Mary Beth Bruder, PhD, Director University of Connecticut Vicki Stayton, PhD, Standards Coordinator

Early Childhood Personnel Center to facilitate the implementation of integrated and comprehensive early childhood systems of personnel development (CSPD) for all disciplines serving infants and young children with disabilities

Comprehensive System of Personnel Development Leadership, Coordination & Sustainability Advocate for resources, make decisions and set priorities for personnel development, involve stakeholders, monitor CSPD Personnel Standards Establish and maintain high standards for knowledge and skills and competence of EC workforce Preservice Training IHEs prepare individuals to meet personnel standards established by state and national organizations Inservice Training Ongoing training to maintain and build on existing skills and to acquire new knowledge and skills Recruitment and Retention Information about vacancies and under qualified personnel across systems by discipline and region Evaluation Plan for evaluating each subcomponent of the CSPD

A Comprehensive System of Personal Development for the early childhood workforce who serve infants, toddlers and preschool children with disabilities and their families is a necessary and integral quality indicator of an early childhood service system

Knowledge Development Technical Assistance Leadership and Coordination Outputs of the Center Knowledge Development Technical Assistance Leadership and Coordination

1) Knowledge Development National Data Base of State Personnel Standards National Data Base of CSPD Components as Reported by all State Part C and 619 Coordinators Research Syntheses on Personnel Issues National Initiative on Cross Disciplinary Standards

Personnel Standards Licensing, and certification of personnel who provide services to infants and young children with disabilities and their families

Alignments Provide Guidance For: Development of IHE CAEP and state accreditation Program Review Documents Review of Program Documents by CAEP/state reviewers Development, modification, implementation and evaluation of IHE programs – ECE, ECSE, Blended, Multi-age General Special Education Development, implementation, and evaluation of inclusive clinical experiences Articulation of courses across two-year and four-year programs Development of state certification policies

Cross-Disciplinary Competencies Council for Exceptional Children Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) National Association for the Education of Young Children (NAEYC) American Occupational Therapy Association (AOTA) American Physical Therapy Association (APTA) American Speech-Language-Hearing Association (ASHA) Zero to Three

Cross-Disciplinary Process National meetings of organizations to share information and priorities Joint presentations at discipline specific conferences Completed crosswalks of personnel standards across: CEC/DEC, NAEYC, AOTA, APTA, ASHA Workgroup validated a refined item by item analysis of DEC/NAEYC personnel standards Articles published by disciplines organizations (IYC)

NAEYC, CEC, DEC Standards “Relationship” Crosswalk Led by a DEC Alignment Workgroup Developed alignment rules/guidelines Conducted multiple rounds of individual and group reviews Identified areas where the degree of alignment across CEC and NAEYC standards and elements was 73% or higher Identified areas where the degree of alignment across NAEYC standards and elements with DEC knowledge and skill statements was 73% or higher

Draft Alignments Completed For: Initial NAEYC and CEC Standards and Elements Advanced NAEYC and CEC Standards and Elements Initial NAEYC Standards and Elements with DEC Initial Specialty Set (K & S statements) Advanced NAEYC Standards and Elements with DEC Advanced Specialty Set (K & S statements)

EARLY CHILDHOOD PERSONNEL RECOMMENDED PRACTICES & STANDARD AREAS DEC Recommended Practices CEC/DEC Initial Standards NAEYC Families Transition Building Family & Community Relationships Teaming & Collaboration Collaboration Assessment Learner Development & Individual Differences Observing, Documenting, & Assessing to Support Young Children & Families Interaction Instruction Curricular Content Knowledge Instructional Planning & Strategies Using Content Knowledge to Build Meaningful Curriculum Promoting Child Development & Learning Using Developmentally Effective Approaches Environment Learning Environments Leadership Professional Learning & Ethical Practice

INITIAL PREPARATION STANDARDS CEC Initial Preparation Standards 1. Learner Development & Individual Learning Differences 2. Learning Environments 3. Curricular Content Knowledge 4. Assessment 5. Instructional Planning & Strategies 6. Professional Learning & Ethical Practice 7. Collaboration

