MARYLAND STATE DEPARTMENT OF

EDUCATIONL_s1Tv AND EXCELLENCE_J

State Early Childhood Advisory CouncilWednesday, May 8, 2019

10:00 am. -3:00 p.m.Ascend One - Howard County Public School System (HCPSS) Conference Center

8930 Stanford Blvd., Columbia, Maryland 21045Susquehanna Room

Time Task10:00- 10:15 Welcome! Introductions and Announcements

• Steven Hicks, Assistant State Superintendent, Division of Early Childhood, Maryland State Department ofEducation (MSDE)

10:15- 12:00 Presentations• Preschool Development Grant 8-5 Needs Assessment— Kasia Razynska, Associate Director of Evaluation

and Continuous Improvement, MAEC, Inc. and Maria del Rosario (Charo) Basterra, Vice President, MAECDeputy Director, Center for Education_Equity (Communication — Priority_1,_Work force_Development-Priority 2)

12:00-1:00 Lunch (onyourown)1:00 - 2:00 Old Business

• Welcome - Dr. Carol A Williamson, Deputy Superintendent, Office of Teaching and Learning, MSDE• Pritzker Grant Update — Margaret Williams, Executive Director, Maryland Family Network (MFN) -

(Comm unication — Priority 1, Workforce Development-Priority 2)• Preschool Development Grant update

• Local Early Childhood Advisory Councils Quality Grants — Wendy Dantzler, Early ChildhoodCoordinator, Collaboration and Program Improvement Branch, DEC, MSDE (Communication —Priority 1)

• WIDA, Maryland as an Early Learning WIDA State, Karma Hudack, Grants Specialist, Collaborationand Program_Improvement Branch._DEC,_MSDE_(Communication_—_Priority_1)

2:00-2:30 New Business• Child and Adult Care Food Program (CA CFP) - Lucy Ann Amos. CA CFP Training Specialist, Office of School

and_Community Nutrition_Programs._MSDE (Workforce_Development-Priority 2)2:30 —3:00 General Announcements and Next Steps

• Striving Readers Comprehensive Literacy Grant - Vanessa Williams, Program Specialist, Division ofCurriculum, Instructional Improvement, and Professional Learning, MSDE

• Office of Child Care Update-Jenn Nizer, Director of the Office of Child Care, Division of Early Childhood,MSDE

• Maryland EXCELS- Jena Smith, Quality Assurance Supervisor, Maryland EXCELS Branch, Division of EarlyChildhood, MSDE

• U. S. Play Coalition Conference: Your Definition of Play- Pally StThe, Co-Founder, Pure Play Every Day, Inc.: • State Early Childhood Advisory Council Announcements — Wendy Dantzler. Early Childhood Coordinator,

Division of Early Childhood, MSDE

3:00 Adjournment of Full Council

Priorities

Currently, the Council is focused on two priority areas: Communication / Public Awareness and WorkforceDevelopment.

Communication! Public Awareness (Priority 1): Objectives for this priority are:

• To update and develop communication policies and procedures to ensure effective communication withlocal jurisdictions as well as effective interdepartmental communication, This will include a plan for the useof social media and SMS services.

• To develop a public awareness campaign to educate the community and reinforce the importance of earlychildhood education, This public awareness campaign will serve as an ‘umbrella campaign” that willsupport the efforts of the local councils and link the communfty to effective and reliable resources.

Workiorce Development (Priority 2): Objectives for this priority are:

• Increase capacity for behavioral health consultation to child care, home visiting, pre-kindergaden, EarlyHead Start and other early childhood programs, including kindergarten, and Head Start,

• Increase capacity for behavioral health consultation to pediatric providers through Baltimore HealthIntegration in primary Pediatric Care. (Lead — Health Department)

• Establish behavioral health consultation to maternal health providers with focus on pregnant and postpartumwomen. (Lead — Health Department)

• Convene collaborative State and Local implementation teams to establish and sustain systemic change toimprove outcomes for infants, toddlers, children, and youth with disabilities and their families. (Lead -Special Education/Early Intervention)

To support these initiatives, the state will need to review its training component and ensure that it has the capacity tosupport all early education and care providers. Objectives for this work are:

• To develop effective strategies that addresses the use of technology in the classroom and in early educationand care programs as well as family engagement and challenging behaviors. To successfully address thelatter, strategies should consider training or coaching models that are also inclusive of communication skills,relationship building, cultural competencies, and trauma informed care.

