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Mary Beth Bruder, Ph.D. University of Connecticut Vicki Stayton, Ph.D. Western Kentucky University PowerPoint Presentation
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Mary Beth Bruder, Ph.D. University of Connecticut Vicki Stayton, Ph.D. Western Kentucky University

Mary Beth Bruder, Ph.D. University of Connecticut Vicki Stayton, Ph.D. Western Kentucky University

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Mary Beth Bruder, Ph.D. University of Connecticut Vicki Stayton, Ph.D. Western Kentucky University

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  1. The National Status of Early Intervention/Early Childhood Special Education Training/TA Systems and Provider Perspectives Mary Beth Bruder, Ph.D. University of Connecticut Vicki Stayton, Ph.D. Western Kentucky University Cristina Mogro-Wilson, Ph.D. University of Connecticut Paula J. Burdette, Ph.D. Project Forum, NASDSE

  2. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background The Center to Inform Personnel Preparation and Practice in Early Intervention and Preschool Education Project Coordinator: Cristina Mogro-Wilson, Ph.D. Research Scientist: Sylvia Dietrich, Ph.D. Research Scientist: Barbara J. Smith, Ph.D. PI: Mary Beth Bruder, Ph.D. Co-PI: Vicki Stayton, Ph.D. Information gathered will be utilized to identify critical gaps in current knowledge and design and conduct a program of research at the national, state, institutional and direct provider level to address these gaps. This program of research and policy formulation will yield information vital to developing policies and practices at all levels of government, including institutions of higher education. A five-year project established in January, 2003 and funded by the Office of Special Education Programs.

  3. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background The Center’s Purpose The purpose of this Center is to collect, synthesize and analyze information related to: • (a) certification and licensure requirements for personnel working with infants, toddlers, and preschoolers who have special needs and their families, • (b) the quality of training programs that prepare these professionals, and • (c) the supply and demand of professionals representing all disciplines who provide both ECSE and EI services.

  4. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background The Center’s Goals • To compile a comprehensive database of current licensure and certification standards for all EI/ECSE personnel. • To develop a comprehensive profile of current training programs for all types of personnel at the institutional, state, and national levels. • To describe the current and projected supply and demand for personnel. • To design and conduct a program of research to identify critical gaps in current knowledge regarding personnel preparation. • To develop and disseminate recommendations regarding personnel preparation policy and practice based on research findings.

  5. The Center’s Projects • Study I: The National Landscape of Early Intervention and Early Childhood Special Education • Study II: The Higher Education Survey for Early Intervention and Early Childhood Special Education Personnel Preparation • Study III: The Analysis of Federally Funded Doctoral Programs in Early Childhood Special Education • Study IV: The Impact of Credentials on Early Intervention Personnel Preparation (Credentialing Part C) • Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators (Credentialing 619) • Study VI:Training and Technical Assistance Survey of Part C & 619 Coordinators • Study VII:Confidence and Competence of 619/Part C Service Providers Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background

  6. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Background: Study V I Training and Technical Assistance Survey of Part C & 619 Coordinators The status of state-level training and technical assistance (TA) systems for early intervention providers has not been systematically collected or organized. The purpose of this study was to identify and evaluate the current personnel preparation systems for EI/ECSE professionals in each state. Systems that provide and maintain effective and comprehensive personnel preparation and development will serve as models for national standards. Background

  7. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Methodology Part C and 619 coordinators were contacted to complete the survey via phone with trained interviewers. Survey consists of 31 discrete and open-ended questions about funding, delivery methods, content, needs assessment, quality assurance, and other areas pertaining to training and TA. Methods

  8. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Definition of a Training System A systematic, sustainable approach to professional development that has: a) dedicated resources such as an agency budget line-item; b) staffing; c) a dedicated agency that is responsible for the provision of the training; d) policies or procedures for determining professional development expectations; e) has training content; f) quality assurance; g) identifies and measures outcomes; h) provides on-going, needs based professional development that is provided over-time; i) a structure for the delivery of content (training modules, etc.), and j) has work-place applicability.

  9. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Definition of Technical Assistance A system of technical assistance include all components of a training system in addition to: a) individualized professional development; b) problem-solving services to assist individuals, programs, and agencies in improving their services, management, policies, and/or outcomes.

  10. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Survey Participant Characteristics: Part C Job Titles of Participants Who Completed Part C Survey (n=51) aOther staff included training directors, professional development directors, and staff from contracted training agencies who worked directly with the Part C or CSPD coordinators. Data

  11. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Training and Technical Assistance by State: Part C • Based on this definition of training, 20 states (39%) had a training system where all of these components were met. • Based on this definition of technical assistance, 12 states (23%) had a technical assistance system where all of the components were met.