INITIAL SPECIALTY SETS Curriculum Referenced Special Education 1. Individualized General Curriculum 2. Individualized Independence Curriculum Categorically Referenced Special Education 3. Blind & Visual Impairments 4. Deaf & Hard of Hearing 5. Deaf-blindness 6. Emotional & Behavior Disorders 7. Gifts & Talents 8. Developmental Disabilities & Autism 9. Learning Disabilities 10. Physical and Health Disabilities Developmentally Referenced 11. Early Childhood

DEC Initial Special Education Specialty Set Aligned with the 7 Initial CEC Preparation Standards 23 Knowledge Statements 57 Skill Statements

Advanced Preparation Standards CEC Advanced Preparation Standards Assessment 2. Curricular Content Knowledge 3. Programs, Services, and Outcomes 4. Research and Inquiry 5. Leadership and Policy 6. Professional and Ethical Practice 7. Collaboration

DEC Advanced Special Education Specialty Set Aligned with the 7 Advanced CEC Preparation Standards 9 Knowledge Statements 21 Skill Statements

NAEYC Standards for EC Professional Preparation Promoting Child Development & Learning Building Family & Community Relationships Observing, Documenting, & Assessing to Support Young Children & Families Using Developmentally Effective Approaches to Connect with Children & Families Using Content Knowledge to Build Meaningful Curriculum Becoming a Professional

NAEYC Standards for EC Professional Preparation Initial Professional Preparation Standards 6 Standards 22 Elements Advanced Professional Preparation Standards 23 Elements

Alignment Process for Standards, Elements, Specialty Sets: NAEYC with CEC/DEC DEC Alignment Workgroup (n=11) appointed 2014 Development of alignment rules/guidelines Individual alignment of Initial and Advanced NAEYC and CEC Standards and Elements Conference calls to discuss alignments and determine consensus rule (73% or higher) Similar process for alignment of Initial and Advanced NAEYC Standards and Elements with DEC Initial and Advanced Specialty Sets

Alignment Results CEC and NAEYC Initial NAEYC and CEC Standards and Elements – 31 elements aligned at 73% or higher agreement Greatest agreement – elements related to families, collaboration, content knowledge Advanced NAEYC and CEC Standards and Elements – 15 elements aligned at 73% or higher agreement Greatest agreement – elements related to advanced professional skills (e.g., research)

Alignment Results DEC and NAEYC Initial NAEYC Standards and Elements with DEC Initial Specialty Set – 50/96 items aligned at 73% or higher agreement Greatest agreement – items related to child development, assessment, content knowledge Advanced NAEYC and CEC Standards and Elements with DEC Advanced Specialty Set – 18/37 items aligned at 73% or higher agreement Greatest agreement – items related to assessment, leadership/professional skills

Alignment of CEC Elements & NAEYC Elements Example of Aligned Learner Development & Individual Learning Differences Items CEC Initial NAEYC Initial 1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. Standard 1. Promoting Child Development and Learning 1b Knowing and understanding the multiple influences on development and learning Standard 2. Building Family and Community Relationships 2a Knowing about and understanding diverse family and community characteristics 1.2: Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

Example of Aligned Assessment Items Alignment of CEC Elements & NAEYC Elements Example of Aligned Assessment Items CEC Initial NAEYC Initial 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 3d Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

Example of Aligned Assessment Items Alignment of CEC Elements & NAEYC Elements Example of Aligned Assessment Items CEC Advanced NAEYC Advanced 1.1 Special education specialists minimize bias in assessment. Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities

Example of Aligned Learning Environment Items Alignment of DEC Knowledge/Skill Statements & NAEYC Elements Example of Aligned Learning Environment Items DEC Initial NAEYC Initial K2.1 Impact of social and physical environments on development and learning Standard 1: Promoting Child Development & Learning 1b Knowing and understanding the multiple influences on development and learning S2.1 Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children S2.2 Organize space, time, materials, peers, and adults to maximize progress in natural and structured environments Standard 4: Using Developmentally Effective Approaches 4c Using a broad repertoire of developmentally appropriate teaching/learning approaches S2.4 Structure social environments, using peer models and proximity, and responsive adults, to promote interactions among peers, parents, and caregivers 4a Understanding positive relationships and supportive interactions as the foundation of their work with young children S2.5 Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology, responsive to individual differences

