Betsy Ayankoya, M.Ed., currently serves as an Associate Director of the Early Childhood TA (ECTA) Center and is a Technical Assistance Specialist for the Center for Early Childhood IDEA Data Systems (DaSy)
Betsy specializes in the areas of personnel/workforce development and quality assurance. Betsy has worked with states to evaluate their current personnel and general supervision systems, helping them to identify potential areas for improvement and develop more effective and streamlined processes for ensuring positive outcomes for children and families. Betsy has directed several large national early childhood conferences, working with planners, the Office of Special Education Programs and other stakeholders to develop opportunities for participants to learn from experts in the field, to learn about evidence-based practices and to share experiences with colleagues.
As part of ECTA, Betsy works directly with the DEC Recommended Practices (RP) Commission supporting the RP revisions, dissemination and identification of research and evidence. She recently co-authored with Pat Snyder a monograph article: Revising the Division for Early Childhood Recommended Practices: When, Who and How. Betsy is a member of DEC and previously served on the DEC Executive Board; she has worked internationally and provides TA throughout the United States. She co-authored the book The New Voices ~ Nuevas Voces and she is currently a reviewer for the DEC Recommended Practices Monograph Series.
Cherie developed, and regularly upgrades, the Conference Planning and Management Application (CPMA) used for national conferences. It is highly customizable and has features allowing for personalized correspondence with presenters and attendees, registration, managing session planning and status, receipt and web publishing of presentation materials, facility-related information such as meeting room assignments and signage, follow-up correspondence with attendees.
She is also responsible for developing the Staff Dashboard databases for various internal functions. Staff use it to access and complete TA documentation forms that provide data reports to our Evaluation Unit and Contact update forms to maintain mission critical communications with our TA clients, publishing the information to our website and helping us maintain ~10 client listservs.
Cherie also develops databases for content publishing to the ECTA Center website and liaisons with FPG’s resource database.
Denise Binder, M.A., is a technical assistance specialist with 15 years of experience in providing training and technical assistance related to positive behavior support, behavior support planning, implementation of the Pyramid Model within classrooms and programs, and implementation of DEC Recommended Practices. In ECTA, she provided training and coaching to state professional development providers, program coaches, and designed training materials related to classroom implementation of evidence-based practices.
Debbie Cate is a technical assistance (TA) specialist with the Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina (UNC). Her work within the Trohanis Technical Assistance Projects is with the Early Childhood TA Center (ECTA), the IDEA Data Center (IDC), and the North Carolina Early Learning Network (NC ELN). Her current work supports states in their provision of early childhood special education services in accordance with the Individuals with Disabilities Education Act (IDEA), for children ages birth through grade three and their families. She has extensive experience in developing and implementing state systems and processes to provide effective IDEA preschool services, evaluating and monitoring state and local systems leading to improved results, defining and using state data to inform practice and process, and in strategic state planning to enhance comprehensive early childhood systems, all to support positive outcomes for young children and their families.
Siobhan Colgan, PhD, is a member of the leadership team for the Trohanis Technical Assistance (TA) Projects at the FPG-CDI at UNC-CH. For more than 45 years, the projects of Pascal “Pat” Trohanis have provided TA following evidence-informed principles of TA. Siobhan is currently Principal Investigator (PI) for the North Carolina Family Survey Project, as well as a Technical Assistance provider for the Early Childhood TA (ECTA) Center, the Center for Early Childhood IDEA Data Systems (DaSy), and the IDEA Data Center (IDC).
Siobhan specializes in technical assistance on family outcomes data and using data for program evaluation and program improvement. As PI on the Family Survey Project, she leads data collection, analysis, and data use for ongoing data collection of family outcomes data for the NC Early Intervention Infant-Toddler Program. She also leads an annual national analysis of early childhood performance indicators in collaboration with the Office of Special Education Programs (OSEP). Her expertise areas include family systems, child and family outcomes, program evaluation, early childhood and family health and mental health, and developmental disabilities. Siobhan teaches a capstone internship course for master’s degree students at the University of North Carolina at Greensboro School of Education, and serves on the board of the Orange County (NC) Partnership for Young Children.
Laura Curtis, M.Ed., is Coordinator of the Early Childhood TA (ECTA) Center and the North Carolina Early Learning Network, within the Trohanis Technical Assistance (TA) Projects. For more than 45 years, the projects of Pascal “Pat” Trohanis have provided TA following evidence-informed principles of TA to assist state and local early intervention and early childhood special education (EI/ECSE) agencies to develop and manage effective and efficient systems and implement evidence-informed practices in order to improve services and outcomes for infants, toddlers, and preschoolers and their families.
