State Systems of Early Childhood Intervention

State Systems of Early Childhood Intervention

Developing a State Comprehensive Systems of Personnel Development

A system designed to address the challenges faced in the Early Childhood (EC) workforce, including:

  • Shortages of personnel
  • Need for additional training at both the pre-service and in-service levels
  • Inconsistent alignment of state and national competencies and standards
  • Challenges faced by EC personnel due to the diverse needs of young children and their families
  • Inequities of preparation and compensation among those providing services
CSPD States

The ECPC collaborated with the Early Childhood Technical Assistance Center (ECTA) to create an Early Childhood Systems Framework. .pdf for Part C and Part B section 619 Coordinators to evaluate their current systems, identify potential areas for improvement, and develop more effective and efficient systems that support the implementation of evidence-based practices in each of six main areas. The ECPC’s work resides in the Personnel/Workforce (PN) component of this framework, which addresses the necessity of understanding workforce capacity in order to provide timely and consistent services by prepared personnel in early childhood. ECPC-CSPD Self-Assessment. .pdf

Link to State CSPD Leadership Space – Login required

We support states to:

  • Identify a leadership team to explore the opportunity to develop a Comprehensive System of Personnel Development (CSPD)
  • Use the Readiness Tool to determine if your state is ready for strategic planning

Comprehensive Systems of Personnel Development (CSPD)

A CSPD is a framework to improve the quantity, quality, and effectiveness of the early childhood intervention workforce who provide services and interventions to facilitate the development and learning of infants and young children with disabilities and their families.

This is an interactive graphic, click on each component for specific resources.

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Leadership, Coordination, & Sustainability

Infrastructure to support all ECI personnel development activities

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In-Service Training

Ongoing learning activities to maintain and strengthen the competence of the ECI workforce

 

Evaluation

Plans for evaluating each subcomponent of the CSPD

 

Recruitment & Retention

Strategies to identify, hire, and maintain a qualified ECI workforce across sectors and disciplines

 
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Pre-Service Training

Formal program of study at an IHE to prepare the ECI workforce

 
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Personnel Standards

Discipline specific knowledge, skills, and competencies for the ECI workforce

 
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A CSPD integrates multiple personnel activities that collaboratively address the recruitment, preparation, credentialing, ongoing training and evaluation of cross disciplinary practitioners and administrators for early intervention and early childhood special education under the Individuals with Disabilities Education Act (IDEA).

Evaluation

Plans for evaluating each subcomponent of the CSPD

Leadership, Coordination, & Sustainability

Structures for ongoing support of all personnel development activities

Recruitment and Retention

Strategies to identify, hire, and maintain a qualified workforce across sectors and disciplines

Personnel Standards

Discipline specific knowledge, skills, and competencies for the EC workforce

Pre-Service Training

Formal program of study at an IHE to prepare for the EC workforce

In-Service Training

Ongoing learning activities to maintain and build the competence of the EC workforce

A CSPD integrates multiple personnel activities that collaboratively address the recruitment, preparation, credentialing, ongoing training and evaluation of cross disciplinary practitioners and administrators for early intervention and early childhood special education under the Individuals with Disabilities Education Act (IDEA).

Intensive Technical Assistance

The Intensive Technical Assistance program of the Early Childhood Personnel Center is an 18-month program centered on the development and implementation of an integrated, comprehensive system of personnel development (CSPD) for the participating state. Each participating state will be assigned at least one Technical Assistance (TA) Consultant, who will assist in guiding the state participants through the phases of developing their CSPD

The goal of the Intensive TA State Partnership is to build state capacity to foster professional development of the early childhood workforce. Through this partnership, we hope to:

  • Enhance knowledge and skills of practitioners and those who support them including administrators, TA providers, and faculty;
  • Support the implementation and sustainability of evidence-based practices; and
  • Increase the size of the workforce skilled in providing inclusive intervention practices.