Example of Aligned Instructional Planning & Strategies Items Alignment of DEC Knowledge/Skill Statements & NAEYC Elements Example of Aligned Instructional Planning & Strategies Items DEC Initial NAEYC Initial S5.2 Use teacher-scaffolded and initiated instruction to complement child-initiated learning Standard 4: Using Developmentally Effective Approaches 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology S5.4 Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children S5.6 Use a continuum of intervention strategies to support access of young children in the general curriculum and daily routines 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

Preliminary Results: NAEYC and CEC Initial Standards “Relationship” Crosswalk NAEYC Initial Preparation Standards Early Childhood Birth through Age 8 6 standards; 22 key elements CEC Initial Preparation Standards ** Birth through Age 21 7 standards, 28 elements Standard 1. Promoting Child Development and Learning Standard 1. Learner Development and Individual Learning Differences Standard 4. Using Developmentally Effective Approaches Standard 2. Learning Environments Standard 5. Using content Knowledge to Build Meaningful Curriculum Standard 3. Curricular Content Knowledge Standard 3. Observing, Documenting, and assessing to Support Young children and Families Standard 4. Assessment Standard 2. Building Family and Community Relationships Standard 5. Instructional Planning and Strategies Standard 6. Becoming a Professional Standard 6. Professional Learning and Ethical Practice Standard 7. Collaboration **Alignment also exists with corresponding DEC Early Childhood Specialty Set Bolded standards indicate strongest relationships at the elements level

Preliminary Results: NAEYC and CEC Advanced Standards “Relationship” Crosswalk NAEYC Advanced Preparation Standards Early Childhood Birth through Age 8 6 standards; 22 key elements CEC Advanced Preparation Standards**  Birth through Age 21 7 standards, 28 Elements Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Standards 1. Assessment   Standard 5. Using Content Knowledge to Build Meaningful Curriculum Standard 6. Becoming a Professional Standard 2. Curricular Content Knowledge  Standard 4. Using Developmentally Effective Approaches Standard 3. Programs, Services, and Outcomes Standard 4. Research and Inquiry Standard 5. Leadership and Policy Standard 6. Professional and Ethical Practice  Standard 2. Building Family and Community Relationships Standard 7. Collaboration **Alignment also exists with corresponding DEC Early Childhood Specialty Set Bolded standards indicate strongest relationships at the elements level; while relationships across advanced standards do exist, the lack of bolded standards indicate moderate alignment at the elements level

CEC INITIAL PREPARATION STANDARDS Standard 1. Learning Development and Individual Learning Differences 1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities Key Elements 1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities 1.2 Beginning special education professionals use understanding of developmental and individual differences to respond to the needs of individuals with exceptionalities CEC Initial Special Educator Preparation Standards Early childhood Specialist Set (DEC Specialty Set) Standard 1. Learning Development and Individual Learning Differences K1.1 Theories of typical and atypical early childhood development K1.2 Biological and environmental factors that affect pre-, peri-, and postnatal development and learning K1.4 Impact of medical conditions and related care on development and learning K1.6 Factors that affect the mental health and social-emotional development of infants and young children K1.9 Impact of language delays on cognitive, social-emotional, adaptive, play, temperament and motor development K1.7 Infants and young children develop and learn at varying rates K1.8 Impact of child’s abilities, needs, and characteristics on development and learning S1.1 Develop, implement, and evaluate learning experiences and strategies that respect the diversity of infants and young children, and their families S1.2 Develop and match learning experiences 2010 NAEYC Standards for Initial Early Childhood Professional Preparation Programs Standard 1. Promoting Child Development and Learning Standard 2. Building Family and Community Relationships 1a. Knowing and understanding young children’s characteristics and needs, from birth through age 8 1b. Knowing and understanding the multiple influences on development and learning 1c. Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children

DEC Initial Special Education Early Childhood Specialty Set Aligned with the 7 Initial CEC Preparation Standards 23 Knowledge Statements 57 Skill Statements

Alignment Results DEC and NAEYC Initial NAEYC Standards and Elements with DEC Initial Specialty Set – 50/96 items aligned at 73% or higher agreement Greatest agreement – items related to child development, assessment, content knowledge Advanced NAEYC and CEC Standards and Elements with DEC Advanced Specialty Set – 18/37 items aligned at 73% or higher agreement Greatest agreement – items related to assessment, leadership/professional skills

