A System Framework for Building High Quality Early Intervention and Preschool Special Education Programs

Transcript

1 A System Framework System Framework A Early Intervention Building High-Quality for for Early Intervention Building High-Quality and Preschool Special Education Programs Preschool Special Education Programs and January 2015 January 2015 updated August 2015 updated August 2015 Governance Quality Finance Standards Building High-Quality Systems Accountability & Personnel / Quality Improvement Workforce Data System

2 System Framework for and Section 619: Part C The Early Childhood Technical Assistance Center Table of Contents ... 3 Introduction System Framework Components: ... 8 Governance (GV) Finance (FN) 15 ... Personnel/Workforce (PN) ... 25 Data System (DS) ... 33 Accountabili ty & Quality Improvement (AC) 36 ... ... Quality Standards (QS) 42 Glossary of Terms ... 48 Glossary terms appear underlined throughout this document. References for each component are available online at: http://ectacenter.org/sysframe Table of Contents 2 System ECTA Framework:

3 System Framework for Part C and Section 619: The Early Childhood Technical Assistance Center Introduction Audi ence Purpose and and sustaining high- and preschool special education systems Building quality early intervention To support states, the Early Childhood is a complex and ongoing process for state agencies. Technical Assistance Center (ECTA Center), funded by The Office of Special Education Programs (OSEP), has developed a frame work that addresses the question, “ What does a state need to put into place in order to encourage/support/require local implementation of evidence- based practices that result in positive outcomes for young children with disabilities and their families?” The purpose of the ECTA System Framework is to guide state Part C and Section 619 Coordinators and their staff in: (1) evaluating their current systems; (2) identifying potential areas for improvement, and; (3) developing more effective , efficient systems that support implementation of evidence- based practices . States vary significantly in their Part C and Section 619 service delivery systems and the framework was developed to accommodate this variation. It is intended to enhance the cap acity of Part C and Section 619 state staff to: • Understand the characteristics of an effective service system; • Lead or actively participate in system improvement efforts, including cross -sector work; and • Build more effective systems of services and progra ms that will improve outcomes for their families served under Part C and Section 619 of young children with disabilities and the Individuals with Disabilities Education Act (IDEA). Structure of the Framework Th e ECTA System Framework is organized around six components: interrelated Governance (GV); • • Finance (FN); • Personnel/ Workforce (PN); • Data System (DS); • Accountability & Quality and ; Improvement (AC), Quality Standards (QS) • Each component contains a set of subcomponents that identify key areas of content within the component. Each subcomponent contains a set of quality indicators that specify what needs to be in place to support a high -quality Part C/Section 619 system. ECTA System Framework: Introduction 3

4 Each quality indicator has corresponding elements of quality operationali ze its that For example: implementation. Component: Governance (GV) • o Subcomponent 1 : Vision, Mission, and/or Purpose Quality Indicator § GV1 • Element of quality GV1a . Element of quality GV1b • . • etc. § Quality Indicator GV2 • . Element of quality GV2a Element of quality • . GV2b • etc. o Subcomponent 2 : Legal Foundations § Quality Indicator GV3 • Element of quality GV3a . • etc. When for all developing qua lity indicators component s, the ECTA Center considered a number of cross -c utti hemes that are critical for quality systems. These include: (1) ng t (2) (3) promoting collaboration; (4) stakeholder engagement; establishing/revising policies; (5) communicating effectively; (6) family leadership and using data for improvement; (7 ) coordinating or integrating across the bro ader early childhood service support; and sector. An important and aspirational feature of the framework is the emphasis placed on linking he framework . W early care and education Part C and Section 619 with other efforts in hile t focuses primarily on IDEA Part C and Section 619 systems and services , it also addresses the general early care and education system in the state to promote participation of young children with disabilities in a state’s early care and education programs. Process and Partners The ECTA System Framework was developed through an iterative process that involved literature reviews and extensive input, review and feedback from national and state experts in the field. Six partner states (Delaware, Idaho, Minnesota, New Jersey, Pennsylvania, and West Virginia) and an expert Technical Work Group (TWG) advised the ECTA Center by providing input on the content of the F ramework as well as contributing resources to support states as they use the Framework. The six partner states helped to ensure that the Framework reflects and is applicable to the diversity of state systems (e.g., differences in Lead Agency, population size, eligibility criteria, etc.). The process started with a review of the existing literature and discussions with partner states about what is working and what could be improved in their state systems. Based on the literature and state input, the Center drafted the components, subcomponents, quality indicators and elements of quality. Partner states, TWG members, and other invited experts then reviewed each draft and provided feedback. After multiple rounds of review and revision, the Center invited partner states to test the framework by applying the content to their own states and identifying existing evidence of quality for the elements. Coordination with Other Projects The ECTA System Framewor k was developed in coordination with other Centers and projects. The Center for IDEA Early Childhood Data Systems (DaSy Center) was charged by OSEP to develop a Data System Framework and both DaSy and ECTA agreed th at this Framework would also serve as the Data System component of the overall System Framework. The DaSy Center’s Framework was developed with extensive input from Part C and Section 619 staff from seven ECTA System Framework: Introduction 4

5 partner states. System F ramework, DaSy’s Framework follows the As a component in the ECTA Data System same organizational structure (i.e., components, subcomponents, quality indicators, and elements of quality) to facilitate ease of use by Part C and Section 619 state staff. The two Centers worked togethe r closely throughout the development of both frameworks to ensure compatibility. ECTA also worked collaboratively with the Early Childhood Personnel Center (ECPC) in the development of the Personnel/Workforce component of the System Framework. ECPC is funded to facilitate, on a national basis, the implementation of integrated and comprehensive systems of personnel development (CSPD) in early childhood, for all personnel serving infants and young children with disabili ties. Finally, ECTA worked collaboratively with The Early Childhood Systems Working Group (ECSWG), a volunteer group of national leaders engaged in technical ass istance to state policymakers in the development of comprehensive early childhood systems. The ECSWG’s Early Childhood Framework (often referred to as “the ovals”) depicts the intersection of critical Systems early childhood system components, encircled by the core elements that support a comprehensive early childhood system. Their Comprehensive Early Childhood System -Building tool is designed to assist facilitators working with state or community stakeholders from multiple sectors to plan for and manage integrated early childhood systems. Considerations for Understanding and Using the Framework e ECTA System Framewor k is designed to support state Part C and Section 619 Th Coordinators and staff in evaluating t heir existing systems and to encourage and support efforts to improve early intervention and preschool special education systems of services. The following considerations are important for making best use of its contents: What is quality 1. ? The operating assumpt ions for the framework are that: • A state that has fully implemented all of a quality indicator’s elements has that quality indicator in place. A state that has all of the quality indicators in the subcomponent in place has high • quality in the subcomponent. A state that has all the subcomponents in place has a high • -quality system. Fully implementing an element means that the element is: 1) in place and 2) of high quality. For the sake of brevity and because of the extensive variation across st ates, the framework does not provide detail on what constitutes quality implementation for each element. For instance, one of the elements speaks to the need for a state to develop vision, mission, and/or purpose with input from stakeholders. The element d oes not describe what constitutes high - or low is -quality stakeholder participation. ECTA and developing additional resources for states to further clarify quality. compiling 2. Planning . Many of the components of the framework include the development of “pla ns” in the quality indicators. The plans referred to are assumed to be in writing. These may be stand -alone descriptions or they may be integrated into other plans or state documents (e.g., policies and procedures; monitoring and accountability manuals; State Performance Plan/Annual Performance Reports (SPP/APRs), including the State Systemic Improvement Plan (SSIP); or Requests for Application (RFAs) for program or system evaluation). The intention is to promote a planful approach to delineating activities , responsible parties, and timelines, based on data and input from relevant stakeholders. ECTA System Framework: Introduction 5

6 3. Pa rt C/619 state staff or representative . To the extent possible, the quality indicators and elements were written to identify who is expected to carry out the action descri bed in the statement while also being sensitive to the variations in Part C and Section 619 organization and administration across states. For this reason, the actors identified are somewhat open ended. When an indicator or element stipulates “Part C/619 state staff,” it refers to staff with knowledge of the program, such as a state coordinator or other individuals in the state office. 4. - State and local . While the framework was written to identify the components of a high Part C/Section 619 system , some of the quality indicators and elements quality state apply equally well at the local level. Use of the Framework and Next Steps , in partnership with the DaSy Center, has a corresponding self - The ECTA Center assessment for the framework to assist states to: determine the current status of their Part C and Section 619 systems; • • develop plans for system improvements; and im • plement plans and track improvements in the state’s system over time. -assessment will help a state identify the relative strengths and areas The results of the self needing improvement in its service system; however, the framework is not a road map for how to bui ld a high -quality system. It does not tell a state where to start or what to do next. The state will need to determine where to foc us improvement efforts based on priorities and resources. A state might choose to focus entirely on one component or on multi ple components. A state may choose to complete the self -assessment for only one or two components or subcomponents. assessment are to be There are no rules, only suggestions, for how the framework and self- used. The ECTA Center created these tools to supp ort a planning process that identifies the activities, timelines, resources, and intended outcomes needed to improve the system; Both tools are designed to help however, states might find other ways to use them as well. -quality systems. We encourage states to use them in ways they find most states build high helpful. The ECTA Center is compiling resources to support improvement activities for each of the components. Some of these will address a subcomponent and others will be specific to a quality indicator or element of quality. The Center is gathering examples of how states are implementing the quality indicators. These resources include examples of policies, procedures, planning documents, and other state -developed tools. The System Framework . and the associated resources are used to guide technical assistance (TA) to states ECTA Center Technical Assistance Related to the Framework We encourage states to contact the ECTA Center with any questions or requests for TA related to its use. W e can provide any clarification needed, help find additional resources and help plan improvement activities. We can also provide TA to support activities such as facilitating a stakeholder process to complete the self -assessment or developing an improvemen t planning process to make use of the results. We look forward to working together with states to improve the quality of systems of services for young children with disabilities and their families . ECTA System Framework: Introduction 6