Lise Fox, Ph.D., is a Professor in the Department of Child and Family Studies and the Co-Director of the Florida Center for Inclusive Communities, the University of South Florida Center for Excellence in Developmental Disabilities. She has over 20 years of experience as a researcher, trainer, and technical assistance provider to local programs and state systems on issues related to implementing evidence-based practices within early childhood programs. Dr. Fox provided leadership for the intensive TA provided by ECTA on the implementation of Recommended Practices and the model used for state scale-up and sustainability.
Sherry Franklin is a Technical Assistance Specialist with the Early Childhood TA (ECTA) Center within the Trohanis Technical Assistance (TA) Projects. She provides technical assistance to Early Intervention/Part C and Preschool Special Education/619 Coordinators in states supporting system change in topics such as early intervention services, governance/leadership, accountability/quality improvement, and service delivery processes. She also currently works as a TA provider for the Center for IDEA Early Childhood Data Systems (DaSy). Sherry has 25 years of experience as a state Part C local administrator, TA Specialist, and Part C Coordinator as well as a family development administrator for Headstart.
Kathleen Hebbeler, Ph.D., is a Program Manager at SRI International. She has over 30 years of experience in research and evaluation of education, health, and social programs for young children and their families. She has directed large-scale projects involving quantitative and qualitative methods for federal and state agencies and private foundations. Currently, Dr. Hebbeler co-directs the Center for IDEA Early Childhood Data Systems (DaSy Center). The DaSy Center provides technical assistance to early intervention and preschool special education state agencies in building coordinated early childhood data systems and in using the data to address key policy and programmatic questions. Previously, Dr. Hebbeler directed the Early Childhood Outcomes (ECO) Center which was a 10-year effort to build the capacity of states to report high-quality data on outcomes for young children with disabilities and their families. Dr. Hebbeler has authored numerous papers and presented at many national meetings in the areas of early care and education including home visiting, child development, early intervention, general and special education, assessment, standards, accountability, and community collaboration. As a member of the National Research Council's Committee on Developmental Outcomes and Assessment for Young Children, she was a contributing author to the 2008 report, Early Childhood Assessment: Why, What and How? Dr. Hebbeler earned her Ph.D. in human development and family studies from Cornell University.
Peggy Hensley provides technical support for the Early Childhood TA Center (ECTA) with the Trohanis Technical Assistance Projects. For more than 45 years, the projects of Pascal "Pat" Trohanis have provided TA following evidence-informed principles of TA to assist state and local early intervention and early childhood special education (EI/ECSE) agencies to develop and manage effective and efficient systems and implement evidence-informed practices in order to improve services and outcomes for infants, toddlers, and preschoolers and their families.
Elizabeth Anne Jones, Ph.D. is a member of the evaluation team working for the Trohanis Technical Assistance(TA) Projects at the FPG-CDI at UNC-CH. She specializes in program evaluation, and participates in the evaluation design for the ECTA and DaSy Centers. She designs, administers, and analyzes evaluations using the methods of online survey, focus groups and interviews to capture information from both clients and staff about the technical assistance process and impacts. The evaluation results are used for Federal reporting, technical assistance planning, and continuous quality improvement. Elizabeth is also responsible for the creation and management of databases in which the evaluation data are stored and analyzed. In the dissemination of evaluation results, Elizabeth writes formal reports, prepares presentations to staff, and facilitates staff discussions on improving the quality, relevance, usefulness, and provider expertise of the technical assistance.
Elizabeth is also a research associate of the UNC-CH Research Laboratories of Archaeology (RLA), and is currently a member of the European Historical Landscapes research group that researches the history of family farms and land use in southern Burgundy, using the interdisciplinary framework of Historical Ecology. She is the team's specialist in historical documentary research, and assists Dr. Scott Madry with the project's HGIS. Her most recent publication is How to Operationalize Collaborative Research (2017).
Her work at both FPG and the RLA has in common a focus on the integration of qualitative and quantitative data, and the use of the results to ultimately improve practices related to either IDEA services for children and families, or the sustainability of agricultural landscapes and family farms.
