinated with the Early Learning System plans, and goals.

Priority #5

44% responded high priority132 respondents

Themes from #5 commentsMost respondents did not know what plans contain

or are required however there was agreement that collaboration and communication is key.

Several comments indicated that school readiness plans, early learning systems plans and Parenting Hub plans are important plans to coordinate and consider when any performance reports are made.

Other topics for the EL Council and SICC to discuss together:Expand funding sources for early childhood- public

and private and fundraising.

Teach all ECE providers to individualize activities and instruction.

Expand outreach and collaboration with medical providers.

Use social media and mass media to champion early childhood and to reach parents.

Strive to have only one provider / program involved with a child and family instead of multiple providers.

Work on smooth transitions to school from all earlychildhood programs.

Eliminate barriers to collaboration; such as funding and policy requirements- both real and perceived.

Increase the number of quality early learning settings and their accessibility to all children.

Define the roles and responsibilities of the family resource manager and how to make this consistent across existing positions in programs.

Include trainings and supports for parents and family,friends and neighbor providers.

Quality early childhood must include play, social emotional development and DAP practices.