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

2. 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

3. 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

4. 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

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

6. 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

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

8. 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

9. 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

10. 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)

11. 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

12. 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)

13. 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

14. 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

15. 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

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

17. 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

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

19. 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

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

21. 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

22. 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)

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

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

40. 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

41. 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

42. Professionalism Advocacy Ethics Accountability Responsibility
Orientation to professional service
Leadership

43. 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

44. 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)

45. Strategic Planning Vision Mission Capacity Objectives and Plan
Evaluation

46. 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

47. 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.

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

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

50. 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.

51. 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.

52. 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
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.

53. 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