Intensive TA states will follow a 4-phase process that allows them to recruit and develop a diverse team of professionals who will address all subcomponents of a CSPD, including: (a) leadership, coordination, and sustainability; (b) state personnel standards; (c) pre-service personnel development; (d) in-service personnel development; (e) recruitment and retention; and (f) evaluation. This graphic .pdf depicts an overview of our Intensive TA methodology, subcomponents and their quality indicators, and our currently participating states.

Four phases to develop a Comprehensive System of Personnel Development (CSPD) are:

  • Exploration
  • Installation
  • Implementation
  • Standardization

The ECPC has recruited a cohort of states to receive Intensive Technical Assistance. Each of these states has (1) been assigned an ECPC-appointed TA provider, (2) completed our strategic planning process to created a personalized vision and mission for their CSPD, and (3) are working through action plans developed for each subcomponent.

Resources

Commonly Used Acronyms

Action Planning

Process and Evaluation Tools for Developing an Action Plan

This document is used to evaluate the quality of your action plan.

CSPD Orientation and Overview Materials

CSPD Orientation and Onboarding Powerpoint

Infographic on Involving Families in CSPD “The Basics”

Reimbursement form to be used by state CSPD teams for families

Self-assessment for families to gauge their readiness to participate in an advisory capacity

Self-Assessment for State Administrators to measure family/stakeholder engagement

CSPD Sub-Component workgroup briefs:

An overview for each workgroup

CSPD Topic Specific Briefs

Leadership Brief
This Leadership Brief includes findings from a meta-analysis of leadership practices studies (Dunst et al., 2018) and descriptions of the implications of the results for leadership development (Brittain & Bernotavicz, 2014).

Recruitment and Retention Brief

The purpose of this brief is to share strategies to attract, prepare and retain qualified personnel in EI/ECSE.

Pre-Service Brief Overview 

The purpose of this brief is to share the findings, from the pre-service personnel preparation meta-analysis to early childhood personnel who have an interest, influence, and/or planning responsibilities related to preparing high-quality EC/EI professionals.

In-Service Brief Overview

The purpose of this brief is to share the findings from the in-service meta-synthesis professional development research: Features Associated with Positive Educator and Student Outcomes.

Thus far, 11 States have completed CSPD strategic planning and have developed individualized vision and mission statements, featured below, which frame their strategic planning objectives.

The TA Readiness tool is a self assessment for state Part C and Part B/619 leaders to assess their state system and support prior to committing to participate in intensive TA to develop a Comprehensive System of Personnel Development (CSPD).

The purpose of this guide is to provide an implementation framework manual that describes the processes, procedures, and resources required to successfully implement a state CSPD.

 

This form is intended to be used in Phase One (exploration phase) of the CSPD process to document all the TA being provided within a state.

Infographic on Involving Families in CSPD “The Basics”

Involving Families in State Personnel Development: A Step-by-Step Guide

This form is a Memorandum of Agreement for Intensive TA with ECPC.

CSPD Briefs

CSPD Sub-Component workgroup briefs:

CSPD Briefs by Topic

Leadership Brief
This Leadership Brief includes findings from a meta-analysis of leadership practices studies (Dunst et al., 2018) and descriptions of the implications of the results for leadership development (Brittain & Bernotavicz, 2014).

Recruitment and Retention Brief

The purpose of this brief is to share strategies to attract, prepare and retain qualified personnel in EI/ECSE.

Pre-Service Brief Overview 

The purpose of this brief is to share the findings, from the pre-service personnel preparation meta-analysis to early childhood personnel who have an interest, influence, and/or planning responsibilities related to preparing high-quality EC/EI professionals.

In-Service Brief Overview

The purpose of this brief is to share the findings from the in-service meta-synthesis professional development research: Features Associated with Positive Educator and Student Outcomes.

Building a System to Support the Preparation of Workforce:

Sue Thomas from Minnesota shares the importance of involving families within the CSPD process.

Sue Thomas from Minnesota Department of Education 619 Coordinator shares the importance of involving families within the Comprehensive System of Personnel Development (CSPD) process for early childhood.

CSPD vision and mission statements created for each state:

Cohort 1

Delaware

Vision Statement: 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 workforce.
Mission Statement: To advocate, create, and implement a statewide, comprehensive early childhood professional development system to improve quality and services for all children and families.