Allison Jones has worked in the field of early childhood for 20 years in the areas of childcare, state pre-k, early intervention, technical assistance, and research. As a Research Associate with the Orelena Hawks Puckett Institute, Allison has collaborated on several federally-funded initiatives aimed to support practitioners and families of young children with disabilities. Ms. Jones's work scope involves the development of tools, resources, training, and technical assistance to support the adoption of evidence-based practices used in the home, classroom, and state-wide professional development to increase positive child and family outcomes.
Christina Kasprzak, MA, is Director of the Trohanis Technical Assistance (TA) Projects at the FPG-CDI at UNC-CH. Under Christina’s leadership, the Trohanis TA Projects assist state and local early intervention and early childhood special education (EI/ECSE) agencies to develop and manage effective and efficient systems and implement evidence-informed practices in order to improve services and outcomes for infants, toddlers, and preschoolers and their families. For more than 45 years, the projects of Pascal “Pat” Trohanis have provided TA following evidence-informed principles of TA.
Christina currently serves as Director of the Early Childhood TA (ECTA) Center, is on the leadership team for the Center for Early Childhood IDEA Data Systems (DaSy), and is on the Internal Advisory Team and leads the subcontract at FPG for the IDEA Data Center (IDC). Christina specializes in program evaluation and has worked for ten years to support the measurement of child and family outcomes in EI/ECSE. She recently led the development of the ECTA System Framework for Early Intervention and Preschool Special Education, designed to guide state EI/ECSE leaders in evaluating their current systems, identifying potential areas for improvement, and developing more effective, efficient systems that support implementation of evidence-based practices.
Christina provides TA internationally as well as in the U.S. She co-authored the book The New Voices ~ Nuevas Voces and she is currently a reviewer for Infants & Young Children.
Peggy Kemp, Ph.D., serves as Executive Director of the Division for Early Childhood (DEC). Before joining DEC, Peggy Kemp served in the Kansas early childhood system for more than 15 years. She has worked in the field of early childhood since 1984 and specifically in the field of early intervention since 1997.
Peggy has a variety of experiences at the local, state and national level. Peggy was involved in a variety of early childhood initiatives in Kansas. Examples include serving as a member of the state leadership team for the Kansas State Systemic Improvement plan (SSIP), a member of the original Kansas Early Learning Standards development team, lead team member for the Primary Service Provider Initiative and co-author of the Kansas Early Years online training modules. Peggy most recently served as statewide technical assistance provider for the Kansas early intervention programs through her position at the University of Kansas, Kansas Inservice Training System (KITS). Prior to her time at KITS, Peggy served as Kansas Part C Coordinator, local Part C program director, early intervention teacher and early childhood teacher. Peggy spent the early years of her career within the military childcare system serving in various capacities including teacher, education specialist, assistant director and center director. Peggy holds a dual undergraduate degree in elementary and early childhood education with an MS in early childhood special education. Peggy completed her PhD at the University of Kansas working under Drs. Ann & Rudd Turnbull.
Alex Lazara, BA, has been a Web Developer/Designer and Multimedia Lead at the Trohanis TA Projects at FPG Child Development Institute for ten years. He is responsible for the look, feel, function and accessibility of the website and multiple sub-sites such as: the ECTA Center's products and resources to promote the use of the DEC Recommended Practices and the ECTA Center's System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs. He brings audio and video production and graphics expertise to collaborations with content experts to produce high-quality, accessible online TA events such as the Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes Webinar Series. He is an expert at content transformation for digital formats and interactive design. His understanding of and commitment to the mission of the TA center increases the efficiency of the content to product cycle. He created "aRPy" and he is a former teacher.
Lisa Levin is the Business Operations Coordinator of the Trohanis Technical Assistance (TA) Projects.
For more than 45 year, the projects of Pascal "Pat" Trohanis have provided TA following evidence-informed principles of TA to assist state and local early intervention and early childhood special education (EI/ECSE) agencies to develop and manage effective and efficient systems and implement evidence-informed practices in order to improve service and outcomes for infants, toddlers, and preschoolers and their families.
Anne Lucas is a Technical Assistance Specialist with the Early Childhood Technical Assistance (ECTA) Center within the Trohanis Technical Assistance Projects and with the Center for IDEA Early Childhood Data Systems (DaSy). She provides technical assistance to Early Intervention/Part C and Preschool Special Education/Section 619 Programs nationwide. Her TA focuses on promoting system change efforts around such topics as accountability and quality improvement, early intervention services including early childhood transition, and finance. Anne has over 40 years of experience in early intervention and early childhood special education as an occupational therapist providing early intervention and early childhood services, an early intervention program administrator, a state Part C Coordinator, and a national technical assistance provider.