Birth-B (Priority 3): We will be asking our State Early Childhood Advisory Council members for input and feedbackas we begin our work this fall. Education Counsel, a non-profit educational consulting firm, has invited Maryland toparticipate with Connecticut, Delaware, and Mississippi in a multi-state workgroup as our states begin to implementthe Birth toS opportunities that are in our new ESSA plan. They will be supporting us with evidenced based ideas inorder to expand opportunities and improve outcomes for all students from birth through age 21.

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Scope and Access Focus Group Questions

Sample focus group questions

Parents:How easy or difficult has it been to find child care for your family?

Providers: (Teachers & family child care)How easy or difficult is it for families in your area find high quality childcare options for theirchildren?

Community Organizations:How easy or difficult is it for families in your communities to access to quality childcareservices?

Suggested questions from scope and access group

Parents:

Providers:

Community Organizations

Quality Focus Group Questions

Sample focus group questions

Parents:What are some things you looked for when deciding whether to send your child or children to a

specific provider?

Providers: (Teachers & family child care)What are some ways that the Maryland State Dpartment of Education supports you to improve

the quality of your program?

Community Organizations:How would you describe the quality of early childhood programs in your community?

Suggested questions from Quality group

Parents:

Providers:

Community Organizations:

Transition Focus Group Questions

Sample focus group questions

Parents:How well, and in what ways, is your childcare provider preparing your child to enterkindergarten?

Providers: (Teaëhers & family child care)In what way is your program preparing children for success in kindergarten?

Community Organizations:What method do you use to keep track of the children you serve from their early childhoodprogram into the school?

Suggested questions from transition group

Parents:

Providers:

Community Organizations:

Collaboration and Coordination FocusGroup Questions

Sample focus group questions

Parents:What kinds of programs and/or services does your family need to support the development and learningof your child?

Providers: (Teachers & family child care)What kind of data you use regarding the children and families you serve? Are there any initiatives underway to improve these data?

Community Organizations:What policies and practices are in place that either support or hinder collaboration between yourorganization and the state (MSDE and other state agencies like DHS, MDH)?

Suggested questions from Collaboration and Coordination group

Parents:

Providers:

Community Organizations:

Funding Focus Group Questions

Sample focus group questions

Parents:What services or programs are needed by you as a parent that aren’t currently available?

Providers: (Teachers & family child care)From your perspective, what bathers currently exist to the ftrnding and provision of high-quality earlychildhood care and education supports?

Community Organizations:From your perspective, what are the barriers to the current governance or financing of the early childhoodsystem in Maryland to provide high-quality services and supports? What suggestions do you have foreliminating them?

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Preschool Development Grant Birth through Five (PDG B•5) for Local Councils

Through the PDG B-5, the local early childhood advisory councils will have the opportunity to apply forquality improvement grants for up to $25000. The purpose of this grant is:

> To develop, update, or implement a strategic plan that facilitates collaboration and coordinationamong existing programs of early childhood care and education in a mixed delivery system withinMaryland’s 24 jurisdictions, designed to prepare low-income and disadvantaged children to enterkindergarten, and to improve transitions from such system into the local educational agency orelementary school that enrolls such children.

> To encourage partnerships among Head Start providers, State and local governments, privateentities (including faith and community-based entities), and local school systems (LSS) to improvecoordination, program quality, and delivery of services.

> To maximize parental choice among a mixed delivery system of early childhood care andeducation program providers.

To support jurisdictions to analyze the current landscape of mixed delivery system of earlychildhood care and education and implement changes to the system that maximize the availabilityof high-quality early childhood care and education options for low-income and disadvantagedfamilies across providers and partners, improve the quality of care, streamline administrativeinfrastructure, and improve local-level early childhood care and education funding efficiencies.