Alignment of CEC/DEC Elements & NAEYC Elements Example of Aligned Assessment Items CEC Initial NAEYC Initial 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 3d Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments CEC Advanced NAEYC Advanced 1.1 Special education specialists minimize bias in assessment. 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities

Family Centered Practice Data-Based Intervention/Instruction ECPC Cross Disciplinary Personnel Competencies – AOTA, APTA, ASHA, DEC, NAEYC & ZTT Family Centered Practice Data-Based Intervention/Instruction Coordination & Collaboration Professionalism

Data-Based Intervention/Instruction: Assessment Organization Personnel Standard AOTA An occupational therapist is responsible for all aspects of the screening, evaluation, and re-evaluation process APTA Use valid, reliable, and nondiscriminatory examination instruments and procedures for: a) identification and eligibility, b) diagnostic evaluation, c) individual program planning, d) documentation of child progress, family outcomes, and program impact ASHA Knowledge of methods of evaluation and assessment appropriate for the birth-to-3 population (including interview, parent report, observational, and criterion-referenced tools) DEC Alignment of assessment with curriculum, content standards, and local, state, and federal regulations NAEYC Understanding the goals, benefits, and uses of assessment ZTT When available, uses evidenced-based screening, observation, and assessment tools and strategies to inform planning and provision of appropriate services for the unique needs of each individual child, including children with special needs and dual language learners

Coordination & Collaboration: General Teaming Organization Personnel Standard AOTA An occupational therapy practitioner is an integral member of the interdisciplinary collaborative health care team. He or she consults with team and family members to ensure the client-centeredness of evaluation and intervention practices APTA Supervise personnel and professional students: a) monitor the implementation of therapy recommendations by other team members; b) establish a student clinical affiliation; c) formally and informally teach/train therapy staff ASHA Skills in implementing strategies to function as an effective member of an interdisciplinary programming team DEC Collaborate with caregivers, professionals, and agencies to support children’s development and learning NAEYC ZTT Collaborates with other service providers and provides information, guidance, and support to assist families who are caring for a child with special needs

Professionalism: Advocacy/Public Awareness Organization Personnel Standard AOTA An occupational therapy practitioner is an effective advocate for the client's intervention and/or accommodation needs APTA Promote public awareness of early-intervention services: a) disseminate information about the availability, criteria for eligibility, and methods of referral; b) collect and use data from multiple sources for child-find systems ASHA Skills in disseminating information related to early intervention services through a variety of print, media, technology, and professional organization networks DEC Advocacy for professional status and working conditions for those who serve infants and young children, and their families NAEYC Engaging in informed advocacy for children and the profession ZTT Understands and takes a leadership role in advocating for families and young children with special needs at the programmatic, local, state, and federal levels

Family Centered Practice Listening to Families Respecting Family Background/Structure/Culture and Choices Sharing Information and Skills with Families Supporting and Partnering with Families

Data Based Intervention/Instructional Individualized Interaction based Knowledge of Child Development and Learning Theories Application of Learning Theories Assessment Curricula (DAP ) Using learning opportunities through activities and routines Functional Curricula (DAP ) Future Orientation and transition

Coordination and Collaboration Knowledge and respect of other disciplines-- preparation and skills Ability to develop and implement joint assessment, planning, interventions and evaluation across disciplines and learning contexts Ability to collaborate with others in community including EC agencies, programs and setting

Professionalism Advocacy Ethics Accountability Responsibility Orientation to professional service Leadership

Personnel Recommended Practices & Standard Areas Recommended Practices DEC Recommended Practices CEC/DEC Initial Standards NAEYC Leadership Learner Development & Individual Learning Differences Promoting Child Development & Learning Assessment Learning Environments Building Family & Community Relationships Environment Curricular Content Knowledge Observing, Documenting, & Assessing to Support Young Children & Families Family Using Developmentally Effective Approaches Instruction Instructional Planning & Strategies Using Content Knowledge to Build Meaningful Curriculum Interaction Professional Learning & Ethical Practice Becoming a Professional Teaming & Collaboration Collaboration Early Childhood Field Experiences Transition

2) Technical Assistance General: To provide information and resources on personnel development Targeted: To align national and state personnel standards and/or to align preservice preparation with in service preparation (MA, RI, UT, HI) Intensive: To develop CSPD framework within 8 states ( DE, IA, KS, OR; AZ, NV, PA, VT)