Jackie Marshall is a member of the evaluation team working for the Trohanis Technical Assistance (TA) Projects at the FPG-CDI at UNC-CH. She specializes in data systems design, data analysis, program evaluation, and participates in the evaluation design for the ECTA Center. She designs, administers, and analyzes TA documentation data using the methods of MySQL and online survey software (Qualtrics) to capture information from staff about the technical assistance provided (e.g., numbers and types of services, TA provider hours, topical focus of TA, partners involved, etc.). The TA documentation results are used for Federal reporting, technical assistance planning, and continuous quality improvement. Jackie is also responsible for the creation and management of databases in which the documentation data are stored and analyzed. In the dissemination of documentation results, Jackie writes formal reports, prepares presentations to staff, and facilitates staff discussions on improving the quality and accuracy of the technical assistance documentation.>
Katy McCullough, MA, is a Technical Assistance Specialist with the Early Childhood TA (ECTA) Center within the Trohanis Technical Assistance (TA) Projects. She provides technical assistance to Early Intervention/Part C and Preschool Special Education/619 Coordinators in states supporting system change in topics such as early intervention services, finance, and early childhood inclusion. Previous projects include Office of Special Education (OSEP) funded Center for IDEA Early Childhood Data Systems (DaSy), Recommended Practices (RP) Modules, the National Regional Resource Center Program (Mid-South) and SpecialQuest Birth-Five.
Toni Miguel, M.A., is a fourth year doctoral student in the School of Education at the University of North Carolina where she is studying early childhood teacher education and curriculum. She has a decade of experience in the early childhood special education field with more recent experience as an instructor and coach for aspiring early childhood teachers. At the ECTA Center, Toni has developed a suite of instructor supports for the DEC Recommended Practice Modules (RPM) to assist faculty and professional development providers in embedding RPM content within their own coursework and training.
Stephanie Moss has a bachelor's degree in psychology from the University of Mississippi and a master's degree in clinical/school psychology from Louisiana State University as well as more than 20 years of experience working with individuals of all ages with developmental disabilities. Stephanie joined Parent to Parent of Georgia in July 2007 where she has served as the Parent Training and Information Center (PTI) Director and now serves as the Region 3 PTAC Project Director and Chief Operating Officer. Prior to joining Parent to Parent, she worked with the Part C system in Georgia for twelve years, including six years as the state Part C Coordinator. She has previously held elected and appointed leadership positions with the national Part C Infant Toddler Coordinators Association (ITCA) and the National Early Childhood Outcomes Center Advisory Panel.
Alissa Rausch, EdD is an Assistant Research Faculty in the Positive Early Learning Experiences (PELE) Center at the University of Denver. Previously, she has worked as clinical faculty in ECE and ECSE graduate personnel preparation. Her work in higher education blossomed from 15 years of practice as an early childhood educator working in inclusive preschool classrooms serving young children and their families. Alissa also had the privilege of serving children from diverse backgrounds and their families in their homes and in community settings. In addition to supporting ECTA, Alissa is staff on the National Center for Pyramid Model Innovations. Her work centers on supporting leaders and practitioners to build their capacity for high quality early care and learning and inclusion of children with varying abilities in practice, systems and advocacy.
Kellen Reid, MD, has four years of TA experience, jointly through ECTA and DaSy. At ECTA, he co-leads the integrating IEP/IFSP learning community and contributes expertise on Part C finance systems as well as child outcomes measurement, reporting, professional development, and program evaluation. For DaSy, Dr. Reid contributed to the system's design and development framework component of the Data System Framework and is involved with a wide scope of TA including generalized activities and resource development around child outcomes data and professional development, finance data quality and use, and data visualization. He provides targeted and intensive TA to states on data visualization, program improvement, child outcomes data quality, and child outcomes measurement professional development. Additionally, Dr. Reid has a lead role in coordinating the DaSy Center's TA efforts internally and across IDEA funded TA projects.
Ben Riepe, MA, is an Inclusion Coaching Specialist for the Positive Early Learning Experiences (PELE) Center at the University of Denver. In addition to supporting ECTA, Ben is staff on the National Center for Pyramid Model Innovations. Ben has 13 years of experience as a Head Start teacher, coach, and trainer. Here he supported high fidelity program-wide implementation of the Pyramid Model with families of diverse backgrounds in Denver, Colorado. He then worked at the Colorado Center for Social Emotional Competence and Inclusion for 6 years supporting communities in their efforts to embed practices into their systems and classrooms.
