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Why ECPC is important How improved CSPD leads to improved outcomes

Published byKarin Peters Modified over 6 years ago

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Presentation on theme: "Why ECPC is important How improved CSPD leads to improved outcomes"— Presentation transcript:

1 Why ECPC is important How improved CSPD leads to improved outcomes
More EC leaders and practitioners working with children and families receiving IDEA services have the requisite knowledge and skills. Improved effectiveness of EI, ECSE, and EC services and supports States have high quality CSPD (i.e., multiple state level supports for a competent EC work force) Improved outcomes for children and families How improved CSPD leads to improved outcomes Note: ECPC will focus on the blue box. The working assumption is that the blue box will produce the green boxes. Large scale change in these areas will occur after the 5 years of the Center.

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5 Center Framework Knowledge Generation
Technical Assistance and Dissemination Leadership and Collaboration Personnel Policy and Standards Evidenced Based Practice Technology Application Model Development Implementation Science Outcomes and Accountability Program Admin- and Service Providers Families State Agency and Certification Personnel IHE Faculty And Other Trainers Graduate Students

6 Technical Assistance & Dissemination Knowledge Development
Review DEC personnel standards and organize for use Complete status update of states personnel standards policies and implementation Develop and disseminate reports, products and other materials for personnel systems Develop an Interactive data base Maintain a website Provide targeted TA to state agencies, IHE’s, students & Part C/619 staff Revise/update DEC recommended practices in personnel preparation Develop a plan for selecting states for intensive TA Review CEC/DEC/NAEYC personnel standards Technical Assistance & Dissemination Knowledge Development Develop unified personnel standards across professional organizations Develop 8 CSPD for the early childhood workforce through intensive TA Center for Personnel Preparation Develop DEC white papers Identify common elements across the 8 state CSPDs Conduct literature reviews & syntheses Leadership and Coordination Convene Stakeholder Group Communicate with OSEP Project Officer Include graduate students in all center activities Contribute updated information to TACC data base Communicate and collaborate with OSEP projects Provide leadership training to C/619 representatives Participate in national initiatives Figure 1. Center Objectives

7 ADMINISTRATION AND MANAGEMENT
Intensive TA to 8 States to Develop, Implement and Sustain a Model CSPD in EC for Infants and Young Children with Disabilities Leadership through Collaborations; Training Institute for C/619 Coordinators; Training on Scaling up CSPD’s Targeted TA and Dissemination to Specific Populations on Personnel Procedures, Policies and Practices General TA through Meetings, Webinars, Product Development and Dissemination Review of DEC Personnel Practices, Standards; Refine Standards across Disciplines Data Collection and Analyses of Personnel Policies; Literature Reviews, Syntheses and Papers ADMINISTRATION AND MANAGEMENT EVALUATION AND CONTINUOUS IMPROVEMENT

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9 HOW?? Implementation Science Regional Collaborations National Partners
Management and Accountability

10 Partner Organizations and Project Advisory Board
Organizational Chart Expert Content Consultants Carl Dunst (Puckett Institute) Larry Edelman (U of Colorado) Lynn Kagan (Columbia Teachers College) Director Mary Beth Bruder (UConn) Co-Director Geroge Sugai (UConn) Evaluation Team Kathleen Hebbeler (SRI) Mary Louise Hemmeter (Vanderbilt) Jeannette McCollum (U of Illinois) Vicki Stayton (Western Kentucky University) Coordinator Ann Mickelson(UConn) Project Consultants/Contractors Pip Campbell (Jefferson University) Division of Early Childhood Claudia Dozier (KU- ABS/BCBA) Maureen Greer (Emerald Consulting) Roxanne Kaufman (Georgetown) Toby Long (Georgetown) Dale Mann (Interactive Inc.) Carol Trivette (Puckett Institute) University of CT Regional Associate Director Mary Beth Bruder FL State University Regional Associate Directors Juliann Woods Mary Frances Hanline University of KS Regional Associate Directors Eva Horn David Lindeman University of OR Regional Associate Director Jane Squires P.Doc Ching-I Chan Gabriela Freyre Calish P.Doc Emily Lakey Cindy Vail P.Doc Stephanie Parks P.Doc Lois Pribble Mary Jo Noonan Regional Advisory Board Regional Advisory Board Regional Advisory Board Regional Advisory Board Partner Organizations and Project Advisory Board AUCD CEC HECSE ITCA NAECS-SDE NAEYC NASDSE NASDTEC CCSSO Part B/619 Consortia NHSA NRCP

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12 Regional Center Region States University of Connecticut 1 Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont 2 New Jersey, New York, Puerto Rico, Virgin Islands 3 Delaware, Washington DC, Maryland, Pennsylvania, Virginia, West Virginia Florida State University 4 Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee 5 Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin, (Iowa) University of Kansas 6 Arkansas, Louisiana, New Mexico, Oklahoma, Texas 7 Iowa, Kansas, Missouri, Nebraska, (Iowa to FSU) 8 Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming University of Oregon University of Hawaii 9 Arizona, California, Nevada Hawaii, Guam, American Samoa, Marianna, Marshal Palou, Micronesia 10 Alaska, Idaho, Oregon, Washington

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