> To assist with overcoming local school readiness achievement gaps, as measured by theKindergarten Readiness Assessment, for children with high needs, including children from low-income families, children with disabilities, and English Learners.

> To assist with improving the early childhood service delivery system in each local jurisdiction tohelp maximize local resources for early childhood through collaboration and consistentcoordination,

SustainabilityLocal Councils must describe plans for continuing the project beyond the funding cycle. Answeringquestions such as; how will the project be sustained after funding ends, what are the plans for maintainingthe project’s partnerships, and how do council member’s transitions impact the effectiveness of the council?

Length of Grants:July 1,2019 to December 31, 2019

For more information on the PDG B-5 initiauve, visit: https://earlychildhood.marylandUblicschools.org/PDG

h’h.‘2MARYLAND STAtE DEPARTMENt OF

EDUCATIONI EqUItYANoflCEUEJ

Results Count Institutesfor Local Early Childhood Advisory Councils

Facilitated by: The Annie E. Casey Foundation

Cohort 1 Western, MD October 8t1, & 9th 8:OOam-4:3Opm

Cohort October 10th & 11th’ 8:OOam-4:3Opm

Cohort 3 Eastern Shore October & 1th 8:OOam-4:3Opm

Participants will have the opportuni4’ to engage in discussion around:

• Developing and implementing strategies to improve school readiness;

• Exploring opportunities to connect with the other Local Councils;

• Applying and practicing Results C’ount skills to support the progress oftheirCotni cils;

• Using critical incidents to strengthen your ability’ to address adaptivechallenges;

• Gaining a deeper understanding ofhow to address and resolve conflict;

• Strengthening capacity to support your Councils ability to executestrategies;

• Preparingfor Council meetings;

• Making commitments to further your own leadership development andsupport the progress ofyour Councils; and much more!

STANDARDS I PROFESSIONAL LEARNING I FAMILY ENGAGEMENTwww.wida.us/EarlyYears

i4

WTDA -I.J ARLY YEARSWIDA Early Years provides trusted resources for the

early care and education community to supportdual language learners ages 2.5—5.5 years

WIDA Early YearsThe WIDA Early Years comprehensive approach to early language

development promotes educational equity for dual language learners (DLLs).WIDA tools and resources available include:

• WIDA Early Language Development Standards• Professional Learning for administrators and practitioners• Family engagement resources

Dual Language Learners (DLLs):Children, ages birth to five years, who are developing two or more languages

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• Provide a culturally, linguistically, and developmentally appropriate framework forsupporting, instructing, and assessing DLLs, ages 2.5—5.5 years

• Are available for English and Spanish language developmentCorrespond with

WIDA K—i 2 StandardsStates’ Early Learning StandardsHead Start Early Learning Outcomes Framework

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WIDA Early Years Professional Learning builds state and local capacity to support DLLsthrough training, coaching, and technical assistance.

Offerings are available across multiple formats:

Online: On demand learning that can be accessed anytime, 1-hour modulesWorkshops: 1—3 days, in personCapacity Building: Multiple days over an extended period of time, in person withonline component

Examples ofjouIcs Covered in WIDA Early Years Professional LearningInclude

Introduction to dual language learners and dual language development• The WIDA Early Language Development Standards• Supporting and assessing dual language development• Family engagement

Note: To learn more about access to Early Years Professional Learning opportunities,

- Professional Learning

please email EarlyYears@wida.us.

Family EngagementWIDA Early Years recognizes the critical role families play in the early care andeducation of their children. Our research-based tools

• Honor and promote home language development• Foster meaningful two-way communication

focused on dual language development• Promote advocacy for children and families

iiExamples of WIDA Family EngagementResources Include______WIDA Promising PracticesWIDA Focus On the Early Years Bulletins

W?DAWIDA 1025W. Johnson St., MD#23 Madison, WI 53706

www.wida.us 11-866-276-7135 I

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STRWING READERSCOMPREHENSIVE LITERACY

GRANT PROGRAMMaryland’s Striving Readers grant places emphasis on alignment of literacy

across the entire state; as a result, Maryland awarded subgrants to all 24 localschool systems. Priorities include use of evidence-based interventions and

support to disadvantaged children. The Maryland Board of Education isparticularly interested in supporting early literacy; therefore, alignment of

language and literacy from birth to age 5 with kindergarten through grade 12 is amain priority.