Sonia Sabater is part of the support staff for the North Carolina Early Learning Network (NC-ELN) and the Early Childhood Technical Assistance (ECTA) Center within Trohanis Technical Assitance TA Projects.
Evelyn Shaw, M.Ed., is a technical assistance specialist at FPG where she works on the Early Childhood Technical Assistance (ECTA) Center and the Efficacy Study of Elementary Learners with ASD (TESELA). As a technical assistance specialist with ECTA, she is the topic specialist on ASD and early identification and works on issues related to child find and use of data to target improvements. For TESELA, she conducts program assessments and provides training and support for elementary school sites. She has worked in technical assistance for 28 years.
Her research interests focus on the translation of research on evidence-based interventions and practices to implementation of these practices at multiple levels (e.g., home, community, provider, program, and state). She worked on the Comparison for Two Comprehensive Treatment Models for Preschool-Aged Children with Autism grant to evaluate comprehensive treatment models for young children with ASD, monitoring fidelity of implementation of treatment models. On the National Professional Development Center on Autism Spectrum Disorders and ASD Toddler Initiative, she worked with states to develop training, technical assistance, and on-going coaching for their demonstration sites in early intervention and/or school programs with emphasis on increasing the quality of the program environment, scaling functional, measurable IFSP/IEP goals, and implementation of evidence-based practices with fidelity. For Promoting Use of Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder and their Families in Saudi Arabia, she provided consultation services to the Center for Autism Research Staff in Saudi Arabia and developed and conducted training.
Dr. Smith's areas of interest include systems, policy, leadership, and collaboration for the delivery of evidence-based practices in early childhood. She received her master's and doctorate in early childhood special education and public policy from UNC-Chapel Hill. She has been an early childhood teacher; Executive Director of DEC; Policy Specialist, CEC; Program Specialist, OSEP; and currently, Research Professor College of Education, University of Denver. She developed the Collaborative Planning Model for cross-systems planning and has worked with NAEYC and other organizations on guidelines that support quality inclusive early childhood environments. She serves on the leadership teams for both the National Center for Pyramid Model Innovations and ECTA.
Phil Strain has worked in the field of early intervention since 1974. He is the author of over 300 scientific papers and he has served on the editorial boards of over a dozen professional journals. His primary research interests include intervention for young children with early onset conduct disorders, remediation of social behavior deficits in young children with autism, design and delivery of community-based, comprehensive early intervention for children with autism; and analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders.
Cornelia Taylor, Ph.D., is a senior researcher at SRI's Center for Learning and Development. Dr. Taylor brings expertise in assessment, including item-response theory and classic testing theory. Dr. Taylor is an experienced provider of technical assistance, having worked with numerous states on interpreting and using early childhood data. She also supports states in state accountability progress reporting (APR) data on outcomes and other indicators. Dr. Taylor currently leads the outcomes measurement workgroup and the State Systemic Improvement Planning workgroup across the Early Childhood Technical Assistance Center and The Center for IDEA Early Childhood Data Systems. Dr. Taylor support the development and delivery of TA on evaluation for two of the Cross State Learning Collaboratives supported by the National Center for Systemic Improvement. Dr. Taylor led the extant data collection of the Department of Education's Institute of Education Sciences-funded project examining the validity of the child outcomes summary (COS) process, and collaborative data collection for the Office of Special Education Programs-funded Model Demonstration Projects on providing assistive technology to young children with disabilities. Dr. Taylor has led and supported several other research projects at SRI, including the Connecticut Standards Alignment project and the Texas Early Intervention Service Intensity study. Dr. Taylor earned her Ph.D. in Early Childhood Special Education at Vanderbilt University.
Debi Tucker received a Bachelor's Degree in Special Education from Florida State University. While teaching, she implemented a peer tutor program and the first middle school inclusion math class in North Florida. She also had the pleasure of operating the first Child Care/Early Head Start Partnership in the nation. Ms. Tucker has been administrating non-profit programs for over 14 years, and currently serves as the Executive Director of Parent to Parent of Georgia. She has overseen many grants, contracts and collaborative agreements, and her agency currently serves as Georgia's Parent Training and Information Center, Family to Family Health Information Center, Babies Can't Wait (Georgia's early intervention program) Central Directory, P2PUSA's state affiliate, and the Georgia Affiliate of the Southeast ADA Network. The agency also serves as the Region B Technical Assistance Center for Parent Centers. As a parent of a child with special health care needs, she has chaired a School Advisory Council, served on numerous committees, and trained parents and professionals on scientifically based research and best practice to promote full inclusion and full lives for those impacted by disabilities.
