Early Childhood Education (ECE)
Early Learning Initiative (ELI)
Preschool Special Education
Kindergarten
Resources
Early Learning Content Standards
Publications related to the Early Learning Content Standards are presented below for educators in the first section and for families in the second section below the table. The Ohio Department of Education's (ODE) Office of Early Learning and School Readiness worked collaboratively with the ODE Office of Curriculum and Instruction in the development of these standards for English language arts (ELA), mathematics, science and social studies. The process for standards development included working with constituents in early childhood and care programs who provided the writing teams and feedback on the draft standards during focus groups and through the Web site. The results are standards that align with kindergarten through grade 12 standards. The early learning content standards for all four content areas were adopted by the State Board of Education in December 2003.
Ohio's Early Learning Content Standards: Overview and Links to Practice
Early Learning Program Guidelines
Ohio’s Early Learning Program Guidelines have been crafted with an eye to the future. The desired outcomes are grounded in current research and evaluation studies, developed out of the wisdom and guidance of experts, and inspired by the good work of the National Association for the Education of Young Children (NAEYC), Head Start Performance Standards (HSPS), and the Division for Early Childhood of the Council for Exceptional Children (DEC).
The sense of urgency to accomplish what may be beyond our reach exists because our children deserve our attention and, as early childhood leaders, teachers, friends and mentors, we are part of the hope for a brighter future. We have an obligation to give the very best to our children and to their families because the investment in children is not only about the future, but also about what matters "right now in the present."
Download Ohio's Early Learning Program Guidelines
What is the Even Start Program?
Even Start is a comprehensive family literacy program designed to break the cycle of poverty and low-literacy skills by improving the educational opportunities of low-income families with young children. This program integrates four components -- early childhood education, adult basic and literacy education, parenting education and parent-child together time -- in a unified whole in order to:
Help parents become full partners in their children’s education;
Help children reach their full potential as learners; and
Provide literacy training to parents.
The Even Start program is based on the premise that these components build on one another. Through Even Start, which uses collaborative partnerships among community agencies and programs already in existence, families most in need of educational support receive all four services in an intensive, unified program to achieve lasting change.
Family Eligibility
Eligible participants in an Even Start program are families with children ages 7 and below, in which the parents are eligible for the federal and state Adult Basic and Literacy Education (ABLE) program or are within compulsory school attendance age.
Funding and Applicant Eligibility
Even Start funding is used to support coordination of the program components and to add support services that will enable families to participate. Eligible applicants for Even Start sub-grants are local education agencies (LEA) that partner with another agency in offering the program. A partner is defined as a public agency other than an LEA, such as an institution of higher learning, a public or private nonprofit organization, or a nonprofit community-based organization.
Click here for a fact sheet regarding Even Start.
Early Language and Literacy Reflection Tool:
Creating Language Rich Opportunities and a Literacy Rich Environment
The Early Language and Literacy Reflection Tool is designed to help teachers evaluate and improve their literacy environment and classroom practices across the content areas. It also supports the Early Learning Program Guidelines Section 2, Outcome 1, Goals 2 and 3.
This tool should be used for self-reflection to:
- Identify current literacy practices;
- Examine the language and literacy environment before or after a formal ELLCO observation;
- Take a critical look at the classroom environment.
Regardless of the option, the goal should be to identify strengths and weaknesses in the implementation of best practices. The tool also can be used by administrators in collaboration with teachers as an aid in determining direct technical assistance needs, and through coaching or mentoring to help teachers develop and implement action plans for improving their practices.
Early Language and Literacy Classroom Observation (ELLCO) Elements of Quality
ODE will be observing Early Childhood Education classrooms using the Early Language and Literacy Classroom Observation (or ELLCO), a research-based tool used to identify classroom practices and environmental supports that promote early language and literacy development. The ELLCO looks at elements of the classroom environment and elements of language, literacy and curriculum to measure critical distinctions in quality.
