ohio’s race to the top early learning challenge grant november 2012
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Ohio’s Race to the Top Early Learning Challenge Grant November 2012. What is the Early Learning Challenge?. Voluntary, competitive federal initiative Partnership between U.S. Departments of Education and Health and Human Services. Addresses needs of most vulnerable children Low income - PowerPoint PPT PresentationTRANSCRIPT
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Ohio’s Race to the TopEarly Learning Challenge Grant
November 2012
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What is theEarly Learning
Challenge?
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Voluntary, competitive federal initiative
Partnership between U.S. Departments of Education and Health and Human Services
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Addresses needs of most vulnerable children• Low income• Children with Disabilities• English Language Learners
Focused on system building not program expansion
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Timeline and Funding Levels
Grant period: January 1, 2012 to December 31, 2015
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Timeline and Funding Levels
Nine states awarded funding
Five more submitted requests
Ohio awarded highest amount of $69,993,362
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$12.5 million Professional Development PD Coordination & Dissemination ELL PD Development Model Curricula Evaluation
*Budget figures are rounded
Budget Overview*
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$8 million Mental Health and Health Consultants
Regional experts to provide professional development and technical assistance to providers
*Budget figures are rounded
Budget Overview*
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$29.6 million Increased Quality & Validation
Research Study (Cost and Validation) T.E.A.C.H. Incentive Pilots Technical Assistance, including family child care Consumer Education
*Budget figures are rounded
Budget Overview*
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$6.3 million K and Preschool Assessments Development of New Assessments Professional Development Technology Support Resources for Families
*Budget figures are rounded
Budget Overview*
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Budget Overview*
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Ohio Children Birth to 5
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Infants and Toddlers
Birth to age 2
PreschoolAges 3 to 5
Total
Ohio Department of Education (ODE) licensed sites
1,706 59,352 61,058
Ohio Department of Job and Family Services (ODJFS) licensed sites
79,516 148,255 227,771
Total Number of Children in Licensed Settings in Ohio Birth to Age 5
81,222 207,607 288,829
Total Number of Children Birth to Age 5 in Ohio*
425,980 441,016 866,996
Percent of Total Children in Ohio in Licensed Settings
19.1% 47.1% 33.3%
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Kindergarten Entry Data
125,000 children are screened for language and literacy each year
59% of all K children need targeted or intense instruction in kindergarten
High Needs Children Have a Significant Gap
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Ohio’s Goals for Results
1,300 already funded settings rated as high quality
37,000 additional high needs children in these highly rated programs
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Ohio’s Goals for Results
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Closing kindergarten readiness gap by 5% for high needs children
By 2020, Ohio will only purchase services in high quality settings.
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Ohio Early Learning and Development Standards
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Background
In 1995 the National Education Goals Panel identified 5 domains for children’s school readiness
Requirements in Race to the Top Early Learning Challenge Grant
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Domains of the Early Learning and Development Standards
Language and Literacy Development
General Knowledge and Cognitive Development (includes Mathematics, Science, and Social Studies)
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Domains of the Early Learning and Development StandardsSocial and Emotional Development
Approaches Toward Learning
Physical Well-being and Motor Development
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Early Learning and Development Standards
Informed by national experts and research
Aligned to the K-12 Common Core and Ohio’s State Revised Standards
Developmentally appropriate and reviewed for cultural and linguistic sensitivity
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Ohio Standards
Former Standards for B-5Ohio’s Infant Toddler Guidelines
Ohio Pre-K Content Standards
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Ohio Standards
Existing Standards K-12 Ohio K-12 Content Standards and Common Core State Standards
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Cross Agency Commitment and Leadership TeamOhio Department of EducationOhio Department of Job and Family ServicesOhio Department of HealthOhio Department of Mental HealthOhio Department of Developmental DisabilitiesGovernor’s Office of Health Transformation
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Task TimelineCross-agency state leadership team convened with national
experts
December 2011 and January 2012
Writing teams convened January and February 2012
Post revised standards for public comment and conducted focus
groups
May to June 2012
Revise standards based on public comment
May to August 2012
State Board of Education Adoption October 2012
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Public Comment
Input from broad set of early childhood stakeholders
Targeted professionals in early care and education, health and mental health
Over 700 individuals commented
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Public CommentOver 90% strongly agreed or agreed that:• Overall format of standards easy to follow• Overall structure helpful in understanding
how concepts are developed across age bands (infant to preschool)
• Wording of standards clear and easily understood
• Vocabulary of standards appropriate to the content areas
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Public Comment
86% or more of respondents indicated each content/developmental area of standards:• Reflects essential knowledge, understanding
and skills• Has content appropriate for the age groups
addressed• Has progression of content that is cumulative
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New Early Learning and Development
Standards Format
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Strand
Topic
Standard Statement
Standard Statement
Developmental Domain
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Domain: General Knowledge & Cognitive Development– Mathematics
Strand: Number & Number Sense
Topic: Number Sense & Counting
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Example
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Infants(Birth to 8
mo.)