Myrna Veguilla, MSMS and MPH, is a social and behavioral research who 6 years of experience working with research and development teams on funded projects related to healthcare parity for individuals with disabilities, providing specialized training to health care in issues of developmental disabilities, early childhood screenings and support to Latina families, conducting research on the implementation of the Pyramid Model, and guiding programs in their use of data decision making. In ECTA, she has developed tools, materials, and reporting systems that local programs can use for data decision-making.
Megan Vinh PhD, is a member of the leadership team for the Trohanis Technical Assistance (TA) Projects at the FPG-CDI at UNC-CH. Currently, Megan serves an Associate Director at the Early Childhood Technical Assistance (ECTA), the co-PI of the Early Childhood Recommended Practice Modules project (RPM), and the evaluation lead for the Center for IDEA Early Childhood Data Systems (DaSy). In her role at ECTA, she provides leadership, technical assistance, and evaluation support around improving state early intervention and early childhood special education service systems, increasing the implementation of effective practices, and enhancing outcomes of these programs for young children and their families. Megan specializes in program evaluation and supporting states with systems change around access and equity issues, including reducing early care and education suspensions and expulsions and increasing high quality inclusive opportunities. As the co-PI for the RPM project, she provides leadership and content expertise for the development of interactive, online modules that support faculty and professional development providers with embedding the DEC Recommended Practices into their coursework and training.
Starting in July of 2017, Megan will serve as the Vice President of the Division for Early Childhood (DEC) Executive Board. Megan also co-authored the book First Steps to Preschool Inclusion: How to Jumpstart Your Programwide Plan.
Christine Wagner is a Tech Support Analyst for the Trohanis TA Projects. She specializes as a designer creating and producing online learning modules, as well as web and print materials, for the Early Childhood TA (ECTA) Center, the North Carolina Early Learning Network, and the DEC RP Modules project. She has also worked on online learning modules for Washington, Delaware, and Minnesota, and was the Website Manager for the ECO Center. She earned her BFA from Washington University in St. Louis.
Sharon Walsh has provided consultation on the implementation of IDEA for over 30 years. She is a consultant on the Early Childhood Technical Assistance Center (ECTA) and the Center for IDEA Early Childhood Data Systems (DaSy). Sharon is also the Governmental Relations Consultant for the Division for Early Childhood of CEC (DEC) and the IDEA Infant and Toddler Coordinators Association (ITCA). Sharon worked in a large suburban school district, for OSEP projects including The Data Accountability Center (DAC) and the National Center for Special Education Monitoring (NCSEAM) as well as for the National Association of State Directors of Special Education (NASDSE).
Kathy Thompson Whaley has worked for the FPG Child Development Institute since 1994 as a Technical Assistance Specialist in OSEP funded projects (ECTA Center, DaSy, NECTAC and NECTAS). She works directly with state Part C and Section 619 Coordinators and other personnel responsible for the design and implementation of service systems in the states. Her responsibilities have included participation in work teams addressing implementation science, DEC Recommended Practices, Early Childhood Data Use, the State Systemic Improvement Plan (SSIP) and early childhood collaboration with states participating in the Race to the Top Early Learning Challenge Grants program. At the ECTA and DaSy Centers, she is the topic chair for the personnel development issue team and is a key issue specialist for early childhood transition. She is the Inclusion Team Co-chair and is leading a variety of TA efforts to support early childhood inclusion such as the IDEA Early Childhood Inclusion Community of Practice and the Inclusion Co-hort Intensive TA initiative.
Ms. Whaley has collaborated extensively with other US Department of Education and US Department of Health and Human Services funded projects such the former Network of Regional Resource Centers, Specialty Centers and Research and Training Centers designed to support the implementation of the IDEA and promote high quality early care and education systems. She co-coordinated the Expanding Opportunities Interagency Inclusion Initiative from 2005-2012, in partnership with a federal interagency team to provide extensive support to state-level interagency teams implementing strategic plans designed to improve inclusive practices. She has also led an initiative to support state funded TA systems, centers and projects through the moderation of a listserv, national networking meetings, webinar series, and a community of practice devoted to their support.