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State Systems of Early Childhood Intervention

Comprehensive Systems of Personnel Development

  • Develop strategies to identify, hire and maintain a qualified workforce across discipline
  • Align discipline specific and cross discipline knowledge, skills and competencies with national requirements and recommendation
  • Improve and increase ECI programs of study at an IHE to prepare for the ECI workforce
  • Implement job embedded learning to maintain and build the competence of the ECI workforce
  • Develop structures for the sustainability of all personnel development activities in ECI
  • Implement Plans for evaluating each subcomponent of the CSPD

The ECPC collaborated with the Early Childhood Technical Assistant Center (ECTA) to create an Early Childhood Systems Framework for Part C and section B(619) Coordinators to evaluate their current systems, identify potential areas for improvement, and develop more effective and efficient systems that support 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 is 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

We do this:

The development of a leadership team and strategic planning with stakeholders to implement interrelated workgroup in each of the six CSPD components.

Use the readiness tool if you want to see if your state is ready for strategic planning.

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 education 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 depicts an overview of our Intensive TA methodology, subcomponents and their quality indicators, and our currently participating states.

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.

 

Integrated TA Tracker Tool - This form is intended to be used in Phase One of the Intensive TA to document all the TA being provided within a state.

CSPD TA Readiness Tool 

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

Guide to Intensive TA - This Guide's purpose is to provide an implementation framework manual that describes the processes, procedures, and resources required to successfully implement a state CSPD. 

CSPD Strategic Planning Process Guide for States

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.

For more information on becoming an Intensive TA state, please contact us.

Examples of the vision and mission statements created for each of the states:

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.

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.

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.

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: To develop and sustain a cross-sector professional development system that supports a high-quality workforce serving young children and their families.

Mission Statement: Provide a coordinated system of customized and applicable professional development to support the use of effective inclusive practices that enhance child outcomes and family engagement.

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.

Mississippi
Vision Statement: The Mississippi’s First Steps Early Intervention Program, through its CSPD, will have a highly qualified and skilled early intervention workforce that sustains and improves the functional outcomes and quality of life for all children with special needs from birth to age 3 and their families.

Mission Statement: The Mississippi CSPD promotes training to ensure early intervention professionals are qualified and will advocate for and use evidence-based practices to provide high quality, coordinated family-centered/family-driven services to infants and toddlers with developmental delays and their families through early learning opportunities within their daily routines and activities in natural environments.