Kansas

Vision Statement: The Kansas early childhood CSPD will result in positive outcomes for young children and families.
Mission Statement: In order to accomplish our vision, the Kansas ECPC Strategic Planning Team will design a cohesive personnel development system that ensures high quality early childhood programs and services leading to positive outcomes for all children and families.

Iowa

Vision Statement: Every child, beginning at birth, will be healthy and successful.
Mission Statement: Our Early Childhood Comprehensive System of Personnel Development will be a well-communicated system of integrated professional development supports for early childhood professionals across disciplines that directly impact infants, toddlers, and preschoolers with and without diverse abilities and their families.

Oregon

Vision Statement: 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.
Mission Statement: We will create an integrated professional development system for all practitioners who provide services to young children with special needs age birth to five that is linked to national and state standards and integrated within existing professional development systems in our state.

Cohort 2

Pennsylvania

Vision Statement: PA’s comprehensive system of personnel development creates an infrastructure that supports an interdisciplinary workforce who meets the needs and acknowledges the strengths of children and families with accessible, evidence-based education and supports that capitalize on their strengths, skills and dispositions.
Mission Statement: All children and families have access to knowledgeable, competent, responsive professionals who work effectively and creatively across disciplines, using sustainable practices that lead to better outcomes for all children and families.

Vermont

Vision Statement: Vermont’s CCV-hosted system prepares and supports professionals to effectively engage with children, families and systems to realize the promise of every child.
Mission Statement: Vermont’s CCV-hosted system aligns, integrates and coordinates personnel development to equitably prepare, support and retain qualified personnel across settings and disciplines.

Cohort 3

Arizona

Vision Statement: An equitable and accessible early childhood professional development system informed by evidence-based practices that strengthens all Arizona children and their families.
Mission Statement: Our early childhood comprehensive system of professional development will support a unified cross-disciplinary early childhood workforce in Arizona that serves children and families in the contexts of inclusion, access and equity through creative and collaborative system building.

Minnesota

Vision Statement: Each and every child gets the great start needed to succeed from their families, communities and early learning experiences.
Mission Statement: Because each and every child, prenatal to 5, and their families deserve high quality early care and education, Minnesota will integrate and align existing systems of personnel development in order to empower practitioners to implement and sustain the use of the evidence-based practices.

 

Puerto Rico

Vision Statement: Highly competent and committed team supported by an integrated and inclusive professional development system that results in positive outcomes for young children and their families.
Un equipo altamente competente y comprometido, apoyado por un sistema integrado e inclusivo para su desarrollo profesional, que alcance resultados positivos para la niñez en edad temprana y su familia.
Mission Statement: Design, develop and implement a formal based cross disciplinary, articulated and sustainable system with accessible professional development experiences and opportunities.
Diseñar, desarrollar e implantar un sistema formal, interdisciplinario, articulado y sostenible con experiencias y oportunidades de desarrollo profesional disponibles y accesibles.

Cohort 4

Hawaii

Vision Statement: Hawaii will have a highly qualified sustainable professional workforce that is culturally and linguistically responsive to Hawaii’s birth to five keiki and their ohana.
Mission Statement: Hawaii will create an integrated Comprehensive System of Personnel Development (CSPD) that will result in a collaborative, knowledgeable, and highly qualified workforce. This workforce will provide culturally and linguistically responsive early learning services to keiki birth to five with special needs and their ohana that are linked to national standards and integrated within personnel systems in our State.

Hawaii CSPD Website

Mississippi

Vision Statement: Mississippi will have a highly qualified and skilled workforce that sustains and improves the functional outcomes and quality of life for all children who qualify for IDEA services from birth to age 5 years and their families.
Mission Statement: The Mississippi CSPD promotes policy to ensure early intervention and early childhood special education professionals are qualified and will advocate for and use of evidence-based practices (such as the DEC Recommended Practices, 2014) to provide high quality, coordinated child- and family-centered services for infants, toddlers, and preschoolers who qualify for IDEA services and their families through opportunities and activities in their natural learning environments and daily routines.