Why ECPC is important 1 Improve d outcome s for childre n and familie s Improved effectiv eness of EI, ECSE, and EC services and supports More EC leaders and practitio ners 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.
Why ECPC is important. 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. - PowerPoint PPT Presentation
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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