7 Acknowledgements System Framework was developed by the Early Childhood T echnical Assistance The ECTA Center with extensive input from Part C and Section 619 Coordinators and staff from (ECTA) six partner states , as well as national and regional experts that participated on a Technical The Center for IDEA Early Childhood Data Systems (DaSy) developed Work Group ( TWG). The Early Childhood Personnel Center the Data System component of the framework. (ECPC) collaborated in the development of the Personnel/Workforce component. The ECTA : Center gratefully acknowledges the contributions of the following individuals Jana Martella ECTA Center: Minnesota Robin McWilliam Lisa Backer Betsy Ayankoya Cindy Oser Kara Tempel Debbie Cate Anne Reale Lise Fox Rachel Schumacher Pennsy lvania Sue Goode Jodi Whiteman Mary Anketell Alison Gunn James Coyle Kathy Hebbeler Deb Daulton Lynne Kahn tional Addi Hackleman Emily Christina Kasprzak Contributors: Kim Koteles Anne Lucas Ron Benham Patti Wirick Katy McCullough Jeffri Brookfield Mary Peters Carolee Eslinger Jersey New Lynda Pletcher Nicholas Gelbar Susan Evans Barbara Smith Phoebe Gillespie Terry Harrison Judy Swett Kim Hartsell Barbara Tkach Kathy Whaley Susan Hayes Sharon Walsh Jamie Kilpatrick Virginia West Dave Lindeman Ginger Huffman Arlene Russell Part ner States: Pam Roush Sandy Schmitz Delaware Vicki Stayton Susan Campbell l Work Group: Technica George Sugai Lisa Crim -Ginsberg Linda Tuchman Mary Beth Bruder Carolann Schumann Kim Wedel Lori Connors -Tadros Verna Thompson Pam Winton Barbara Gebhard Maureen Greer Idaho Vivian James hristy Cronheim C Grace Kelley Shannon Dunstan The ECTA Center is a collaborative effort between the Frank Porter Graham Child Development Institute; SRI International; PACER Center; University of Colorado, Denver; University of South Florida; Puckett Institute; RTI International; University of Nebraska Medical Center; and Walsh Taylor Associates. Additional information about the ECTA Center can be found at ectacenter.org Early Childhood TA Center. ( 201 5). A System Framework for Building High- Quality Suggested citation: Programs . Retrieved from Early Intervention and Preschool Special Education http://ectacenter.org/sysframe ive agreement at The contents of this document were developed under cooper number H326P120002, # H325B120004 and #H373Z120002 from the Office s # of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer s: Julia Martin Eile , Dawn Ellis, Meredith Miceli & Richelle Davis. ECTA System Framework: Introduction 7

8 System Framework Governance (GV) Component The Early Childhood Technical Assistance Center Governance component Part C and The purpose of the of the System Framework is to guide state in making certain there is established enforceable 619 Coordinators, their staff and partners decision- to effectively implement the statewide system and that leadership making authority advocates for and leverages sufficient to support quality services fiscal and human re sources The focus of this component is to make certain that structures and throughout the state. s for Part partnerships are in place to support effective, efficient statewide service delivery system that provide equita C and 619 ble access to services for all eligible children and their families. Part C and 619 ’ organizational structures and placement of Governance supports state systems authority for making program, policy, fiscal, and standards decisions as well as implementing effective practices. Governance responds to this need for authority by creating policies, state laws, regulations, interagency agreements and other enforceable mechanisms. The governance vision , mission component, built upon the of the syste m, intersects with the other and/or purpose components of the framework serving as the foundation or authority that underpins each component. Characteristics of effective governance include participation, input by stakeholders , consensus, transparency, responsiveness, an d effective communication. It is essential that state leadership develops collaborative partnerships that include roles and responsibilities for all state and regional within the system. Equally important is the role of governance in and/or local system entities meaningful family engagement in the recruiting and supporting family leadership and maximizing development and implementation of the system. The system should have mechanisms in place acilitate clear communication, collaboration and relationship that f -building with stakeholders and partners at all levels. This component includes vision, mission and/or purpose; legal foundations; administrative structures; and leadership and performance manage ment . Vision, mission, and/or purpose guide decisions and provide direction for quality comprehensive and coordinated Part C and Section 619 statewide systems . Legal foundations provide the authority and direction to effectively implement the Part C/619 st atewide systems and support the coordination of systems and services across all agencies involved with young children and their families. Administrative structures include state and regional and/or local system entities , with assigned roles and responsibil ities, designed to carry out IDEA and related federal and state mandates to ensure statewide implementation of the system including the provision of services. State leadership and management address advocacy for and leveraging of fiscal and human resources for implementation and oversight of the statewide system. This includes promoting strategies that facilitate clear communication and collaboration to build and maintain relationships between and among Part C and Section 619 stakeholders and partners. ECTA System Framework: Governance (GV) 8

9 Vision , mission purpose Subcomponent 1: and/or 1: , mission Quality Indicator GV guide decisions and provide direction for and/or purpose Vision systems. quality comprehensive and coordinated Part C and Section 619 statewide Elements of Quality a. evidence- based practices are the Core values, beliefs, guiding principles and current foundation for public statements of vision/mission/purpose. These public statements are consistent with The Individuals with Disabilities Education Act b. ). (IDEA These publ c. ic statements address who the program serves, what the program does and the intended outcomes for children and families. d. These public statements are developed with input from all stakeholders. e. These public statements are readily available (e.g. on the webs ite, in a parent handbook, etc.) and effectively communicated to all stakeholders including practitioners, families, and community partners. These public statements are clear and understood by staff, local program administrators and f. families. System level decisions (e.g. fiscal, data, standards, personnel, monitoring), programmatic g. decisions (e.g. services and supports) and strategic planning are guided by the public statements of vision/mission/purpose. h. These public statements are reviewed and revised as necessary with stakeholder input. i. These Part C and 619 public statements of vision, mission and/or purpose are recognized as an integral part of the broader early care and education strategic public statements and plans. ECTA System Framework: Governance (GV) 9

10 2: Legal Foundations Subcomponent 2: Legal foundations (e.g. statutes, regulations, interagency agreements Quality Indicator GV and 619 and/or policies) provide the authority and direction to effectively implement the Part C statewide systems. Elements of Quality Legal foundations are aligned with IDEA and other federal and state mandates. a. Legal foundations are developed with input from stakeholders. b. c. Legal foundations are clearly written and provide details needed for implementation at the local level. d. Legal foundations support and do not hinder the implementation of evidence- based practices . e. Legal foundations are readily available and communicated to stakeholders and partners. Legal foundations provide the authority for the state to mon itor f. implementation. g. Legal foundations are reviewed and revised as necessary with stakeholder input, using existing data and other pertinent information. h. Legal foundations support coordination of systems and services across all early care and education programs . ECTA System Framework: Governance (GV) 10

11 : Administrative Structures Subcomponent 3 3: such as state and regional and/or local system Administrative structures Quality Indicator GV entities are designed to carry out IDEA and related federal and state mandates to ensure statewide implementation of the system including provision of services . Elements of Quality a. Part C and 619 lead agencies assign all required components of IDEA and related federal and state mandates to entities within the state. b. components and how to access services is widely Information about the state system available and understood by providers, families and the general public. Decisions about Part C and 619 state, and regional and/or local system structures facilitate c. early care and education programs. collaboration and service delivery across d. Part C and 619 lead agencies design state, and regional and/or local entities to ensure to services statewide. equitable access e. Part C and 619 lead agencies evaluate the structure of entities assigned for state, regional and local implementation on an ongoing basis and revise as needed to ensure equitable delivery of services. Quality Indicator GV 4: S tate and regional and/or local system entities enforce roles and responsibilities for implementing IDEA and other federal and state mandates. Elements of Quality State Part C and 619 agencies and partners have enforceable roles and responsibilities a. established through clearly written state laws, regulations, policies, procedures, contracts, or agreements. b. Regional and local entities have enforceable roles and responsibilities for provision of direct services established through clearly written state laws, regulations, policies, procedures, contracts, or agreements. c. Administrators, pract itioners and other agency personnel, at all levels of the system, understand and perform their roles and responsibilities in accordance with the lines of -making within the state structure. decision d. There is an ongoing process for reviewing and revising, as necessary, the designation of roles and responsibilities. ECTA System Framework: Governance (GV) 11

12 5: State and regional and/or local system are designed to maximize Quality Indicator GV entities in the development and implementation of the system. meaningful family engagement Elements of Quality a. the state Decisions about system structures support equitable representation of families on Interagency Coordinating Council (ICC ), local ICCs, task forces, and committees. b. Part C and 619 state staff or representatives support (e.g. through stipend s, transportation, information and preparation, convenient time and location, mentoring, FTE, consulting fee) family members’ active roles on councils, committees, and task forces to allow their full participation and input into system decisions related to areas such as policies, training and TA, monitoring, and program improvement. There are ongoing system -wide efforts to recruit families that are representative of the c. demographics of the state and local communities and support their leadership development. d. There is an ongoing process for evaluating and improving meaningful family engagement in the system. 12 System Framework: Governance (GV) ECTA