I hXLMARYLAND STATE DEPARTMENT OF

EDUCATIONEQUITY AND EXCELLENCE I

Maryland’s Keys to Comprehensive Literacy

Maryland’s Comprehensive Literacy Plan is based upon five KEYSincluded across all age bands:

• Educational Leadership• Strategic Professional Learning• Continuity of Standards-based Instruction• Comprehensive System of Assessments

I!

• Tiered Instruction and Intervention

Key 1: InstructionaL LeadershipThe leadership on every level from the state, to the local school systems, to the schools must recognizeand tap into the needs, strengths, and concerns of the community; the cultural makeup of its citizens; andthe equity issues which impact the state, school, and district. Components of Instructional Leadershipinclude identifying and encouraging teacher leaders; establishing leadership ladders; providingopportunities for regular literacy meetings, data dialogues, and joint planning; and monitoring andassessing progress.

Key 2: Strategic ProfessionaL LearningClear, systematic, needs—based professional learning is vital to impact student growth. Maryland’s CLPembraces the whole child, from birth to Grade 12. This occurs through strong partnerships with familiesand guardians, early childhood educators, Prek—12 teachers, higher education staff members, othercommunity stakeholders, and a high-quality and sustained system of professional development foreducators. Together state and local teams will establish and disseminate needs—based professionallearning in a variety of modalities to local school districts, K—l2 Educators, Birth to 5 organizations, andlocal communities. The team will also establish a system for addressing the needs of individual studentsthrough data dialogue, peer coaching, and mentoring.

Key 3: Continuity of Standards-Based 4Instruction

With the adoption of the MCCRS, educators have developed an understanding of the progression of A:standards from PreK—l2th grade and across content areas. Working with local school systems,community-based programs, local Early Childhood Advisory Councils, public libraries, and institutionsof higher education, Maryland will expand its vision of literacy to include the continuum of birth to adulteducation in order to engage all groups and to increase alignment. True equity of instruction cannot beachieved until all students receive instruction aligned to the standards and delivered with fidelity.

Key 4: Comprehensive System ofAssessments

Assessments provide information on various forms of instruction, student knowledge, and achievement.A comprehensive system of assessments includes state, local, school, and teacher assessment data. Thisdata is analyzed in collaborative teams through the use of data-dialogue, peer coaching, and mentoring inorder to guide and refine instruction. A comprehensive assessment system allows for strategic data—informed decision making to meet the needs of the individual student.

Key 5: Tiered Instruction and InterventionsMaryland has adopted regulation for the inclusion of Universal Design for Learning (UDL) in allclassrooms. This approach provides choice and individualization for students which, in turn, allowsteachers to provide tiered instruction. In addition, Maryland developed a structured Response toIntervention Framework in 2008 that was adopted state—wide. The state’s tiered system of support willcontinue to be refined, will include all children, and will provide enrichment and intervention models inorder to achieve comprehensive literacy for all.

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Maryland’sInfant 2’ Early Childhood Mental

Health Consultation Project2019 Legislative Brief

The NatibnoI Model

Infant and Early Childhood Mental Health Consultation is an evidence-informed intervention for supporting children’s social andemotional development and addressing challenging behaviors In early learning and home environments: IECMHC has been shownto improve classroom climate and child behaviors, and to reduce preschool suspensions and expulsions Data on expulsions andsuspensions for children in early education programs indicate rates triple that of expulsion rates for school-aged peers: Nationalaftention has been given to IECMHC as a primary mechanism to address these concerns.

pulslon and Long Term School OUtcOmes4 DrIven of ExpulsIon5

As much as ID times more likely to • Structural quality

• Fail a grade In school • Gaps In knowledge of early childhood

• Hold negative school attitudes • Trauma/behavior connection

• Drop out of high school • Racial and gender disparities in disclphne

• Face incarceration,,..

