Faith A. Scheibe

Education Researcher, SRI Education

Faith Scheibe has more than 20 years of experience in early childhood care and education, including teaching, managing, coaching, and providing training and technical assistance for Head Start, Early Head Start, and childcare programs. She has specialized expertise in multilingual learner support, developmentally appropriate practice and environments, professional development, and family engagement.

At SRI, Scheibe’s work focuses on supporting state programs, systems-building initiatives, and continuous quality improvement in early childhood, early intervention, and early childhood special education. For example, she provides technical assistance to state IDEA Part C and Part B 619 programs through the Center for IDEA Early Childhood Data Systems (DaSy). For the National Technical Assistance Center for Preschool Development Grants, Birth through Five (PDG B-5), she has led technical assistance focused on data systems, equity, and family engagement while supporting state leaders with facilitation and professional development.

Scheibe also works on projects related to child find, child and family outcomes, differentiated monitoring and support, and multilingual learners with disabilities. Through Child Find ACCESS, she contributes to a model demonstration project aimed at promoting equity in access to Part C early intervention services. She also contributes to applied research studies on including children with disabilities in subsidized childcare and to a large-scale study of BEST in CLASS, an intervention designed to address young children’s persistent and intensive challenging behaviors.

Before joining SRI, Scheibe held positions in the early childhood field at the federal, state, and local levels. She has provided culturally and linguistically responsive coaching and training to empower early childhood professionals to improve quality and eliminate disparities. For example, she has coached Latinx classroom teachers and assistants striving to enhance their teaching practices and obtain their child development associate credential. She has also delivered training and technical assistance to large groups of teachers through a state professional development system. She began her journey in education as a preschool teacher in a toddler classroom.

Scheibe has two master’s degrees from Wilmington University, one in instruction and the other in English as a second language (ESOL) literacy (teaching linguistically and culturally diverse children). She also earned a bachelor’s degree in educational studies from the University of Delaware.

Key projects