13 : Leadership and Subcomponent 4 Performance Management : fiscal and human resources advocates for and leverages State leadership Quality Indicator GV6 . e statewide system and services to meet the needs for implementation and oversight of th Elements of Quality State leadership continuously uses information and data to identify fiscal and human a. (personnel, data system, resource needs for system implementation and oversight monitoring, standards, and finance). State leadership effectively seeks and garners federal, state, and/or local resources to meet b. the needs of the statewide system. State leadership c. sufficient resources to perf orm the administrative duties and allocates responsibilities required under IDEA and other state or federal mandates (e.g. Part C and 619 lead agency FTE, proportion of the budget for infrastructure vs. services). d. State leadership assists local programs/districts to problem -solve and identify creative fiscal and human resource challenges to promote implementation of strategies to address based practices . evidence- State leadership seeks and supports opportunities for collaborating with other e. agencies/ community s to share fiscal and human resources across all early care and partner education initiatives. Quality Indicator GV 7: Leaders use written priorities with corresponding strategic plan(s) and evaluation to drive ongoing system improvement . Elements of Quality vision /mission /purpose drives Part C and 619 priorities and strategic plan(s). The a. The priorities and strategic plan(s) are based on data (e.g. monitoring , data systems, b. demographic system s and services . projections) about the c. The priorities and strategic plan (s) are developed with input from all relevant stakeholders. d. The priorities and strategic plan(s) provide clear and detailed information with regard to short and long term goals, strategies, responsible individuals, timelines, and benchmarks for evaluation. e. The priorities and strategic plan(s) are sanctioned and supported by those in authority. f. The priorities and strategic plan(s) are coordinated or aligned across agency partners (Part rative impact. C, 619 and other early care and education initiatives) to ensure collabo g. The priorities and strategic plan(s) are nd communicated with all stakeholders. transparent a h. Part C and 619 state staff or representatives monitor the progress of the priorities and strategic plans and review and revise them as necessary bas ed on data on progress and changing context. ECTA System Framework: Governance (GV) 13

14 8: Part C and 619 state staff or representatives Quality Indicator GV use and promote strategies build and maintain relationships between collaboration, and that facilitate clear communication and and among . Part C and Section 619 stakeholders and partners Elements of Quality A written formal communication process a. -level strategies is in place that includes multi detailing how information is shared, input is received, and responses are given ( feedback ) w ith stakeholders and partners at all levels of the system. loops Part C and 619 state staff or representatives monitor progress of the written communication b. process, reviewing and revising it as necessary, based on data on progress and changing context. c. Leaders use and encourage strategies that promote frank, respectful discussions and facilitate the development and maintenance of long -term collaborative relationships across agencies and partners. Leaders continuously gather and use information from stakeholders and partners at all d. levels of the system to inform decisions, influence state policy, and improve the system. Leaders regularly inform legislators, funders and public/private partners about the benefits e. and accomplishments of Part C and 619, and the continuing needs of the system related to the strategic plan. f. Leaders implement an effective public awareness campaign to ensure families and referral sources are aware of the benefits of program and how to access services. ECTA System Framework: Governance (GV) 14

15 System Framework Finance (FN) Component The Early Childhood Technical Assistance Center The purpose of the Finance of the System Framework is to guide state Part C and Section component 619 Coordinators, their staff and partners in ensuring that sufficient funds and resources are in place to - on of evidence support and sustain all components of the system, thereby facilitating the implementati based practices. Both early intervention (Part C) and early childhood special education (619) operate as systems of services and (supports), relying on multiple funding streams at the federal, state and local level. Most public (federal, state funding sources are local). State, regional and/or local system entities may and/or also access private funds (e.g., private insurance and family fees for Part C, grants) to support their States have discretion in determining which funding to . These decisions are program. access influenced by federal, state and local guidelines for use of funds, political will and identified need. As a result, state systems need to be current on service utilization data, demographics of children served for collaboration and alignment with other and opportunities programs serving early care and education the same populations. Working relationships with key partners such as agency fiscal staff, other early care and education program administrators, and advocates prove to b e vital as states navigate various funding streams to support the system. This component includes: finance planning forecasting; fiscal data; procurement ; resource process/ , use of funds and disbursement; and and accountability of funds and resources. A allocation monitoring strong, fiscally sound system that is sustainable over time is driven by a finance planning process that -level strategic plan to meet program infrastructure and is in alignment with a larger system or state for the short and long -term. The planning process should be informed by service delivery needs, both current and accurate statewide data (both fiscal and programmatic) to provide a clear picture of system costs, revenue This information should directly inform decisions regarding which and projected need. resources to pursue (procurement), and how they should be allocated, used and disbursed. Monitoring use of funds should be conducted regularly to ensure that spending is in compliance with contract performance and all federal, sta te and local fiscal requirements to maintain access to the various funding sources. While fiscal data is a defined sub -component area, with a coordinated state- wide means of collection, it is important to note that access to and use of fiscal data is vital to each of the other sub -components and is reflected across all sub- component areas. ECTA System Framework: Finance (FN) 15

16 Subcomponent 1 Process/ Forecasting : Finance Planning Quality Indicator 1: Part C and Section 619 state staff conduct finance planning to identify FN resources adequate state, and regional and/or local levels to meet program infrastructure and at the service delivery needs. Elements of Quality a. Finance planning uses demographic information of children potentially eligible for the IDEA program and their eligibil ity for other programs/funding streams early care and education Title I (e.g., -K) to project the amount of financial resources , Early/Head Start, state Pre needed over time and determine how and which resources to access. b. Finance planning includes a review of program costs, projected revenues and expenditures , and estimated need to garner the resources necessary to support and sustain the system. c. Part C and Section 619 state staff conduct fiscal mapping of federal, state, local, and private resources to better connect existing funding sources, identify opportunities for cost savings and assure that all potential resources are accessed. d. dicaid) and program -K, Me Family leaders, key partners (e.g., Early/Head Start, state Pre and fiscal staff, who are knowledgeable about specific funding streams, are involved in discussions and decision -making. Part C and Section 619 state staff conduct a cost -benefit analysis of potential funding e. detailed financing strategies, specifying which funding stream(s) sources and develop clear, would be most beneficial to pursue for what purpose/service or function. f. A clearly written finance plan aligns with the program priorities and strategic plan(s), the , mission s of vision and/or program public statement purpose , and articulates measurable goals and activities. g. The finance plan is available and effectively communicated to stakeholders, including state and local administrators, fiscal staff, funding partners, practitioners, and f amilies. h. The finance plan is reviewed and revised, as necessary, including identification of additional financial resources and unexpected fiscal changes to ensure that sufficient funding is available to meet changing needs (e.g., demographics, political a nd economic context). ECTA System Framework: Finance (FN) 16

17 FN State and regional and/or local system entities use strategic finance plan to Quality Indicator 2: a long- term and annual proposed budget to ensure a strong base of financial support is forecast formed. Quality Elements of a. A proposed budget is developed to forecast the amount of funds needed from each funding source to operate the system for the year as well as a projection of the funds needed to operate the system in the long -term. b. Trend analyses of children and families served, services provided and funds expended are conducted to predict future budget and personnel needs for use in short and long term planning. c. State and regional and/or local entities have adequate budgetary control and system flexibility regarding use of fu nds and resources to support system implementation and improvement. d. The proposed budget aligns with the public statements of vision/mission and/or purpose of the broader early care and education system. e. The Governor, legislators and state leaders actively support budget appropriation requests from the system. ECTA System Framework: Finance (FN) 17

18 Fiscal Data Subcomponent 2: 3: /or local system entities have access to fiscal data for Quality Indicator State and regional and FN program planning, budget development and required reporting. Quality Elements of a. A coordinated state -wide means of collecting timely and accurate fiscal data on revenue and expenditures disaggregate fiscal and , by specific fund source, is in place with the ability to program data by region and/or program. Data check b. s and other mechanisms are in place to ensure the accuracy and reliability of fiscal data. Fiscal data are linked to programmatic data (e.g., number of referrals, referral source, child c. count, units of service) to allow for of the amount of funds spent. analysis d. Fiscal reports on distribution and expenditure of funds by specific fund source are generated and shared to inform fiscal and program staff of financial status, to facilitate resource management , and to meet state and federal fiscal reporting requir ements. Training and technical assistance are provided systematically to state, regional and/or local e. system entities on how to access and use fiscal data. f. Part C and Section 619 state staff make fiscal and programmatic data readily available in a of formats that can be used by stakeholders variety (e.g., ICC, SAC, legislators and the general public) for advocacy in the procurement of funds. g. Part C and Section 619 state staff make fiscal data readily available in a variety of formats that can be used by st ate, regional and/or local structures for accountability and program improvement. h. Relevant fiscal data (e.g., expenses by service, region and/or local entity, and fund source) are shared among early care and education programs to assess efficient and effe ctive use of resources and to inform budgetary decisions in the alignment and coordination of early care and education systems. A systematic process is in place to evaluate and determine whether the means of collecting i. and disseminating fiscal data is pro viding data that is useful to stakeholders. 18 System Framework: Finance (FN) ECTA

19 FN to manage the State and regional and /or local system entities use fiscal data Quality Indicator 4: budget. Elements of Quality a. Fiscal data on revenues, planned expenses and actual expenditures are tracked and used on an ongoing basis to manage fiscal resources. b. -distribution of funds Fiscal data are used to inform budget development, adjustment and re and resources based on service and program needs. c. Fiscal data are sources of information that drive program improvement and effective utilization of funding sources. ECTA System Framework: Finance (FN) 19