Strategic Planning Vision Mission Capacity Objectives and Plan Evaluation

Comprehensive System of Personnel Development Leadership, Coordination, & Sustainability Quality Indicator 1: A cross sector leadership team is in place that can set priorities and make policy, governance, and financial decisions. Quality Indicator 2: There is a written multi-year plan in place to address all sub-components of the CSPD. State Personnel Standards Quality Indicator 3: State personnel standards across disciplines are aligned to national professional organization personnel standards. Quality Indicator 4: The criteria for state certification, licensure, credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines. Preservice Personnel Development Quality Indicator 5: Institution of higher education (IHE) programs and curricula across disciplines are aligned with both national professional organization personnel standards and state personnel standards. Quality Indicator 6: Institution of higher education programs and curricula address early childhood development and discipline specific pedagogy. Inservice Personnel Development Quality Indicator 7: A statewide system for inservice personnel development and technical assistance is in place for personnel across disciplines Quality Indicator 8: A statewide system for inservice personnel development and technical assistance is aligned and coordinated with higher education program and curricula across disciplines Recruitment and Retention Quality Indicator 9: Comprehensive recruitment and retention strategies are based on multiple data sources, and revised as necessary. Quality Indicator 10: Comprehensive recruitment and retention strategies are being implemented across disciplines. Evaluation Quality Indicator 11: The evaluation plan for the CSPD includes processes and mechanisms to collect, store, and analyze data across all subcomponents Quality Indicator 12: The evaluation plan is implemented, continuously monitored, and revised as necessary based on multiple data sources

Vision Statement Delaware In three to five years, there will be a cross sector sustainable personnel and professional development system for all programs serving young children birth to five to sustain a high quality work force.

Vision Statement Kansas Kansas early childhood CSPD will result in positive outcomes for young children and families

Every child, beginning at birth, will be healthy and successful Vision Statement Iowa Every child, beginning at birth, will be healthy and successful

Vision Statement Oregon We believe that as early childhood practitioners we are collectively responsible for assuring that the young children we work with are ready for school and are building the emotional and developmental tools necessary to live a life of positive experiences. Oregon’s early intervention/early childhood special education (EI/ECSE) Comprehensive System of Professional Development (CSPD) will ensure that all EI/ECSE practitioners receive the appropriate training and support needed to provide effective services to infants, toddlers, and preschool children with special needs and their families, which will result in positive developmental and behavioral child outcomes.

STANDARDS CEC Initial & Advanced Preparation Standards, Key Elements, Knowledge & Skills KS Standards ECU B-K Content Knowledge KS Standards ECU B-K Professional Skills Initial Standard 1: Learner Development and Individual Learning Differences 1.0 Beginning special education professionals understand how exceptionalities may interact with developmental and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities Standard 1 Child and development and Learning: Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They understand and value learner differences. They use their understanding of young children’s development and learning to create environments that are healthy, respectful, supportive and challenging for each learner. 1.1 beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities 1.2.1 The Candidate possesses knowledge and understanding of family expectations and cultural requirements around educational settings. The candidate values diverse languages and cultures. 2.2.3 The candidate understand theories of family and community and how they impact child development 1.1.4 The candidate demonstrates respect for each child as a feeling, thinking individual and respect for each child’s culture, home language, individual abilities or disabilities, family context, and community. The candidate models and affirms anti-bias perspectives on development and learning.

STANDARDS CEC Initial & Advanced Preparation Standards, Key Elements, Knowledge & Skills KS Standards ECU B-K Content Knowledge KS Standards ECU B-K Professional Skills 2.2.5 The candidate understands Maslow’s hierarchy of needs, multiple intelligences theory, blooms taxonomy, learning styles research 1.2.1. The candidate applies their understanding of language and culture in educational settings. The candidate seeks to integrate languages and diverse cultures into his/her instructional practice to engage learners. 5.1.5 The candidate grounds their practice in a thorough, research-based understanding of young learners’ development and learning processes and they recognize that every child constructs knowledge in personally and culturally familiar ways as evident in their daily planning.

3) Leadership and Coordination Leadership Institute with Part C and 619 Coordinators (20 states) Collaborative with other OSEP Early Childhood TA Centers Collaborate with other DoE and HHS TA Centers