  12. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Funding for Training • Sources of funding for 18 of the 20 state training systems are primarily provided by federal funds, with 8 states receiving state funds, 3 receiving Medicaid funds, and family fees

  13. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Participation in Training Early intervention providers participated in all of the states training and twelve of the 20 had other early childhood or school age personnel participating in the training. A few states (6) had service coordinators and families (8 states) participating and only 2 states had university faculty participate in the training

  14. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Delivery Methods for Training Nineteen of the states used workshops (classroom, lecture, or small group format) to deliver training. Sixteen of the states used distance learning or online training opportunities. Eight states used annual meetings or symposiums and conferences to deliver training. Only three states used applied learning techniques, such as hands-on vignettes, case studies, or mentorship and shadowing, to train professionals. The delivery of training was split between more active and passive forms of training.

  15. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Training Requirement Fifteen of the twenty states indicated that they had training specific to Part C that is required of the personnel. Five of the states indicated that training was not required.

  16. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Link to Certification Only two of the twenty states with a training system, Colorado and Michigan, indicated that training was not linked to a certification, credential or continuing education credit. Kansas and North Carolina linked training to a certification, while five states linked it to a credential and five indicated another method such as enrollment in billing system. Fifteen of the states responded training was linked to Continuing Education Units (CEUs), Continuing Education Credits (CECs), or early intervention points or units

  17. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Training Content Many different areas of training content were cited, with the most common being training content on service delivery, policies and procedures, working with families, and disability information. In addition, some states had training content related to child development, data management and data outcomes, and early childhood risk factors.

  18. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Evaluation of Training Of the twenty states that had a training system all had a method to evaluate the training opportunities that took place. The majority of states used trainee evaluation or survey forms. A few states indicated using compliance or monitoring outcome data while a few indicated using verbal feedback or trainee exams as a way to evaluate the training that was provided

  19. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Networking for Training All states relied on some degree of networking with other state professional organization and other agencies to provide training. Most networked with other state agencies such as interagency coordinating councils, state T/TA committees, and so on.

  20. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: States with No Training System • Those states (n=31) that did not have a training system based on our definition. • 23 states did not meet the requirement of having quality assurance measures in place. • 21 states that did not identify and measure outcomes of the training they provided • 8 did not have policies to identify professional development needs. Information from states that did not have the other qualifications necessary to meet the definition of a training system

  21. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Technical Assistance (TA) System • There were 12 states that met the definition of having a technical assistance system. The following series of graphs and tables summarizes the information gathered about their technical assistance systems.

  22. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Funding for TA • Funding for the training systems are primarily provided by federal and state funds. Eight states responded that federal funding funds their TA and 8 responded that the state funds the TA. One state, Ohio, mentioned that Medicaid funds some of their TA

  23. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Participants in TA • All twelve of the states with a TA system reported that early intervention providers participate in the TA. A few states (4) mentioned other early childhood or school age personnel, while two said families participate and one state mentioned service coordinators as participants in TA.

  24. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Delivery of TA All twelve states delivered TA by workshops or classroom/lecture setting and eight also said phone calls or emails were provided based on individual requests. Three states also cited distance learning and one state (NE) talked about offering TA in conferences. Ten states indicated that TA is required of personnel, while Texas indicated that it was not required and one state did not answer the question.

  25. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Identification of TA Needs Ten states mentioned that compliance or monitoring was used to identify the TA needs. Nine states mentioned that provider or TA consultants input, via survey, a TA needs interviews, or self assessment, were used to identify TA needs. Five states used federal and/or state initiatives and three had a personnel preparation TA committee that may include stakeholders such as supervisors, parents or providers. One state mentioned that the state credential and competences that determined the TA needs and one state, Wisconsin, mentioned using evidence based research for identifying TA needs.

  26. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: TA Content Current TA content focused mostly on service delivery (10 states), while six mentioned TA was provided related the data management system or outcome data, and five states mentioned disability specific information was provided through TA. Four states discussed early intervention policies and procedures in the content of TA in the past year.

  27. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Evaluation of TA All of the states with a TA system had a way to evaluate the quality of TA. Five used verbal feedback, and five states mentioned compliance monitoring and outcome data used. Four states said they used trainee evaluation and survey forms to evaluate the outcomes of TA.

  28. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Differences in TA Across Disciplines Eight of the twelve states with a TA system had discipline specific TA.

  29. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: Networking for TA All states relied on some degree of networking with other state professional organization and other agencies to provide technical assistance.

  30. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: States with No TA System Thirty of the states did not meet the qualifications of a system because they lacked procedures for identifying and measuring technical assistance outcomes. Twenty three of the states did not have quality assurance measures in place to monitor their technical assistance systems, and thus did not qualify as a TA system based on our definition. The remaining states did not meet other components of the definition.