20 Procurement Subcomponent 3: secure State and regional and /or local FN entities 5: funds and resources Quality Indicator system allocated and distributed to meet the needs of the system so that funds can be in accordance with the finance plan . Elements of Quality State and regional and/or local fiscal and programmatic staff are aware of the operating a. that is in place and what funds are available for the system to use. budget b. A formal process (e.g., budget line item, designated account number) is in place to ensure that appropriated funds are designated for use only by the system. c. State and regional and/or local system entities are informed about legal requirements (e.g., Maint enance of Effort ), system of payments, fiscal accountability), related to ( MOE accessing and using funds and resources that support programs and services. Families are generally informed about the fiscal process and their fiscal responsibilities. d. Families understand their financial obligations, if any, for receiving services as well as the e. cost of providing services. f. Additional funds are secured, as necessary, based on review of demographic , fiscal and program data. g. rative and fiscal staff have clearly defined roles and State and regional and/or local administ responsibilities for accessing available funds to support the system. ECTA System Framework: Finance (FN) 20

21 FN 6: Quality Indicator Part C and Section 619 state staff coordinate and align resources and ves in order to improve system encies, programs and initiati funding streams with other state ag based practices and ensure efficient use of resources. effectiveness, implement evidence- Elements of Quality Collaboration and coordination of resources across state agencies, programs and a. initiatives (e.g., early care and education, health) occurs through review and alignment of fiscal and programmatic policies and activities. Specific mechanisms (e.g., policy, Interagency Agreements (IAs ), Memorand b. a of Understanding ( MOUs ), Medicaid state plan amendments, waivers, and guidance) clearly articulate service, programmatic and funding responsibilities. c. Administrative requirements for accessing funding sources are minimized and aligned to reduce burden on regional and/or local entities. Regional and/or local entities are encouraged to pursue partnerships across agencies, d. programs and initiatives (e.g., early care and education, health) to leverage resources. Partners across state agencies, programs and initiatives and at all levels of the system e. clearly communicate on an on- going basis regarding agency responsibilities related to requirements for funding sources. f. There is an ongoing process for reviewing and revising, as necessary, the clear designation of agency roles and responsibilities reflec ted in state, regional and/or local mechanisms (e.g., policy, IAs, MOUs, Medicaid state plan amendments, waivers, and guidance). ECTA System Framework: Finance (FN) 21

22 Resource Allocation , Use of Funds and Disbursement Subcomponent 4: FN 619 state staff Part C and Section funds to meet the Quality Indicator 7: equitably allocate , including children and families. needs of the system Elements of Quality allocation is based on data to address geographic and demographic a. Resource differences and needs (e.g., cost study, reimbursement rate for services, formula based on critical variables). The allocation process is designed to support and fund the implementation of evidence- b. (e.g., environment, instruction, teaming and collaboration based practices ) and high quality programs. c. The method of and communicated fund and resource allocation is predictable, transparent to stakeholders. The allocation process facilitates and promotes collaboration and shared resources across d. programs early care and education llars ). (e.g., shared program functions, match do Data are gathered on an ongoing basis to evaluate if the fund and resource allocation e. process addresses the needs of the program, including children and families. f. The allocation process is reviewed and revised as necessary based upon available dat a. Quality Indicator FN 8: State and regional and/or local system entities use funds and resources efficiently and effectively to implement high quality programs for of children and meeting the needs . families Elements of Quality a. Funds and resources are used in accordance with the state’s vision /mission and/or purpose for the early intervention or early childhood special education system. Implementation of fiscal b. policies and procedures related to using funds and resources for ision of high quality programs is supported through guidance and on -going prov technical assistance. c. State and regional and/or local funds and resources are prioritized to facilitate active implementation of evidence- based practices (e.g., inclusion, coaching, teaming). d. Funds and resources are used to support alignment and collaboration across early care and programs. education State and regional and/or local system e. entities comply with federal, state and local requirements related to use of funds and resources. f. The effective and efficient use of funds is reviewed and revised as necessary to support high quality programs. 22 System Framework: Finance (FN) ECTA

23 r FN 9: system entities disperse funds and make State and regional and/or local Quality Indicato . timely payments or reimbursement for allowable expenses Elements of Quality a. Policies and procedures are current and explicit, specifying compliance with federal, state Maintenance of Effort (M and local requirements (e.g., ), payor of last resort , non- OE supplanting ) and describing how financial transactions are approved and paid. All (e.g., contracts, grants, vouchers, central finance system) adhere b. payment mechanisms to state and federal requirements regarding use of funds and resources. Payment mech anisms identify inconsistencies in use of funds and resources so that c. corrections can be made. d. Programs and practitioners make available information and documentation needed to account for use of funds and/or bill for reimbursement. Fiscal data e. on services provided and resources used to support each child and family (e.g., expense reports , unit costs ) are compared to those services identified on the Individualized in order to verify Family Service Plan (IFSP)/Individualized Education Program (IEP) and process payments, if appropriate. accuracy f. A system of checks and balances is in place that describes separation of responsibilities across personnel for approving expenditures and making payments. g. viewed and revised as Payment policies and procedures and payment mechanisms are re necessary. ECTA System Framework: Finance (FN) 23

24 Monitoring and of Funds and Resources Subcomponent 5: Accountability regularly Quality Indicator system entities 10: monitor finances FN State and regional and/or local and resources to ensure that spending is in compliance with contract performance and all federal, fiscal requirements . state and local Elements of Quality Fiscal data, methods and tools are used to monitor districts/contractors/ ’ a. practitioners per formance and compliance with federal and state requirements, as well as contracts, if applicable. b. practitioners’ use Fiscal data, methods and tools are used to evaluate if districts/contractors/ funds to help achieve the program’s public statements of visio n, mission and/or purpose. c. Policies and procedures are reviewed to ensure they reflect all fiscal mandates. d. State and regional and/or local entities participate in fiscal audits , as required, to system comply with federal, state and local fiscal mandates. Fiscal monitoring data are shared with districts/contractors/practitioners for informing e. improvement planning. Fiscal noncompliance is corrected in a timely manner when identified through fiscal f. monitoring or audits in accordance with requirements. g. Sanctions are used to address programs/practitioners that are unable to timely correct non - compliance and/or are not fiscally sound (e.g., financially secure, have cash on -hand to keep agency in operation). h. and revised as necessary. Fiscal monitoring methods and tools are reviewed i. Monitoring methods and tools are aligned whenever possible with other early care and education programs. ECTA System Framework: Finance (FN) 24

25 System Framework Personnel/Workforce (PN) The Early Childhood Technical Assistance Center Component The contents of this component were developed under #H326P120002 and cooperative agreement numbers #H325B120004 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Fe deral Government. Project Officers: Julia Martin Eile & Dawn Ellis The purpose of the Personnel/Workforce of the System Framework is to guide states in the component planning, development, implementation and evaluation of a comprehensive system of personnel development (CSPD). This component is the primary mechanism by which the state ensures that infants, toddlers, and young children with disabilities and their families, are provided services by knowledgeable, skilled, competent, and highly qualifi ed personnel, and that sufficient numbers of these personnel are available in the state to meet service needs. The CSPD is a statutory requirement for Part C. Although no longer a mandate for Part B, we continue to use the terminology because CSPD has a lengthy and prominent history in the Individuals with Disabilities Education Act (IDEA), dating back to the predecessor, the Education of the Handicapped Act (EHA). An ongoing, coordinated and strategically designed system of personnel development provides the supports needed by the other framework components. An effective CSPD is key to promoting both effective practices and the implementation of legal requirements as determined by the IDEA. It is important for understanding workforce capacity in order to p rovide timely and consistent services by prepared personnel. An effective system must coordinate and address state needs for both the number of personnel as well as the degree to which those personnel are supported and qualified for their roles in the service system. The CSPD acknowledges the coordination between preservice and program training A CSPD is inservice personnel development as critical for ensuring consistency of practices. informed by ongoing evaluation and multiple sources of data including st akeholder input, monitoring The other components of a results and the capacity to implement child and program quality standards. system framework inform the work of the CSPD and how it can support their effective implementation and desired results. This component includes: leadership, coordination, and sustainability; state personnel standards; preservice personnel development; inservice personnel development; recruitment and retention; and evaluation. The leadership, coordination, and sustainability subcomponent addresses the membership and responsibilities of a leadership team and the required elements of a written plan for the CSPD. The state personnel standards subcomponent specifies criteria regarding the alignment of state standards with national stand ards established by discipline -specific organizations (e.g. CEC, ASHA, AOTA) for personnel knowledge, skills, and competencies, and bases state , credentialing , certification, licensure and/or endorsement upon these standards. The preservice personnel subco mponent requires institution of higher education (IHEs) to align programs of study with state and national personnel standards, coordinate with inservice training programs , and specifically prepare students to work with ECTA System Framework: Personnel/Workforce (PN) 25

26 infants, toddlers, and preschool children and their families. The inservice personnel development subcomponent requires the availability of appropriately targeted and effective technical training and The to retool, extend, and update the knowledge, skills, and competencies of the workforce. assistance recruitment and retention subcomponent delineates strategies that must be in place to ensure the availability of sufficient numbers of highly competent personnel t o meet the demand for services in the state. Finally, the evaluation subcomponent provides the basis for collecting data and examining all elements of the CSPD in order to identify strengths and weaknesses, and make appropriate modifications based on the f indings. Subcomponent 1 : Leadership, Coordination, and Sustainability PN 1: Quality Indicator sector leadership team is in place that can set priorities and make A cross- policy, governance, and financial decisions . related to the personnel system Quality Elements of a. The composition of the leadership team represents key partners from cross- sector early , technical assistance programs, childhood systems , parent institutions of higher education organizations as well as any other relevant stakeholders across disciplines. b. Additional stakeholder input, including from families, is actively solicited and considered by the leadership team in setting priorities and determining governance decisions. c. The leadership team members are aware of other related early -age childhood and school efforts when appropriate. personnel development systems and align vision, mission, d. for the CSPD and The leadership team develops an overall and purpose makes decisions and implements processes that reflect these. The CSPD vision, m e. aligned with the overall early intervention and ission and purpose are preschool special education systems. f. The leadership team examines current policies and state initiatives (e.g. quality rating and improvement systems , educator effectiveness frameworks) to identify opportunities for collaboration and the coordination of resources, including ongoing and sustained funding across cross -sector early childhood systems. g. The leadership team advocates for and identifies resources for cross- sector priorities and activities. h. The leadership team disseminates information on the CSPD plan to relevant public and private audiences. ECTA System Framework: Personnel/Workforce (PN) 26