Early Language and Literacy Classroom Observation (ELLCO) Elements of Quality
A Way of Knowing:
A Teacher's Guide to Classroom-based Assessment of Young Children
This document provides methods for observing and recording children’s behavior, analyzing the data obtained and utilizing the results of these analyses to plan subsequent work with children.
In ongoing observational assessment, data is collected while children engage in their typical daily activities including those such as story time, which are planned and directed by an adult, and child-initiated activities such as play, which are supervised and guided by adults and largely directed by children.
This kind of assessment allows early childhood educators to make informed judgments about the progress children are making in their learning and, in turn, to make good decisions about the experiences they will provide to children.
While other published documents have been developed for a similar purpose, A Way of Knowing provides a unique and integrated approach to assessment that is linked to Ohio’s early learning content standards for pre-kindergarten.
This document is available in PDF format by clicking here.
Preschool Special Education - LRE Clarifications
The U.S. Department of Education’s Office for Special Education Programs (OSEP) revised the definitions needed for data collection requirements of the Individuals with Disabilities Education Improvement Act (IDEIA) related to education of preschool students with disabilities in the least restrictive environment (LRE).
For consistency with section 618(a)(1)(A) of IDEA, categories for reporting the number and percentage of preschool-age children with disabilities by educational environment have been revised to more accurately reflect the extent of the child’s participation in regular education. The primary focus has shifted from an emphasis on where the child receives special education and related services to an emphasis on the percentage of time the child spends in an environment with typically developing peers. The determination of the LRE remains a decision made through the process of developing and monitoring Individualized Education Plans for students with disabilities. Districts, however, should focus on building relationships with the broader early learning community and work on building an infrastructure that will provide inclusionary opportunities for children.
Licensing Forms for Preschool and SACC Programs
The Ohio Department of Education (ODE) and the Ohio Department of Job and Family Services (ODJFS) are responsible for licensing preschool and school-age child care (SACC) programs in Ohio.
The ODE is responsible for programs operated by public schools, mental retardation and developmental disability (MR/DD) facilities and chartered nonpublic schools with multiple grades above kindergarten. Preschool and SACC programs are required to be licensed by ODE under Sections 3301.52 to 3301.59 of the Ohio Revised Code. Head Start programs must be licensed by ODJFS unless operated by a school district.
Licensing Forms for Preschool and SACC Programs
Forms may be in process of updating to reflect recent rule revisions.
HELP DOCUMENTS |
PURPOSE |
TO GET A LICENSE |
|
Submitted to ODE for initial inspection and initial license. |
|
Instructions for completing the application. |
|
Worksheet to be completed for a preschool license. |
|
Worksheet to be completed for a SACC license. |
|
Certificate of Use |
Please contact your certified program reviewer (CPR). |
Fire Inspection |
Please contact your CPR. |
TO PREPARE FOR A PRESCHOOL INSPECTION |
|
To assist in preparing for an onsite preschool visit. |
|
Overview documents for aligning curriculum with |
|
TO PREPARE FOR A SACC INSPECTION |
|
To assist in preparing for an onsite SACC visit. |
|
TO UPDATE A LICENSE |
|
To be completed if a room change (classroom move, addition or deletion) takes place at a licensed site. Note: If a classroom move will be to an unlicensed site, an application must be completed. |
|
EARLY LEARNING PROFESSIONAL DEVELOPMENT
Early Childhood Special Education Supervisors Network
These meetings are a forum for lively discussion on topics and issues relevant to preschool supervisors. Current information from SST Region 11, ODE Offices of Early Learning and School Readiness and Exceptional Children will be highlighted. An agenda is sent to supervisors prior to the scheduled meeting dates.
Meeting dates for the 2009-10 school year are scheduled for October 26, 2009, January 25, 2010, and April 26, 2010, from 10:00 am to 12:00 pm.
For more information, contact:
Helene Stacho, M.A. 
Coordinator
614.753.4692