  31. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C TA: Collaboration with Project Forum Paula J. Burdette, Ph.D. Project Forum, NASDSE Brief Policy Analysis Part C Technical Assistance: State Approaches

  32. Study VII Results Results Part C Results Section 619 Study VII Methods The Center Background Part C: CSPD All states were asked if they had a Comprehensive System for Personnel Development (CSPD) or training plan for Part C. • Forty-two did not have a CSPD. • Seven states indicated that they had a broad based professional development system for all of early childhood, and one included paraprofessionals in their plan.

  33. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Survey Participation Characteristics: Section 619 Job Titles of Participants Who Completed Part C Survey (n=51) a Other staff included other state department 619 staff members and staff from contracted training agencies who worked directly with the 619 or CSPD coordinators.

  34. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Training and Technical Assistance by State: Section 619 • Based on the definition, 23 states (58%) had a training system where all of the components mentioned above were met. • Based on this definition, 20 states (42%) had a technical assistance system where all of these above mentioned components were met.

  35. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Funding for Training Fifteen of the twenty-three states indicated that they utilized state funds for 619 training and fourteen received federal funds that supported the training. Grants partially fund the training in seven states and one state mentioned Medicaid as a training funding source.

  36. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Participation in Training All 23 state representatives indicated that early childhood special education teachers attended trainings. Related service providers (e.g., occupational therapist, speech and language pathologists, etc), participated in trainings in 17 states. Regular education preschool teachers were noted by 13 states as being training participants. District administrators were mentioned by 13 of the states as being training participants. Nine of the states indicated that families participated in trainings. Eight states indicated that paraprofessionals participated. Six states included staff from other agencies (e.g., Head Start, child care, etc.) in trainings.

  37. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Delivery Methods for Training Training was provided through workshops in 21 states. Annual meetings, symposiums or conferences were used to deliver the training in 18 states. Thirteen states used distance learning techniques, and four states mentioned applied learning such as hands on case studies or mentorship activities to provide training. Three states delivered trainings through regular staff meetings. One state mentioned using written materials to deliver training.

  38. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Training Requirement Eleven of the states indicated that they did not have trainings specific to 619 that were required of personnel. Ten of the states indicated that they did have trainings that were required of personnel. Two states did not respond to the question.

  39. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Support or Incentives for Training State coordinators for 619 services were asked if there were supports or incentives provided to personnel to encourage their participation in professional development. One state said that there were no incentives provided. The other 22 states indicated that there were supports provided to trainees in a variety of different ways.

  40. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Identification of Training Needs All 23 of the states identified as having a training system had a way to identify their training needs. Fourteen states mentioned that they used provider, administrator or consultant input through surveys or interviews. Thirteen states mentioned using compliance monitoring or performance monitoring, eight states said that they had a personnel preparation training committee that may include supervisors, parents, providers and stakeholders. Nine states used federal and/or state initiatives in identifying training needs. Three states mentioned using evidence based research to identify training needs in their state.

  41. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Training Content Many different areas of training content were cited, with the most common being training content on service delivery, policies and procedures, working with families, and child development. In addition, some states had training content related to early childhood risk factors.

  42. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Evaluation of Training All 23 states identified as having a training system had a procedure in place to evaluate their training opportunities. Eighteen states used trainee evaluation or survey forms, seven used compliance outcome data, and three used verbal feedback. Two states (CO, IA) mentioned that they conducted classroom observations to monitor their training outcomes.

  43. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Procedures for Training Providers • Of the 23 states that were identified as having a training system, 18 states had procedures for addressing the re-tooling of those who provide the training. Twelve states had trainers attend conferences, seven states used informational meetings such as regional meetings or monthly meetings of trainers, and six states used a train the trainer model. Five states used national organizations web casts or resource centers and four used written materials such as journals, or listservs.

  44. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Differences in Training Across Discipline • Thirteen states had some discipline specific trainings at least some of the time. Ten states did not have different training for different disciplines.

  45. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Networking for Training The majority of states are collaborating with other state and professional organizations to provide and access training opportunities

  46. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: States with No Training System Thirteen of the states did not meet the qualifications of a system because they did not have methods of identifying and measuring outcomes. Eleven of the states did not have quality assurance measures in place to monitor their training systems, and thus did not qualify for a training system based on our definition. Seven states did not provide trainings overtime; while six states did not have dedicated staffing for their training system The remaining states did not meet one or more of the other components of our definition.

  47. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Technical Assistance (TA) Systems • There were 20 states that met the definition of having a technical assistance system. The following series of graphs and tables summarizes the information gathered about their technical assistance systems.

  48. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Funding for TA

  49. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Participation of TA The majority of states reported that ECSE teachers were the most frequent participants of technical assistance. District administrators and coordinators, as well as preschool teachers and other related service providers, utilized TA services as well.

  50. Results Part C Results Section 619 Study VII Results Study VII Methods The Center Background Section 619: Delivery Methods for TA