Younger Toddlers
(6-18 mo.)
Older Toddlers
(16-36 mo.)
Pre-Kindergarten
(3-5 years)
Explore objects and attend to events in the environment.
Pay attention to quantities when interacting with objects.
Use number words to indicate the quantity in small sets of objects (e.g., 2, 3), and begin counting aloud.
Count to 20 by ones with increasing accuracy.
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Timeline for Early Learning and Development Standards
(ELDS) Implementation
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2012-2013
Programs and teachers become familiar with standards
Professional Development designed and deployed
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2012-2013
Model curricula are developed with partner state agencies
Early Childhood Comprehensive Assessment System development
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2013-2014
New ELDS should be fully integrated into early childhood programs
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2013-2014
Deploy professional development supports based on standards
Finalize Early Childhood Comprehensive Assessment System development
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Discussion
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Tiered Quality Rating and Improvement System
(TQRIS)
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What is a Tiered Quality Rating and
Improvement System?
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Tiered Quality Rating Improvement System
A monitoring and continuous improvement process for early learning and development programs that:
Utilizes a rating or symbol to promote consumer education and awareness
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Tiered Quality Rating Improvement System
Includes a common way to assess program quality across all early learning and development programs
Helps programs move from health and safety standards to higher program quality standards
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What are the Benefits of a TQRIS?
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Empowers parents to become savvy consumers who choose high quality for their children
Offers policymakers effective tools to improve early care and education quality
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Benefits
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Provides accountability so that donors, legislators and taxpayers feel confident investing in quality
Gives providers a roadmap to and supports for quality improvement
Promotes the health and development of children in early care and education
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What are the Types of a TQRIS?
Building Block
Points
Combination
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ODE Quality History
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Always monitored state funded preschool programs for quality
IMPACT process began in FY10
Focus on compliance and performance indicators
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Use of documentation, desk audits, on-site reviews
Promotes continuous improvement
Reviews 203 ECE programs (5,700 children) and over 300 PSE programs (23,000 children) annually
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ODJFS Quality History
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1999-Ohio began planning for SUTQ
2004-Began a pilot of ODJFS licensed centers and Type A homes
2006-Statewide implementation
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To date, 1136 programs have a rating with over 87,000 children
Annual on-site verification using classroom observations, teacher interviews and document reviews
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Ohio’s TQRIS
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All publicly funded program types participate
Expanded program standards
Test incentives
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Cost and validation study
Expanded teacher scholarships to obtain CDAs, AAs and BAs
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Timeline for Participation in TQRIS
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ProgramStatewide
Total Programs
Begin Participation
All Programs
RatedEarly Childhood
Education (State PK)203
Grantees/332 Sites
FY14 FY16
Preschool Special Education
335 Entities/493 Sites
FY14 FY18
Subsidized Child Care in Centers
2,074 Already Participating
FY20
Subsidized Child Care in Small Family Child Care
Homes
6,600 FY15 FY20
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Early Learning Challenge Grant
Goals by Star Level
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Baseline(Oct 2011)
End of 2012
End of 2013
End of 2014
End of 2015
1 Star 548 679 450 375 425
2 Star 320 405 375 400 520
3 Star 206 274 338 590 713
4 star n/a n/a 270 375 500
5 star n/a n/a 210 246 370
Totals 1074 1358 1643 1986 2528
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New FrameworkStep Up To Quality
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Ohio’s Guiding Principles for TQRIS
Single definition of QUALITY (procedures, verification, etc.)