27 -components of PN multi -year plan in place to address a ll sub There is a written Quality Indicator 2: the CSPD. Elements of Quality a. development and implementation of the CSPD plan is based on the specific vision, The mission, and purpose for a CSPD. The CSPD plan is aligned with and informed by stakeholder input, national professional b. organization personnel standards, state requirements, and the vision, mission, and purpose sector early childhood systems involved in the CSPD. of the cross- c. The CSPD plan articulates a process for two way communication between stakeholders and the leadership team for soliciting input and sharing information on the implementation of activities. The CSPD plan includes strategies for engaging in ongoing formative and d. evaluation of the activities. summative evaluation The leadership team monitors both the implementation and effectiveness of the activities of e. the CS PD plan. f. The leadership team plans for and ensures that funding and resources are available to sustain the implementation of the CSPD plan. ECTA System Framework: Personnel/Workforce (PN) 27

28 State Personnel Standards Subcomponent 2: PN State personnel standards across disciplines are aligned to national 3: Quality Indicator professional organization personnel standards. Elements of Quality State personnel standards are based on core knowledge and skills needed for working with a. young children and their families in cross- sector early childhood systems . b. State personnel standards are specified, accessible, and used by program administrators and staff. State certification or licensing boards have a mechanism for assessing the degree to which c. preserv ice programs across state personnel standards are demonstrated by graduates of disciplines. State personnel standards are reviewed annually and updated, when appropriate, to reflect d. state personnel needs, changes in legal requirements, changes in national professional organizations personnel standards, evaluation data, and updated knowledge on evidence- based practices . Quality Indicator PN 4: The criteria for state certification, licensure , credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines. Elements of Quality a. A system for articulating and attaining a certification, licensure, credentialing and/or endorsement exists across disciplines. The criteria and requirements for attaining certification, licensure, credentiali ng and/or b. endorsement are specified and accessible for personnel across disciplines. c. The criteria and requirements for a system of certification, licensure, credential and/or endorsement are competency or skill based. d. Mechanisms such as inter -state agreements and policies are defined and exist for cross state reciprocity of certification, licensure, credential and/or endorsement. e. The system criteria and requirements are reviewed and updated, as appropriate to reflect state personnel needs, changes in legal requirements, changes in national professional organization personnel standards, evaluation data, and updated knowledge on evidence - based practices. ECTA System Framework: Personnel/Workforce (PN) 28

29 Preservice Personnel Development Subcomponent 3: 5: (IHE) programs and curricula across Quality Indicator Institution of higher education PN disciplines are aligned with both national professional organization personnel standards and state personnel standards. Elements of Quality IHE programs and curricula for each discipline are based on knowledge and skill a. competencies that are aligned with state personnel standards. b. IHE programs and curricula for each discipline are based on knowledge and skill competencies that are aligned with national professional organization personnel standards. IHE program competenci c. and defined by example. es are operationalized IHE programs and curricula for each discipline are aligned with state and local program d. QRIS , educator effectiveness frameworks, quality initiatives and evaluation systems (e.g., licensing). IHE programs and c e. urricula for each discipline are coordinated to ensure an adequate number of programs of study are available to meet current and future personnel needs. Quality Indicator PN 6: Institution of higher education programs and curricula address early childhood development and discipline -specific pedagogy . Elements of Quality IHE programs and curricula across disciplines recruit and prepare personnel for professional a. roles and responsibilities. b. IHE programs and curricula across disciplines contain evidence- based practices that reflect the learning needs of children with and at -risk for developmental delays and disabilities and their families. c. IHE programs and curricula provide relevant field experiences such as internships, observations, and practica in a variety of inclusive early childhood settings. d. IHE programs and curricula are reviewed, evaluated, and updated to reflect current intervention evidence and revised state personnel standards and national professional organization personnel standards. e. IHE programs of study and curricula utilize evidence -based professional development practices and instructional methods to teach and supervise adult learners. f. IHE faculty collaborate and plan with inservice providers to align preservice and inservice personnel development so there is a continuum in the acquisition of content from knowledge to mastery. ECTA System Framework: Personnel/Workforce (PN) 29

30 Inservice Personnel Development Subcomponent 4: 7: inservice personnel development and technical Quality Indicator A statewide system for PN . assistance is in place for personnel across disciplines Elements of Quality a. A statewide system for inservice personnel development is aligned to national professional organization personnel standards across disciplines. b. A statewide system for inservice personnel devel opment is aligned to state personnel standards across disciplines. c. The statewide system for inservice personnel development provides a variety of technical assistance opportunities to meet the needs of personnel. The inservice personnel development compone nt of the CSPD plan is guided by updated d. needs assessments of the capability of the workforce in relation to the desired knowledge and skill competencies. Inservice personnel development is coordinated across early childhood systems and e. delivered collabora tively, as appropriate. f. Inservice personnel development employs evidence- based professional development practices that incorporate a variety of adult learning strategies including job embedded applications such as coaching , reflective supervision and supportive mentoring . g. Inservice learning opportunities are individualized to the needs of the participants and the objectives of the personnel development. Families and/or parent organization participate in the design and delivery of inservice h. personnel development. PN 8: A statewide system for Quality Indicator personnel development and technical inservice assistance is aligned and coordinated with higher education program and curricula across disciplines . Elements of Quality a. The content for inservice personnel development is based on evidence- based practices . b. Faculty from IHEs and inservice staff meet on a quarterly basis to plan for, coordinate, and collaborate on inservice content. c. Content for inservice personnel development extends the depth of core knowledge and skills (CKCs) acquired in preservice programs and addresses updated knowledge on evidence - based practices and changes in state policies and initiatives. 30 System Framework: Personnel/Workforce (PN) ECTA

31 Recruitment and Retention Subcomponent 5: PN Comprehensive recruitment and retention strategies are based on multiple 9: Quality Indicator data sources, and revised as necessary. Elements of Quality Strategies are based on data, current research, and stakeholder i nput. a. Strategies target b. -specific shortages. discipline The c. effectiveness of strategies is tracked, reviewed annually, and updated as appropriate based on data, current research, and stakeholder input. Quality Indicator 10: Comprehensive recruitment and retention strategies are being PN implemented across disciplines. Elements of Quality a. Strategies include opportunities for advancement through a variety of processes such as institutions of higher education career articulation between two and four year and access to pathways/ladders . Strategies focus on indu b. ction, improving administrative supports, and using a variety of mentoring models to support and retain personnel. c. Strategies include incentives and recognition programs such as financial compensation, scholarships, service obligations, loan reimbursement and/or tuition reimbursement to improve access to preservice and inservice personnel development. d. alternative routes to certification . Strategies address e. Strategies address the usefulness of designing and/or participating in online recruitment systems. ECTA System Framework: Personnel/Workforce (PN) 31

32 Subcomponent 6: Evaluation 11: Quality Indicator The evaluation plan for the CSPD includes processes and mechanisms to PN collect, store, and analyze data across all subcomponents. Elements of Quality to be addressed and data to be a. Decisions regarding priorities for evaluation questions collected are identified when developing the CSPD plan. b. Multiple processes, mechanisms, and methods to collect data are identified and established based on the need for the information, usefulness of potential findings, and burden on respondents and systems. c. The state has the capacity to support data collection, management, and analysis for inservice personnel qualifications, needs assessment, preservice and personnel development, and personnel supply and demand. Quality revie d. w processes for data collection, verification, storage and management, and analysis are defined and implemented regularly. e. Personnel data are linked to child and family outcomes. Quality Indicator PN 12: The evaluation plan is implemented, continuously mon itored , and revised as necessary based on multiple data sources. Elements of Quality The implementation of the evaluation plan results in data or data summaries and analysis a. -making and are accessible across cross- sector early c that are useful for decision hildhood systems . b. Data are used to inform decisions, monitor progress, and make program improvements. c. Data are collected on personnel variables, such as personnel development participation, acquisition of content, and performance of competencies and those data are examined in relation to relevant child and family outcomes. d. personnel Data are collected on personnel development variables, such as units of development , type and amount of support (e.g. observational feedback, coaching , practica ), and content and those data are examined in relation to relevant child and family outcomes. ECTA System Framework: Personnel/Workforce (PN) 32

33 Data System Framework of the System Framework The contents of this were developed under a grant from the U.S. component Department of Education, #H373Z120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers: Meredith Miceli and Richelle Davis. The DaSy Data System Framework is the Data Systems Component of the larger ECTA System DaSy framework is to assist Part C and The purpose of the Framework for Part C and Section 619. Section 619 programs in developing and enhancing high- quality state data systems and in improving the quality of their IDEA data. The framework is intended to enhance the capacity of Part C and Section 619 state staff to: • the characteristics and capabilities of a good state data system, so they can Understand in state data system development efforts, including cross- agency • Lead or actively participate work, so they can • their state data systems to comply with IDEA feder al reporting requirements and answer Use important program and policy questions, which will • Enable states to build better systems of services and programs that will improve outcomes for young children with disabilities and families served under IDEA Part C and Section 619. The DaSy Framework for IDEA Data Systems is composed of six Subcomponents. Some Subcomponents include Sections that identify the key areas within the Subcomponent. The full DaSy Data System component is available on the DaSy web site at: http://www.dasycenter.org/framework/index.html Subcomponent 1: Purpose and Vision (PV) Quality Indicator PV1: Part C/619 state staff or representatives have articulated the purpose and vision of the data system. Quality Indicator PV2: The purpose and vision include the Part C/619 state program’s intents and goals for the data system. Data Governa nce and Management (DG) Subcomponent 2: Section 1: Authority and Accountability Quality Indicator DG1: The data governance structure delineates appropriate decision -making authority and accountability consistent with the uses of the data system reflected in the purpose and vision. The state ensures data governance and management role s and Quality Indicator DG2: -making authority and accountability. responsibilities clearly establish decision Quality Indicator DG3: Data governance authorizes Part C/619 staff or representatives to implement policies established for the state Part C/619 data system and manage the data system in accordance with all policies. Data Framework: (DS) 33 System ECTA System

