Improving Systems, Practices and Outcomes

Early Childhood IDEA Centers On Call

The U.S. Department of Education’s Office of Special Education Programs (OSEP) has funded national TA Centers to respond to requests for technical assistance from state Part C & Part B 619 agencies:

The TA Centers focus on distinct but also overlapping areas and are working together to make sure that each state receives the best technical assistance we can provide. This page is meant to help states better understand the content focus of the TA Centers.

Summary of OSEP Technical Assistance Centers Responding to Early Childhood State Requests
Center Program/Age Focus Goal Content Focus
Logo: The Center for IDEA Early Childhood Data Systems (DaSy) Part C & Part B 619 Birth – 5 yrs Assist state agencies to enhance, streamline and integrate statewide child level early childhood data systems that include the Early Intervention (Part C) and Preschool Special Education (Section 619) data needed to collect, report, analyze, and use high- quality data required under IDEA. EC data systems, data quality, data linkages, data use
Logo: The Early Childhood Personnel Center (ECPC) Part C & Part B 619 Birth – 5 yrs Assist states to develop and implement comprehensive systems of personnel development and provide training to IDEA Part C and Section 619 administrators, early childhood administrators, IHE faculty, doctoral students and families in leadership and other system improvement areas. EC personnel systems
Logo The Early Childhood Technical Assistance Center (ECTA) Part C & Part B 619 Birth – 5 yrs Support state Part C and Section 619 programs in developing high-quality state early intervention and EC special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young children with disabilities and their families. State systems, implementation of EBPs, and child and family outcomes measurement
Logo: The National Center for Pyramid Model Innovations Part C & Part B 619 Birth – 5 yrs Assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral outcomes. Implementation and scale-up of the Pyramid Model
  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2020 ECTA Center

  • UNC Frank Porter Graham Child Development Institute