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Mary Beth Bruder, Ph.D.Mary Beth Bruder, Ph.D.

University of ConnecticutUniversity of Connecticut

Vicki Stayton, Ph.D.Vicki Stayton, Ph.D.

Western Kentucky UniversityWestern Kentucky University

Personnel Preparation: What we Know and What we Need to

Know

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Information gathered will be utilized to identify critical Information gathered will be utilized to identify critical gaps in current knowledge and design and conduct a gaps in current knowledge and design and conduct a program of research at the national, state, program of research at the national, state, institutional and direct provider level to address institutional and direct provider level to address these gaps. This program of research and policy these gaps. This program of research and policy formulation will yield information vital to developing formulation will yield information vital to developing policies and practices at all levels of government, policies and practices at all levels of government, including institutions of higher education.including institutions of higher education.

The Center to Inform Personnel The Center to Inform Personnel Preparation and Practice in Early Preparation and Practice in Early

Intervention and Preschool EducationIntervention and Preschool Education

A five-year project established in January, 2003 and funded by the Office of Special Education Programs.

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The Center’s PurposeThe 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.

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The Center’s GoalsThe Center’s Goals To To compile a comprehensive databasecompile a comprehensive database of of

current licensure and certification standards for current licensure and certification standards for all EI/ECSE personnel. all EI/ECSE personnel.

To To develop a comprehensive profile of current develop a comprehensive profile of current training programstraining programs for all types of personnel at for all types of personnel at the institutional, state, and national levels. the institutional, state, and national levels.

To To describe the current and projected supply describe the current and projected supply and demand for personnel. and demand for personnel.

To design and conduct a program of research To design and conduct a program of research to to identify critical gaps in current knowledgeidentify critical gaps in current knowledge regarding personnel preparation. regarding personnel preparation.

To To develop and disseminate recommendationsdevelop and disseminate recommendations regarding personnel preparation policy and regarding personnel preparation policy and practice based on research findings. practice based on research findings.

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The Center’s Completed The Center’s Completed ProjectsProjects Study I:Study I: The National Landscape of Early Intervention and The National Landscape of Early Intervention and

Early Childhood Special Early Childhood Special EducationEducation

Study II:Study II: The Higher Education Survey for Early Intervention The Higher Education Survey for Early Intervention and Early Childhood and Early Childhood Special Education Personnel PreparationSpecial Education Personnel Preparation

Study III:Study III: The Analysis of Federally Funded Doctoral Programs The Analysis of Federally Funded Doctoral Programs in Early Childhood in Early Childhood Special Education Special Education

Think Tank in Simsbury, CT September 11-12, 2006 Think Tank in Simsbury, CT September 11-12, 2006

Study IV:Study IV: The Impact of Credentials on Early Intervention The Impact of Credentials on Early Intervention Personnel Preparation Personnel Preparation (Credentialing Part C)(Credentialing Part C)

Think Tank in Washington, DC May 24-25, 2006 Think Tank in Washington, DC May 24-25, 2006

Study V: Study V: Analysis of State Licensure/Certification Requirements Analysis of State Licensure/Certification Requirements for Early Childhood for Early Childhood Special Educators (619)Special Educators (619)

Think Tank in Washington, DC June 11-12, 2007Think Tank in Washington, DC June 11-12, 2007

Study VI:Study VI: Training and Technical Assistance Survey of Part C & Training and Technical Assistance Survey of Part C & 619 Coordinators619 Coordinators

Study VII:Study VII: Confidence and Competence of 619/Part C Service Confidence and Competence of 619/Part C Service ProvidersProviders

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The Center’s Ongoing The Center’s Ongoing ProjectsProjects Study VIII: Study VIII: Alignment of ECSE Higher Education Curricula Alignment of ECSE Higher Education Curricula

with National Personnel Standardswith National Personnel Standards

Study IX:Study IX: Parent Perceptions of Confidence and Competence of Parent Perceptions of Confidence and Competence of 619/Part C Service Providers619/Part C Service Providers

Study X:Study X: Case Studies Highlighting States from Study VI on Case Studies Highlighting States from Study VI on Training and TATraining and TA

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Preservice Recommendations: Preservice Recommendations: Single Disciplines (Studies II, Single Disciplines (Studies II,

VIII)VIII) Require alignment of curriculum with DEC, CEC, Require alignment of curriculum with DEC, CEC, NAEYC, and other discipline standards (as NAEYC, and other discipline standards (as appropriate).appropriate).

Require field experiences across the age range Require field experiences across the age range addressed by the IHE programaddressed by the IHE program

Support and encourage “active” family involvement Support and encourage “active” family involvement in planning, implementing and evaluating IHE in planning, implementing and evaluating IHE programs.programs.

Fiscally support and encourage collaboration across Fiscally support and encourage collaboration across disciplines within IHE programs to implement disciplines within IHE programs to implement common core content and trainingcommon core content and training

Develop valid and measurable competencies for Develop valid and measurable competencies for student and program evaluation. student and program evaluation.