I I

Infant and Early Childhood Mental Health Consultation Outcomes

Workforce Outcomes: Reduced stress and burnout, FamIly Outcomes: Prevention of suspensions and expulsions,reduced turnover, and higher quality interactions, Improved dyadic relationships, and reduced missed work days for parents.

- I. -

fl Maryland has used IECMHC to promote positive social emotional dev&opment and addressbehavioral concerns In young children for over a decade. It was one of the first states to pilotconsultation programs the IECMHC model in 2006.spanning all 24 jurisdictions

Outcomes in Maryland, FY 2019

/\ Increased Positive Reduction of PreschoolJ—\ School Climate \/ suspensions & Expulsions

b ‘hAN 3 SWE OF: A[IrMNr CF

EDUCATIONEQUITY AND EXCELLENCE

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5 CHILDREN RECEIVEDSUPPORTIVEcZ2

INTERVEN11ON

SERVICES IN FISCAL

YEAR 2018

DemographicsGender of Children Served, FT 2018

as1 s•a 24.7%

§!IRPOrtS Provided

• Child and classroom observation and assessment• Referrals to early intervention, Child Find, mental health

services and community resources,

• Parent and teacher training and coaching. cj’

• Behavior modification skills• Strategies for serving children with behavioral health

needs

Ages of Children Served, FT 2018

0 - 11Age In Months Percent of Children

1%12-24 1,3%25-36 13.8%37-48 rtr

49-60 .61-72 9.3%

83.65% of services I The average duration ofare delivered within child I services is 4 monThs.

care centers.

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Needs of FamIlies Served

10.16% receive Child Care Subsidy

13.66% had an IFSP or IEP at time of closure

12.55% were adopted or fostered, had exposure tosubstances, were homeless, or had an incarceratedparent

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16%

Child RaceiEthnlclty HlspanlciLauno2.39%

Asian Pacffic islander5.29Y 0.60%

Multiracial ‘“ . White11.95% N’ /

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Black24.50%

tChIld Behavior Concerns, Parent & TeacherReports for Referred Cases in Maryland,FY 2018

80 756%

70.• . 57.2%60 L’s,

50 L,:. •-4030 1. .2010 ‘‘ “ •?. —

Teacher ParentPercent of Children with identñed Behavior Concerns

Pre IECMHC D Post IECMHC

S

•0€inof children identified as in need were not served. Of those

cases. 11% were attributed to consultation not being

available indicating the need for additional

consultation capcjjy..

0

SEFEL Pyramid Model

18 consultants across a of the 11consultation programs are highly engaged in the

implementation of the Social EmotionalFoundations tar Early Learning framework,

including traning and ongoing coaching.

1n a short amount of time a specialist came to my centet evaluated the child and right

away gave my staff and I verbal and tangible tools to work with.

- Baftimore County Classroom Teacher

• Maryland’s IECMHC services led to measurable

improvements in child behaviors for both teachers and

parents

• Teachers and parents aiso reported improvements in

children’s ability to be independent, persistent stay calm.

demonstrate self-control, and form relationships

• hqxrr1_MARYLAND STATE DEPARTMENT OF

EDUCATION

F “1POSITION ANNOUNCEMENT

EQUITY AND EXCELLENCE I Karen B. Salmon, Ph.D.State Superintendent of SchoolsOffice of Human Resources• 200 West Baltimore StreetBaltimore, MD 21201 ‘410-767-0019 ‘ 410-333-3045 TrY/TOD

DIVISION OF EARLY CHILDHOOD DEVELOPMENT April 26, 2019ASSISTANT STATE SUPERINTENDENT

POSITION TITLE:

POSITION NUMBER:

SALARY:

Education Program Specialist I — Early Childhood Systems Specialist

Contractual pin # 345642 (JobAps #19-005055-0013)

Stale Salary’ Grade 21Annual Salary’ Range: $62,063 - $90,644

LOCATION:

NATURE OF WORK:

DUTIES ANDRESPONSIBILITIES:

Nancy S. Grasmick Education Building200 West Baltimore StreetBaltimore, MD 21201

This is a contractual position responsible for providing technical assistance & programsupport to the Assistant State Superintendent within the Division of Early Childhood inthe areas of birth to 8 early childhood systems and initiatives; meeting the needs ofVulnerable Populations & the State standards, curriculum & assessments; consults withother branches & offices within the division, other MSDE divisions & public / privateorganizations regarding birth to 8 coordinated services.