34 Section 2: Quality and Integrity Quality Indicator DG4: Data governance policies require the development and implementation of procedures to ensure the quality and integrity of data collected from state/local programs and agencies. Part C/619 state staff or representatives implement mon itoring Quality Indicator DG5: procedures and technical assistance to ensure consistent application of data quality and integrity policies. Section 3: Security and Access Quality Indicator DG6: Data governance policies require the development and implementation of procedures to ensure the security of the data from breach or loss. Quality Indicator DG7: Data governance policies require the development and implementation of procedures to ensure that only authorized users gain appropriate access to the data, including reports. Qual Part C/619 state staff or representatives support and implement ity Indicator DG8: management procedures that maintain and address data security and access. Subcomponent 3: Stakeholder Engagement (SE) Section 1: Leading Part C/619 Data System Stakeholders Quality Indicator SE1: Part C/619 state staff identify groups and individuals who are affected by the data system. Quality Indicator SE2: Part C/619 state staff provide opportunities for stakeholders to give input about the data system. Quality Indicator SE3: Part C/619 state staff consider stakeholder input in decision -making and notify stakeholders of decisions made regarding the data system. Section 2: Part C/619 Participating as Stakeholders in Integrated Data System Initiatives Quality Indicator SE4: Part C/619 state staff are engaged as stakeholders in integrated data system initiatives, such as C/619 integrated data system, ECIDS, SLDS. Subcomponent 4: System Design and Development (SD) Section 1: Initiation of New System/Enhancement and Requirements Analysis Quality Indicator SD1: Part C/619 state staff are actively involved in initiating the development of the new data system or enhancement. Quality Indicator SD2: Part C/619 state staff are actively involved in the development of busines s requirements, process models, and data models for the data system/enhancement. Quality Indicator SD3: The requirements analysis defines the full set of requirements for the new data system/enhancement -- that is, what the new system/enhancement must do. Quality Indicator SD4: The Part C/619 state data system has the capacity to support accountability, program improvement, and program operations, and should contain the following data elements and features. ECTA System Framework: Data System (DS) 34

35 Section 2: System Design and Development Quality Part C/619 state staff work with the IT team to translate the system Indicator SD5: requirements analysis into the design for the new data system/enhancement. Quality Indicator SD6: Part C/619 state staff work with the IT team as they build and test the new data system/enhancement. Section 3: System Acceptance and Deployment Part C/619 state staff prepare for, communicate about, and conduct Quality Indicator SD7: system acceptance testing to ensure the new data system/enhancement functions properly before deployment. Part C/619 state staff participate in creating, reviewing, and revising Quality Indicator SD8: materials to support the implementation of the new data system/enhancement. Part C/619 state staff communicate and work with t Quality Indicator SD9: he IT team to deploy the new data system/enhancement. Subcomponent 5: Data Use (DU) Section 1: Planning for Data Use Part C/619 state staff plan for data analysis, product development, and Quality Indicator DU1: dissemination to address the needs of the s tate agency and other users. Section 2: Analyzing and Disseminating for Data Use Quality Indicator DU2: Part C/619 state staff or representatives conduct data analysis activities and implement procedures to ensure the integrity of the data. Quality Indicator DU3: Part C/619 state and local staff or representatives prepare data products -making. to promote understanding of the data and inform decision Quality Indicator DU4: Part C/619 state and local staff or their representatives disseminate data products to users to meet their needs. Section 3: Using Data and Promoting Capacity for Data Use Quality Indicator DU5: Part C/619 state and local staff use data to inform decisions. Quality Indicator DU6: Part C/619 state staff or representatives support the use of d ata at state and local levels. Subcomponent 6: Sustainability (SU) Quality Indicator SU1: Part C/619 state staff use a systematic process that includes stakeholder input to identify enhanceme nts to the data system. Quality Indicator SU2: Part C/619 state staff generate political and fiscal support to maintain and enhance the data system. ECTA System Framework: Data System 35

36 System Framework The Early Childhood Technical Assistance Center Accountability & Quality Improvement (AC) Component The purpose of the Accountability & Quality Improvement component of the System their staff and partners in an Framework is to guide state Part C and Section 619 Coordinators, ongoing process of reviewing and evaluating the Part C and Section 619 systems to identify areas for statewide improvement. The process provides direction on determining strategies that achieve a quality, effective, and efficient system to support implementation of evidence- based practices leading toward improved outcomes for children and their families. This component assists state leaders in assessing and improving all other components of the framework. States have a responsibility, under federal law, to utilize a system of general supervision that monitors the statewide implementation of the Individuals with Disabilities Education Act (IDEA), identifies and corrects noncompliance, and works toward improved outcomes for children and families. True accountability holds states responsible for a sustainable process that ensures ty and improvement. ongoing quali The overall focus of this component is to assist a state in having an accountability and quality improvement system designed to facilitate the achievement of positive results for children and families. The component can be used to support improvement through a variety of methods such as State Systemic Improvement Plan (SSIP), ongoing system evaluation, local program evaluation, and monitoring. This component includes: planning for accountability and improvement; collecting and analyzing performance data; and using results for continuous improvement. Planning for accountability serves as the basis for documenting the need for change, tracking progress and demonstrating improvement. “The accountability plan” is assumed to be in writing and should include all details necessary to implement a sound and effective statewide accountability and improvement system. The plan may be a stand-alone description or included in one or more state documents (e.g. policies and procedures, monitoring and accountability manuals, the State Performance Plan/Annual Performance Report (SPP/APR), including the State Systemic Improvement Plan (SSIP), Request for Application (RFA) for program or system evaluation). Methods used for collecting and analyzing performance data ensure that adequate information is available at the state, regional and/or local levels to determine the quality of the systems and services and if results are being achieved. Leadership at all levels of the system use strategies to support continuous improvement and achieve expectations. State leadership works to enhance capacity at all levels to use data -informed decision-making practices to implement effective accountability and improvement systems. ECTA 36 Framework: Accountability & Quality Improvement (AC) System

37 Accountability and Improvement Subcomponent 1: Planning for AC1: accountability and improvement at all levels Ongoing statewide planning for Quality Indicator is informed by data and reflects strong leadership and commitment to positive outcomes for children and their families. Elements of Quality Planning for accountability and improvement is aligned a. vision , mission and purpose with the of Part C or 619. An accountability and improvement plan is used to inform policy decisions and actions b. related to the accountability and ongoin g improvement of the system. c. Stakeholders are engaged on an ongoing basis to inform development, implementation and revisions to the accountability and improvement plan. d. The accountability and improvement plan is readily available and accessible (e.g., oth er formats, languages) to the public. State leadership e. ensures that each element of the accountability and improvement plan is executed in a timely, efficient and effective manner. f. quality The accountability and improvement plan is aligned with and informed by other improvement initiatives within and across agencies. g. The accountability and improvement plan is reviewed and revised as necessary based on how well the plan monitors the i mplementation and effectiveness of the system. 37 System Framework: Accountability & Quality Improvement (AC) ECTA

38 AC2: A written and improvement plan includes details necessary Quality Indicator accountability to implement an ongoing effective statewide accountability and improvement system at all levels. Elements of Quality a. The goals of the accountability and improvement system are defined in the written accountability and improvement plan. b. The accountability and improvement plan includes mechanisms for implementing informal and formal dispute resolution procedures (e.g. administrative complaints, due process hearings, mediation) as needed as part of the accountability and improvement system. c. system s performance (e.g. targets, benchmarks , indicators ) are clearly Expectations for identified and described in the accounta bility and improvement plan. The accountability and improvement plan includes performance measures d. to collect data that can be used to make data- informed decisions related to accountability and improvement. e. The accountability and improvement plan includes mechanisms for collecting valid and assessment, electronic child records) for reliable data (e.g. record review, surveys, self- accountability, program evaluation and quality improvement. f. The accountability and improvement plan includes processes and timel ines for collection, -informed decisions based on performance data. analyses and making data The accountability and improvement plan addresses the use of data to measure g. performance and identify trends, root causes and improvement strategies at the state, regional and/or local levels of the system. h. An accountability and improvement plan includes processes that allow for necessary adjustments to strategies (e.g. professional development , incentives , sanctions) based on data to enhance accountability and improvement. ECTA System Framework: Accountability & Quality Improvement (AC) 38