Inclusive of all programs
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Ohio’s Guiding Principles for TQRIS
Based on evidence
Differentiated
Measurable
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Ohio’s Guiding Principles for TQRIS
Essential – things with most significant impact
Achievable and sustainable (promote continuous improvement)
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Ohio’s Guiding Principles for TQRISSimple, understandable, clear
Flexible on how achieved
Meet commitments in the ELCG
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Approach
Domains• Learning and Development• Staff Qualifications and Professional
Development• Family and Community Partnerships• Administrative and Leadership Practices
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Approach
Combination Model•Building Block at Levels 1-3•Total points earned determines rating at Levels 4 & 5
• All standards at level 3 must be met• At least one point in each of the 4
domains must be earned
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Approach
Additional Points• Accreditation Points• Ratio and Group Size
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Approach
• Allows Flexibility
• Multi-year Ratings for Highly Rated Programs
• Validation Study to Follow
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Learning and Development Domain
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Step OneCurriculum and PlanningProgram engages in a process to identify an evidence-based, aligned, comprehensive curriculum that is developmentally appropriate and each classroom has a copy of the Early Learning and Development Standards. Teachers utilize a dated, written plan of activities.
Child Screening & AssessmentProgram (except those serving school age children exclusively) engages in a process to identify a developmentally appropriate screening tool that is valid and reliable and identifies staff to be trained to administer, score and use the instrument appropriately.
Classroom EnvironmentProgram engages in a process to determine the quality of the classroom environment and the quality of adult-child interactions by selecting a self-assessment tool addressing measures of quality.
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Step Two
Curriculum and Planning Program obtains a curriculum an evidence based comprehensive curriculum that is developmentally appropriate. Each teacher has daily access to a copy of the curriculum. Child Screening & Assessment Program (except those serving school age children exclusively) obtains a developmentally appropriate screening tool and staff are trained to administer, score, and use the instrument appropriately.
Classroom EnvironmentEach classroom completes an annual self-assessment related to the quality of the classroom environment and the quality of adult-child interactions.
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Step ThreeCurriculum and Planning Program implements a written, evidence-based comprehensive curriculum aligned with the Early Learning and Development Standards and maximizes growth across a broad range of developmental and content areas.
Child Screening & Assessment Program ensures that all children (except those serving school age children exclusively) receive a developmental screening that is valid and reliable within 60 business days of entry into the program and annually thereafter. Necessary referrals are completed within 90 days of identification of need and the results are formally communicated with families.
Program assesses children using formal and informal methods on an on-going basis. Formal results are shared with families.
Classroom EnvironmentA designated score is obtained from a reliable rater on an observational tool related to the classroom environment and/or adult-child interactions.
Each classroom identifies an area for improvement and creates action steps based on the results of annual self-assessment. 72
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Points for Steps Four and FiveCurriculum and Planning Teacher’s written plans reflect the needs/abilities/interests of children and address all developmental domains. (5 points)
Program updates and rotates materials to support the activities in the written plans and the needs/interests and abilities of children. (3 points)
Child Screening & Assessment Ongoing child assessment results are used to inform instruction. (5 points)
Assessment results are formally shared with families at least twice a year. (4 points)
Classroom Environment Teacher documents progress on action steps and evaluates effectiveness of desired improvements. (4 points)
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Public Comments
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Over 400 commentsTeachers 14.1% Assistant Teacher 1.3% Administrator 77.2% Curriculum Specialist/Supervisor 6.4% Lead Teacher or Coach 5.5% Early Intervention Provider 2.9% Higher Education Faculty 4.2% Health Care Professional 1.3% Mental Health Professional 1.6% Parent 3.9%
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Infants (0 to 8 months) 0.9%Young Toddlers (9 to 18 months) 0.9% Older Toddlers (19 to 36 months) 1.8% Mixed Age Groups (0 to 36 months) 2.1% Mixed Age Groups (36 to 48months) 1.2% Preschool (3 to 5 years) 35.6% School-Age (5 years to 14 years) 8.3% All Age Groups (0 to 14 years) 41.5% Not Applicable 7.7%
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Public CommentsThe standards are inclusive of essential elements to support quality learning and development.