Research, analyze & make recommendations on administrative, management &procedural practices; write logical, comprehensive, concise reports & correspondence;handle confidential / sensitive information & exercise discretion concerning itsdisposition; review & assist in the development of monitoring policies & programs,including birth through 8 early childhood systems & initiatives; identify program needsregarding the transition of young children across early childhood programs & into publicschool, research, collaborate & evaluate best practices / strategies within the birth-8;monitor programmatic & fiscal progress of grantees in accordance with state approvedprocurement policies & procedures; & conduct on-site visits of programs & apply relatedfederal laws, state laws; provide technical assistance to grantees & early childhoodprograms; consult with public I private organizations regarding program monitoring &accounting policies; and represent the Division of Early Childhood.

NI IN I MUMQUALIFICATIONS:

EDUCATION: A Master’s Degree or equivalent 36 credit hours of post baccalaureatecourse work in Early Childhood Education, Elementary Education, EducationalAdministrationlSupervision or a related Educational field.

EXPERIENCE: Four (4) years of professional experience in coordinatingadministering an education program or service directly related to Early Childhood.

or

Knowledge of Preschool Development Grant Birthexperience with grant implementation & oversight;technical assistance to stakeholders in developing &ability to communicate effectively in writing & orally;time with competing priorities & deadlines; demonstrated ability to create & fosterexcellent working relationships.

ESSENTIALREQUIREMENTS:

through Five (PDG B-5);experience with providingimplementing their grants;submit required reports on

AFFIRMING EQUAL OPPORTUNITY IN PRINCIPLE AND PRACTICE

PROCEDURE FOR To apply for this position online go to MSDE Jobs on JobAps (or complete an MSDEAPPLICATION: Application on malandpublicschools.or). On-line applications (and resumes) are

the preferred method for receiving your application/attachments. Using this methodwill allow applicants to access their documents for ffiture recruitments for which theyapply and verify that the appropriate documents (resume-credentials) have beenattached to the recruitment that requires them. Applicants must include their resumeand provide sufficient information on the appLication to document that they satisfythe minimum qualifications for this recruitment. Please do not put “See Resume” inthe job duties section of your application; your application will not be considered.

If you utilize fax or regular mail as the option to submit required attachments, youwill need to resubmit these documents each time you apply for a new position thatrequires the attachments. Additionally, you must include the following informationon each page of the attachment you submit in order to ensure that we append theattachments to the correct recruitment: First and Last Name. Recruitment Number,and the last 4 digits of your SS# and indicate application for - Education ProgramSpecialist I — Early Childhood Systems Position# 345642 - (JobAps #19-005055-0013). Mailing Address: Maryland State Department of Education, Office of HumanResources, 200 West Baltimore Street, Baltimore. Maryland 21201. Fax: 410-333-8950— This fix number is for Department of Education recruitment actions only.

If you have difficulty with your user account or have general questions about thisonline application system, please contact the MD Department of Budget andManagement, Recruitment and Examination Division at 410-767-4850. For inquiriesor an MSDE Application, contact 410-767-0019 or TTY/TDD 410-333-3045 or visitour website at http://www.marylandpublicschools.org’.

App,-opriate accommodations for indh’ithrnls it’ll/i disabilities available upon request

CONDITIONS OF Proof of eligibility to work in compliance with the Immigration Reform and ControlEMPLOYMENT: Act and possible travel throughout the State are required. Any misrepresentation of

academic or experience requirements for this position may result in non-selection ortermination of employment.

CLOSING DATE: For inmediate consideration please submit your application by May 10, 2019— Open UntilFilled.

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