39 Subcomponent 2: Collecting and Analyzing Performance Data Part C and 619 state staff : data to and representatives Quality Indicator AC3 collect adequate system . the determine the quality and results of s and services Elements of Quality data and qualitative data collection methods are used to provide data to answer a. Quantitative questions that measure progress toward the identified outcomes. b. Stakeholders are involved in the development of data collection tools or instruments as necessary. c. federal and state Data collection methods are designed to address what is needed to meet requirements. Data are collected to monitor the appropriateness of outcomes/goals, services, frequency, d. intensity and settings/environments. ff implement procedures to ensure data collected are verified and State Part C and 619 sta e. are of high quality (e.g. valid, reliable, accurate, timely). f. Data are collected on a regular basis and the type and amount collected is intentional based and improvement plan for accountability and on priorities included in the accountability improvement. Data collection methods measure fidelity of interventions and determine quality and/or the g. effectiveness of intervention approaches/strategies. h. Individuals collecting performance data pos sess required knowledge and competence in data collection and have access to ongoing support and training in this area. i. Selected data collection methods are coordinated across early care and education , are integrated with each other and do not duplicate effort. programs j. State Part C and 619 staff review and revise data collection methods as necessary to meet changing circumstances and ensure collection of needed data. AC4 : Leadership at all levels have sufficient information to make accountability Quality Indicator and improvement decisions. Elements of Quality a. Leaders at all levels analyze data quality (e.g. valid, reliable, accurate, timely) to make informed decisions for accountability and improvement. b. Leaders at all levels analyze and disaggregate data by programs/agencies, demographics and other variables to make conclusions about performance in relation to the targets . Data collected assist stakeholders and leaders at all levels in making data- informed c. isions about how to enhance progress towards the intended results. dec d. Conclusions about local, regional and state performance are available for developing strategies that yield sustainable improvement. ECTA System 39 Accountability & Quality Improvement (AC) Framework:

40 Subcomponent 3: Using Results for Continuous Improvement : at all levels, as appropriate, communicate and publicly report Quality Indicator AC5 Leadership data and information through a variety of methods to document performance and evaluation results. Elements of Quality effective and efficient procedures in place to report a. The state Part C and 619 systems have data that adhere to applicable laws and regulations including timelines, content requirements, and privacy requirements. icly b. Performance data and desired messages (e.g. Annual Performance Report (APR), publ , monitoring , dispute resolution data) are accessible reported data, legislative reports reports stakeholders to relevant using clear and concise reporting methods. c. -informed conclusions are Monitoring and dispute resolution reports communicating data findings of issued to programs identifying regional and/or local performance, including and actions needed to make improvement and ensure correction. noncompliance d. Leader s at all levels evaluate methods used to communicate data -based conclusions on an ongoing basis and revise as necessary. Quality Indicator : Leadership at all levels use strategies to support continuous improvement AC6 to achieve expectations, as articulat and improvement plan. ed in the accountability Elements of Quality a. Part C and 619 state staff use data- informed decisions to target state resources and support (e.g. fiscal, human resources, technical assistance and professional development ) for effective accountability and continuous improvement. evidence- based practices to achieve intended Improvement planning processes incorporate b. results. c. Part C and 619 state staff support continuous improvement by local educational vention service (LEAs/EIS) programs, through a variety of strategies agencies/early inter (e.g. technical assistance, corrective action or improvement plans, IDEA d , eterminations sanctions) designed to meet federal and state requirements and move toward achieving the goals of the accountability and improvement plan. d. Leaders at all levels use data on fidelity of implementation to improve intervention practices. e. Continuous improvement activities are aligned with existing early childhood and education initiatives whenever appropr iate. Part C and 619 state staff verify timely correction of noncompliance to support overall f. systems improvement leading to improved access and outcomes for children with disabilities. g. Strategies that are used to support improvement are reviewed and revi sed as necessary to ensure improvement occurs and is maintained. ECTA System 40 Accountability & Quality Improvement (AC) Framework:

41 AC7 Leadership at all levels work to enhance capacity to use data -informed Quality Indicator : accountability and improvement schemes. practices to implement effective Elements of Quality a. Technical assistance and/or professional development activities are targeted toward the knowledge and skills needed at the state and local level to use data- informed practices, including identifying and correcting noncompliance and improving results performance. b. Multiple professional development activities and supports (e.g. coaching , mentoring , training, peer to peer support ) are aligned to enhance knowledge and skills related to using data to make program improvements. State and local leaders use mechani sms to track and inform improvement to practices and c. results over time. d. Technical assistance and professional development activities designed to enhance capacity at all levels are reviewed and revised as necessary. ECTA System 41 Accountability & Quality Improvement (AC) Framework:

42 System Framework Quality Standards (QS) The Early Childhood Technical Assistance Center Component of the System Framework is to guide Part C and The purpose of the Quality Standards component Section 619 Coordinators, their staff and partners in an ongoing process of evaluating the quality of early care and education community, to their programs and services within the context of the larger continuous program improvement and to develop more effective , efficient systems that support ensure enhanced child and family outcomes. Infants, toddlers, and young children with disabilities have the right to receive services and participate of public and private early care and education programs that are available to all young in the full array children. In order to effectively support early learning and positive child and family outcomes, these based standards for what all young children are programs must be guided by agreed upon, evidence- level standards), as well as agreed upon, evidence- based expected to know and be able to do (child standards for what constitutes quality in early care and education programs ( program level standards). child This component inclu level standards and program l evel standards . The child level des both standards subcomponent contains critical elements of quality that are necessary for young children with disabilities ( identified by asterisk s). For states that do not address these elements of quality within the broad child standards for all children, elements of quality specifically applicable to early intervention (Part C) and early childhood special education (Section 619) are outlined. The program l evel standards subcomponent contains a quality indicator related to early care and education programs, as well as a (EI) and early childhood special education separate quality indicator specific to early intervention (ECSE) . ECTA System Framework: Quality Standards (QS) 42

43 : Child Level Standards Subcomponent 1 The state has articulated what children under age five, including children 1: Quality Indicator QS with disabilities, are expected to know and do. Elements of Quality a. level standards emphasize significant, developmentally appr opriate content and Child outcomes. level standards are Child from birth through age five. b. aligned level standards are age- anchored with specific precision to reflect that there are c. Child different expectations for children in each year of life. Child d. level standard content reflects the best available evidence on development and learning. Child level standards are appropriate for children from diverse cultural, linguistic and socio - e. economic backgrounds. Child level standards are aligned with standards for K- 12. f. Child g. practitioners , level standards are clear and understood by early care and education local program administrators and families. Child level standards represent multiple areas of development and learning and reflect the h. content of nationally recognized early childhood outcomes frameworks, including the Office of Special Education Programs ( OSEP ) child outcomes and the Head Start child outcomes framework. * Child level standards reflect (UDL), ensuring the standards are i. universal design for learning appropriate for young children with disabilities.* Child level standards are reviewed and revised as necessary with input from stakeholders, j. including families of young children with disabilities, practitioners and representatives from grams. * Part C and 619 pro k. Part C and Section 619 programs use the state child level standards (i.e., those used by -quality practices. * other early childhood programs) to support the implementation of high * : If elements of quality h. or i . are not in place (scored 1 or 2 on the self -assessment) AND Note the Part C or Section 619 program does not use the state child standards (k is scored a 1 or 2 on the self -assessment), then elements of quality l. through n . apply. l. State Part C and Section 619 programs have specified what children birth to 5 are expected to know and do, reflecting universal design, and programs use these standards. m. Child level standards developed by Part C and Section 619 are reviewed and revised as necessary with input from stakeholders, including families of young children with disabilities, practitioners and representatives from Part C and 619 programs. n. State Part C and Section 619 programs are involved with state efforts to develop child standards appropriate for all childr en. ECTA System Framework: Quality Standards (QS) 43

44 Quality Indicator QS child 2: Early childhood programs, including Part C and Section 619, use the -quality practices to support the implementation of high . level standards Elements of Quality level standards are widely disseminated and easily a. to practitioners , families Child accessible and the general public. Early care and education b. practitioners working with young children with disabilities are familiar with the child standards. Practices (e.g. assessment, c. Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) development, development and learning activities) reflect the child level standards. 3: Quality Indicator QS effective use of child The state has an infrastructure in place to support the level standards . Elements of Quality a. Two and four year professional preparation programs address child level standards, including their use with children with disabilities. b. professional development (e.g. mentoring , coaching ) supports effective use of the Ongoing uding individualization for children with disabilities. child standards, incl Resources are available to support families in understanding and using the child standards c. to help their children develop and learn. d. The state has policies, procedures and/or guidance to support local programs in the alignment of curriculum and assessment with the child level standards. e. monitoring how well child standards are effectively used Evaluating program quality includes to guide practice, including individualization for children with disabilit ies. ECTA System Framework: Quality Standards (QS) 44

45 Program Level Subcomponent 2: Standards 4: early care and Quality Indicator QS The state has articulated what constitutes quality in education programs. Elements of Quality a. Program level standards are consistent with agreed upon program standards in the field (e.g., Program National Association for the Education of Young Children (NAEYC) Standards, Head Start Performance Standards). Program b. level standards reflect the best available evidence on early childhood program quality and effectiveness. Program level standards apply to the full range of programs in which young children with c. disabilities participate. d. Program level standards address a program’s ability to support the needs of a diverse population of children. e. Program level standards address program’s responsibilities to build on families’ strengths to support them in caring for their children and in encouraging them to serve in leadership roles. f. level standards are clear and understoo d by practitioners, local program Program administrators and families. Program g. accessible to practitioners, level standards are widely disseminated and easily families and the general public. h. Early childhood programs, including Part C and Section 619, use program level standards to drive program improvement. i. level standards are reviewed and revised as necessary with input from Program stakeholders, including families of young children with disabilities, practitioners and representatives from Part C and 619 program s. ECTA System Framework: Quality Standards (QS) 45