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Preservice Recommendations: Preservice Recommendations: Cross-Discipline (Study II)Cross-Discipline (Study II)

Require alignment of curriculum with DEC, Require alignment of curriculum with DEC, CEC, and NAEYC (as appropriate) standards CEC, and NAEYC (as appropriate) standards (Study IV, Think Tank) (Study IV, Think Tank)

Require field experiences across the age ranges Require field experiences across the age ranges addressed by the IHE programaddressed by the IHE program

Fiscally support and encourage collaboration Fiscally support and encourage collaboration across disciplines within IHE programs to across disciplines within IHE programs to implement common core content and trainingimplement common core content and training

Support and encourage “active” family Support and encourage “active” family involvement in IHE programsinvolvement in IHE programs

Develop valid and measurable constructs for Develop valid and measurable constructs for program evaluations (Study IV, Think Tank)program evaluations (Study IV, Think Tank)

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Preservice Recommendations: Preservice Recommendations: Leadership (Study III)Leadership (Study III)

Increase the level of funding to recruit and Increase the level of funding to recruit and retain students through program completion.retain students through program completion.

Target funding to address critical faculty Target funding to address critical faculty shortages and specific to EI/ECSE.shortages and specific to EI/ECSE.

Fiscally support projects to link and share Fiscally support projects to link and share expertise to facilitate a unified direction for expertise to facilitate a unified direction for the field.the field.

Encourage linkages with UCEDDs and LENDs.Encourage linkages with UCEDDs and LENDs. Decrease and clarify OSEP service obligation. Decrease and clarify OSEP service obligation. Create/require common benchmarks for high Create/require common benchmarks for high

quality programs.quality programs. Develop valid and measurable competencies Develop valid and measurable competencies

for student and program evaluation.for student and program evaluation.

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Inservice Recommendations: Inservice Recommendations: Training and TA (Studies VI, VII, IX, Training and TA (Studies VI, VII, IX,

X)X) Support training and TA for faculty in IHEs to align Support training and TA for faculty in IHEs to align curriculum with national standards and evidenced based curriculum with national standards and evidenced based practice. practice.

Require state improvement grants/plans to include EI Require state improvement grants/plans to include EI and ECSE training systems that link with the state and ECSE training systems that link with the state credential/certification/standards.credential/certification/standards.

Require that training and TA through state improvement Require that training and TA through state improvement grants be based on national standards.grants be based on national standards.

Support and encourage “active” family involvement in Support and encourage “active” family involvement in planning, implementing, and evaluating of training.planning, implementing, and evaluating of training.

Support training and TA for evidenced based practice Support training and TA for evidenced based practice and specializations in EI/ECSEand specializations in EI/ECSE

Encourage alternative training/learning delivery Encourage alternative training/learning delivery formats.formats.

Develop valid and measurable competencies for Develop valid and measurable competencies for participant and program evaluation. participant and program evaluation.

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Certification/Credential/Certification/Credential/Standards: Recommendations Standards: Recommendations

(Study V) (Study V) Continue to support projects that lead to Continue to support projects that lead to certification/credential/standards, while certification/credential/standards, while allowing for specializations for specific allowing for specializations for specific disciplines/roles.disciplines/roles.

Support projects that meet national standards Support projects that meet national standards when there are no state credential/certification when there are no state credential/certification (e.g., paraprofessionals, early intervention).(e.g., paraprofessionals, early intervention).

Support and encourage reciprocity across Support and encourage reciprocity across states (e.g., common standards, state states (e.g., common standards, state crosswalks).crosswalks).

Require competency based standards as the Require competency based standards as the basis for state certification/credentials.basis for state certification/credentials.

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OSEP RecommendationsOSEP Recommendations

Sponsor think tanks on service Sponsor think tanks on service delivery issues and the relationship delivery issues and the relationship to quality personnel preparation.to quality personnel preparation.

Fund a Training and TA Center for Fund a Training and TA Center for higher education specific to EI/ECSE.higher education specific to EI/ECSE.

Consider funding to develop a Consider funding to develop a national credential in EI/ECSE.national credential in EI/ECSE.

Recommendations for IDEA: Recommendations for IDEA: CSPDCSPD

Multiple AudiencesMultiple Audiences Needs AssessmentNeeds Assessment PreservicePreservice InserviceInservice Technical AssistanceTechnical Assistance Personnel StandardsPersonnel Standards EvaluationEvaluation

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Web Site Information

Center Informationhttp://www.uconnucedd.org/

Data Reportshttp://www.uconnucedd.org/projects/early_childhood/publications.html

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Contact InformationContact Information

Mary Beth Bruder, Ph.D.Mary Beth Bruder, Ph.D.

(860) 679-1500(860) 679-1500bruder@nso1.uchc.edu

Vicki Stayton, Ph.D.Vicki Stayton, Ph.D.

(270) 745-3450(270) 745-3450vicki.stayton@wku.edu