Why ECPC is important
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Transcript of Why ECPC is important
Why ECPC is important
1
Improved outcomes
for children
and families
Improved effectivene
ss of EI, ECSE, and EC services
and supports
More EC leaders and practitioners working with children and
families receiving
IDEA services have the requisite
knowledge and skills.
States have high quality CSPD (i.e.,
multiple state level
supports for a competent
EC work force)
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.
Center Framework
Knowledge Generation
Technical Assistance and Dissemination
Leadership and Collaboration
Personnel Policyand Standards
Evidenced BasedPractice
Technology Application
Model Development
Implementation Science
Outcomes and Accountability
State Agency and Certification Personnel
IHE FacultyAnd Other Trainers
Program Admin-and ServiceProviders
FamiliesGraduate Students
Review DEC personnel standards and organize for use
Develop an
Interactive data base
Review CEC/DEC/NAEYC personnel standards
Technical Assistance & Dissemination
Knowledge Development
Leadership and Coordination
Figure 1. Center Objectives
Revise/update DEC recommended
practices in personnel
preparation
Complete status update
of states personnelstandards
policies and implementation
Center for Personnel
Preparation
Develop unified personnel standards across professional
organizations
Develop DEC white papers
Conduct literature reviews
& syntheses
Develop and disseminate
reports, products and
other materials for personnel
systems
Maintain a website
Provide targeted TA to state agencies, IHE’s, students & Part C/619
staff
Develop a plan for selecting states for
intensive TA
Develop 8 CSPD for the early childhood
workforce through intensive TA
Convene Stakeholder
Group
Include graduate students
in all center activities
Communicate and
collaborate with OSEP
projects
Participate in
national initiatives
Contribute updated
information to TACC data
base
Communicate with OSEP
Project Officer
Provide leadership training to
C/619 representatives
Identify common elements across the
8 state CSPDs
Intensive TA to 8 States to
Develop, Implement and
Sustain a Model CSPD
in EC for Infants and
Young Children withDisabilities
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
HOW??
• Implementation Science
• Regional Collaborations
• National Partners
• Management and Accountability
Expert Content Consultants
Carl Dunst (Puckett Institute)Larry Edelman (U of Colorado)
Lynn Kagan (Columbia Teachers College)
DirectorMary Beth Bruder (UConn)
Co-DirectorGeroge Sugai (UConn)
Pip Campbell (Jefferson University)Division of Early Childhood
Claudia Dozier (KU- ABS/BCBA)Maureen Greer (Emerald Consulting)
Partner Organizations and Project Advisory Board
Organizational Chart
University of KSRegional Associate
Directors
Eva HornDavid Lindeman
CoordinatorAnn Mickelson(UConn)
Regional Advisory
Board
Regional Advisory
Board
Regional Advisory
Board
AUCDCECHECSE
ITCANAECS-SDENAEYC
NASDSENASDTECCCSSO
Part B/619 ConsortiaNHSANRCP
University of ORRegional Associate
Director
Jane Squires
FL State University Regional Associate
Directors
Juliann WoodsMary Frances Hanline
University of CT Regional Associate
Director
Mary Beth Bruder
Regional Advisory
Board
P.Doc Ching-I ChanGabriela Freyre
Calish
P.Doc Stephanie Parks
P.Doc Emily Lakey
Cindy Vail
P.Doc Lois Pribble
Mary Jo Noonan
Roxanne Kaufman (Georgetown)Toby Long (Georgetown)
Dale Mann (Interactive Inc.)Carol Trivette (Puckett Institute)
Project Consultants/Contractors
Evaluation Team
Kathleen Hebbeler (SRI)Mary Louise Hemmeter (Vanderbilt)Jeannette McCollum (U of Illinois)Vicki Stayton (Western Kentucky
University)
Regional Center Region States
University of Connecticut
1 Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont
University of Connecticut
2 New Jersey, New York, Puerto Rico, Virgin Islands
University of Connecticut
3 Delaware, Washington DC, Maryland, Pennsylvania, Virginia, West Virginia
Florida State University
4 Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee
Florida State University
5 Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin, (Iowa)
University of Kansas
6 Arkansas, Louisiana, New Mexico, Oklahoma, Texas
University of Kansas
7 Iowa, Kansas, Missouri, Nebraska, (Iowa to FSU)
University of Kansas
8 Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming
University of OregonUniversity of Hawaii
9 Arizona, California, NevadaHawaii, Guam, American Samoa, Marianna, Marshal Palou, Micronesia
University of Oregon
10 Alaska, Idaho, Oregon, Washington