Child and Family Outcomes Measurement
BDI Users Group
Contact: Cornelia Taylorcornelia.firstname.lastname@example.org
ECTA has formed a group for interested individuals to share experiences using the Battelle Developmental Inventory (BDI) for outcomes reporting. The group focuses on a variety of topics including quality assurance, data collection and analysis, and training and technical assistance. The group meets via conference call several times a year and in person, when possible, at national meetings. State Part C and Section 619 staff are invited to participate.
Child Outcomes Summary (COS) Learning Community
Contact: Kellen Reidkellen.email@example.com
The community is intended for state Part C and Part B 619 staff who work directly with collecting, analyzing, and using COS data. The goal of the community is to help participants promote /maintain practices that lead to high-quality COS data and the ability to use those data in meaningful ways. Participants learn from one another, share tools and resources, and explore issues together in a collegial environment. Web-based meetings are held on a quarterly basis and community members have access to an online space for ongoing collaboration.
Family Outcomes Data Community of Practice
Contact: Thomas McGheethomas.firstname.lastname@example.org Register to Participate
The Family Outcomes Data Community of Practice allows individuals to share issues and resources related to family outcomes measurement, including analysis, data quality, and data use and dissemination. Specific topics will be prioritized by the members, and the calls will focus on state sharing and peer participation. The learning community is intended for Part C Coordinators, data managers, and other state staff who work directly with analyzing, interpreting, and sharing family survey data in their state.
TS GOLD Learning Community
Contact: Nicholas Ortiznicholas.email@example.com
This community offers a way for interested individuals to share experiences using the Teaching Strategies (TS) GOLD for outcomes reporting. The group focuses on a variety of topics including training assessors, procedural issues, reporting, and new features. The group meets monthly. States identify questions/issues to discuss each month and one state leads the discussion. States do not have to lead discussions to participate in the community.
Topical Learning Communities
aRPy Ambassador Program
Contact: Betsy Ayankoya and Allison Jonesbetsy.firstname.lastname@example.org email@example.com
The aRPy Ambassador Program brings awareness and support to the dissemination and use of the DEC Recommended Practices (RPs) and the Practice Improvement Tools. The partners contribute to the processes of selecting, preparing and supporting professionals from across the country who act as aRPy Ambassadors.
Dispute Resolution Learning Community
Contact: Sharon Walsh, Noëlla Bernal, and Alyson Cavaughsharon.firstname.lastname@example.org email@example.com firstname.lastname@example.org
A new learning community starting in fall 2018, co-led by CADRE and ECTA, this peer learning group for state Part C coordinators and staff allows participants to share experiences in addressing and resolving Part C disputes, both formal and informal. State-developed agenda topics might include: strategies for providing training for hearing officers and mediators; designing procedures, logs and forms for investigating complaints; options for collecting ongoing data on disputes; implications for general supervision and other topics as identified.
Early Childhood Inclusion
Contact: Jani Kozlowskijani.email@example.com
The purpose of the community is to address and improve high-quality inclusive policies, practices and state leadership. It is open to coordinators, directors and staff from state level Part C, Section 619, PDG, and other early childhood programs and TA projects. The content for the calls is organized around the four levels of Indicators for High-Quality Inclusion.
The community has focused primarily on the twelve State Indicators and Elements of High-Quality Inclusion:
- Cross-Sector Leadership
- Family Engagement
- Accountability, Data Use and Continuous Improvement
- State Early Learning Standards/Guidelines
- Program Standards
- Allocation of Resources to Support Personnel
- Coordination of Professional Development Resources
- EC Personnel Standards, Credentialing, Certification and Licensure Requirements
- Preservice Education and Personnel Preparation
- Public Awareness
Part C Racial Equity Community
Contact: Denise Bennettdenise.firstname.lastname@example.org
In conjunction with the IDEA Infant and Toddler Coordinators Association (ITCA), ECTA has formed the Part C Racial Equity Community. The community will collaborate and learn how to promote practices that center racial equity in statewide early intervention systems by recognizing and exposing systemic bias and racism and identifying and implementing tangible strategies to work towards equitable Part C programs, practices, and outcomes for families.
Part C coordinators and staff are invited to participate in meetings to be held the fourth Tuesday of each month, 3:30 - 4:30 pm Eastern Time.