•Strongly Agree 19.8%•Agree 63.2%•Uncertain 12.5%•Disagree 3.7%•Strongly Disagree 0.8%
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Public Comments
The overall structure of the program standards as a combination approach with the building block model used for steps 1-3 and points for steps 4-5 is easy to understand.
Strongly Agree 15.8% Agree 61.2% Uncertain 14.7% Disagree 6.1% Strongly Disagree 2.2%
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Timeline
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Public CommentOctober - November 2012
Final Standards CompletedDecember 2012
Develop Guidance Document, Forms, ToolsJanuary-March 2013
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Professional Development Available Spring 2013
Begin developing Family Child Care standards December 2012 (Type As) January 2013-July 2013 (Type Bs)
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SUTQ 5 Stars Implemented for Centers and Type A’s July 2013
Type B’s Licensed January 2014
SUTQ 5 Stars for Type B’s July 2014
Roll Out of New Licensing System January 2015
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Discussion
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Early Childhood Comprehensive Assessment System (EC-CAS)
Ohio and Maryland Collaboration
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EC-CAS Purpose
Support children’s development and academic achievement to improve educational outcomes
Measure the progress of children in all essential domains of school readiness
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EC-CAS: The Scope
Two assessment components:1. Formative assessments (36-72 months)
2. Kindergarten Entry Assessment (fall of K year)
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EC-CAS: The Scope
All domains of school readinessONE Comprehensive Assessment System with built-
in accommodations for ALL studentsValid and reliable to measure growth over timeAligned to State and National standardsValidated by national expert panel
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Additional Components
Professional development to support administration and use of the assessment
Technology framework to provide online resources and tools
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The 7 Developmental Domains
• Social Foundations• Physical Well-being and Motor Development• Language and Literacy• Mathematics• Science• Social Studies• Arts
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Multiple Measures• Guided recorded observation• Portfolio (Art)• Performance tasks• Developmental checklists• On-demand items
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Alignments• Birth to K Entry Standards in MD and OH• Head Start Early Learning Framework• Common Core State Standards• Early Child Outcomes required for IDEA reporting• WIDA Standards*
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Length of time
Formative• Required Fall & Spring administration model• Optional continuous use model throughout year
KEA• Approximately 10-15 minutes per domain• 6-8 week administration window in the fall
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Assessment ApproachesDirect performance assessment Assessor looks for very specific behaviors or responses from the child within the context of the performance task
Guided observational assessment in contextAssessor describes child’s knowledge and learning in the context of a developmental continuum or progress
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Administration Types
Primarily individual
Some group observations
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PD: Approaches• Train the trainer model• Web-based training, coaching, and technical
assistance• Establishment of online learning
communities• Use of simulation technology• Integration of an evidence-based procedural
facilitator• Development of a web-based portal
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EC-CAS TIMELINE
2011 2015
2011/2012DEVELOPMENT
2012/2013DEVELOPMENT AND
PILOT TESTING
2013/2014FIELD TESTING
(State Baseline OH)
2014/2015FULL IMPLEMENTATION
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Technology-Supported System of Preparation, Development and Support for the Early Childhood
Comprehensive Assessment System
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Discussion
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RTT-ELC Grant LeadsStephanie Siddens, Director
Office of Early Learning & School ReadinessOhio Department of [email protected]
Alicia Leatherman, Deputy DirectorDivision of Child CareOhio Department of Job and Family Services [email protected]
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Thank you.