46 ty Indicator QS State Part C and Section 619 programs have articulated expectations for Quali 5: and early childhood special education (EI) (ECSE) what constitutes high quality early intervention services. Elements of Quality address federal and state legal requirements. The EI/ECSE standards a. b. The EI/ECSE standards reflect the best available evidence on early childhood program quality and effectiveness. The EI/ECSE standards address the qualifications of providing services to c. practitioners dren with disabilities and their families. young chil The EI/ECSE standards are consistent with professional practice guidance in the field (e.g., d. DEC Recommended Practices , American Speech and Hearing Association Practice Policies). e. The EI/ECSE standards are coordi nated and consistent with other early care and education programs across the state. The EI/ECSE standards are widely disseminated and easily accessible to practitioners, f. families and the general public. g. The EI/ECSE standards address program’s responsibili ties to build on families’ strengths to support them in caring for their children and in encouraging them to serve in leadership roles. h. Part C and Section 619 programs use the standards to drive program improvement. i. The EI/ECSE standards are reviewed and revised as necessary with input from a diverse group of stakeholders, including families of young children with disabilities, practitioners and representatives from Part C and 619 programs. 46 System Framework: Quality Standards (QS) ECTA

47 ty Indicator QS The state has an infrastructure in place to support the full range of programs Quali 6: level standards. in meeting program Elements of Quality fiscal and human resources for the development, a. The infrastructure includes adequate of program standards. implementation and monitoring b. Two and four year professional preparation programs address the application of program level standards to the full range of early care and education programs. c. mentoring , coaching ) supports effective application Ongoing professional development (e.g. level standards to the full range of early care and education programs. of program The state has a process to use the program standards as part of monitoring and program d. improvement. e. The extent to which each program has achieved the program level standards is easily accessible to practitioners , families and the general public (e.g. State Performance Plan (SPP), Annual Performance Reports (APR) quality rating and , SPP/APR public reporting, s (QRIS improvement system )). f. Resources are available to support families in understanding the extent to which each program has achieved the standards in order to help them make informed decisions. g. The state evaluates the effectiveness of the infrastructure that supports the use of the program standards. ECTA System Framework: Quality Standards (QS) 47

48 System Framework Glossary of Terms The Early Childhood Technical Assistance Center : Accessible A vailable or capable of being easily used, understandable. “The degree to which a product, device, service, or environment is available Accessibility can to as many people as possible. be viewed as the 'ability to access' and benefit from some system or entity. The concept often focuses on people with disabilities or special needs (such as the Convention on the Rights of Persons with 1 Disabilities) and their right of access, enabling the use of assistive technology.” Accountability: An obligation or willingness to accept responsibility or account for one’s action s. “The or organization of an account for its activities , accept responsibility for them, and obligation to individual results in a transparent manner. It also includes the responsibility for money or other the to disclose 2 entrusted property .” Amount spent for services provided or aspect Actual Expenditures: s of the program implemented . The organization of the various vital parts (components) that serve the : Administrative Structures functions of managing, supervising and in general carrying out the Federal requirements of the IDEA in the provision of services and supports to families and young children. T he proper positioning, arrangement or adjustments of various parts as they relate to one Aligned : another . appropriate (set aside) something such as money for a specific purpose To Allocation: . ertification: “ -baccalaureate programs designed for individuals who have Alternative Routes to C Post undergraduate degrees in areas other than teacher education. Alternate route programs may include teacher residency programs, worksite based programs, Teach for America, and Troops to Teachers. When these programs include nontraditional providers, this should be in partnership with accredited 3 ” IHEs and with accountability measures comparable to traditional postsecondary education programs. A systematic examination and evaluation of data or information , by breaking it into its Analysis: 4 parts component . to uncover their interrelationships Money . set aside for a designated Appropriated Funds: purpose Refers to how coursework between the two- : -year institutions are joined or Articulation and four from the two -year institution count toward the completion of designed in such a way that coursework the four -year program. of a firm's books of account ystematic examination : verification A s , transaction records , Audit and relevant documents , and physical inspection of inventory by qualified accountants ( called other 5 ). auditors 1 Accessibility http://en.wikipedia.org/wiki/ 2 http://www.businessdictionary.com/definition/accountability.html#ixzz36L5enaxl 3 Alliance for Early Childhood. (2011). National Association for the Education of Young Children, & Early childhood education professional development: Adult education glossary. Retrieved from http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf 4 http://www.businessdictionary.com/definition/analysis.html 5 http://www.businessdictionary.com/definition/audit.html 48 System Framework: Glossary of Terms ECTA

49 “A s tandard or a set of standards, used as a point of Benchmarks/Benchmarks for Evaluation: 6 or level of quality reference performance .” for evaluating costs, revenues , and resources over a specified period , reflecting a reading of Budget: An estimate of 7 and goals . future financial conditions The approval and allocation of funds to various programs for a given fiscal Budget Appropriation: year. control Budgetary Control: operations through establishment of Methodical of an organization's regarding income and expenditure, and a continuous standards and and adjustment targets monitoring 8 of performance against them. : -level through more advanced A Career Pathways/Ladders career trajectory or path from entry positions. national agency to grant , state or a : “ The process used by a non Certification -governmental 9 professional recognition to individuals who meet the requirements of the agency. ” The various procedures set in place to reduce mistakes or improper behavior. Checks and Balances: Checks and balances usually ensure that no one person or department has absolute control over decisions, and clearly defines the assigned duties. The existence of checks and balances within an organization prevents any one person or department from having too much power, and forces cooperation in comp leting tasks. “ A set of expectations, guidelines or developmental milestones that describe Child Level Standards : what all young children are expected to know and be able to do (also referred to as early childhood 10 standards, early learning guidelines, fou ndations, or building blocks, etc.) ” Coaching: , relationship -based process led by a colleague with expert ise in adult learning A confidential skills, who often serves in a different professional role than the recipient(s). knowledge and coaching enhance learning and development by increasing self -awareness and a sense Coaching is designed to of personal responsibility where the coach facilitates the self -directed learning of the coachee through 11 ,12,13 . questioning, active listening and appropriate challenge in a supportive and encouraging climate 6 http://www.businessdictionary.com/definition/benchmark.html 7 http://www.businessdictionary.com/definition/budget.html 8 http://www.businessdictionary.com/definition/budgetary -control.html 9 Adapted from: National Association for the Education of Young Children, & Alliance for Early Childhood. (2011). Early childhood education professional development: Adult education glossary. http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf Retrieved from 10 Adapted from : U.S. Department of Health and Human Services. Administration for Children & arly learning guidelines Families, Office of Child Care. (2014). State/Territory e . Retrieved from https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web_final.pdf 11 How to plan and implement a peer coaching Robbins, P. (1991). A definition of peer c oaching. In, http://www.ascd.org/publications/books/61191149/chapters/A -Definition -of- program . Retrieved from Peer -Coaching.aspx 12 - http://www.icce.uk.com/mainmenu/definition ng/ -of-coachi Christian van Nieuwerburgh. (2012) 13 National Association for the Education of Young Children, & Alliance for Early Childhood. (2011). Early childhood education professional development: Adult education glossary. Retrieved from http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf ECTA System Framework: Glossary of Terms 49

50 Communication Process: between two or more people with the The sharing of meaningful information receiver goal . The process is not complete until understanding the sender's intended of the message 14 the receiver understands the message. Agencies, Community Partners: programs, businesses, and or other organizations such as libraries, recreation centers, or churches, that have a vested interest in providing services or support for children and their families in a particular community location. an entity or system Component ECTA Systems Frame work, the c omponents : O ne vital part of . For the accountability and quality improvement, systems, addressed for Part C and 619 programs include data personnel/workforce, finance, quality standards, and governance. ): The vital parts of Part C of IDEA regulations tha Components of IDEA ( Part C t need to be in place to , Section provide services and supports to children and families are described in 20 USC Chapter 33 16. These 16 required components must be addressed in the Part C grant application in order 1435 1- ederal funds. to receive F : (CKCs) Core Knowledge and Skills T he expectations for what the workforce should know (content) and be able to do (skills) in their role working with and/or on behalf of children and their families. These CKCs provide a foundation for professional development d esign including instructional practices and 15 ,16 other quality improvement efforts . Systematic process which involves comparing the total expected cost of each -Benefit Analysis: Cost idea or option against the total expected benefits, to see whether the benefits outweigh the costs, and by how much. Process undertaken to identify the total cost of t he current system . Cost Study : : Credentialing credentials which are “academic degrees, licenses or The process of awarding certificates awarded to individuals who successfully complete state or national requirements to enter 17 ” specialized roles in the early childhood profession. : oss - Sector Early Childhood Systems -sector includes the major organizations, agencies, Cross Cr services and support and institutions in a state that provides s the development and learning of young 18 children, their families, and the practitioners who serve them. 14 -process.html http://www.businessdictionary.com/definition/communication 15 National Center on Child Care Professional Development Systems and Workforce Initiatives. Core knowledge and competencies: Considerations (2012). Retrieved from http://www.ctearlychildhood.org/uploads/6/3/3/7/6337139/ckc_considerations_pdw_center_september_ 2012.pdf 16 ore National Center on Child Care Professional Development Systems and Workforce Initiatives. C (2013). Retrieved from Knowledge and Competencies Planning and Implementation Guide https://childcareta.acf.hhs.gov/sites/default/fi les/20130509_rev_pdwcenter_ckc_considerations508_0.p df 17 National Association for the Education of Young Children, & Alliance for Early Childhood. (2011). Early childhood education professional development: Adult education glossary . Retrieved from http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf 18 National Professional Development Center on Inclusion. (2011). The big picture planning guide: ross -sector professional development systems in early childhood (3rd edition). Retrieved from Building c -Big -Planning -Guide -3rd- -Picture http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI edition-7- 2011_0.pdf ECTA System Framework: Glossary of Terms 50

51 Data Check: A validation method to make sure that the data (information) gathered is complete and 19 accurate. (Making): A process that integrates the analysis of data to support decision Data Informed Decision s intended to improve outc omes for children and families. The process entails regular data collection and 20 going implementation of improvements. on- -dimensional measurement of the adequacy of a particular datum or data sets Data Quality: A multi based on a number of dimensions including, but not limited to accuracy, completeness, consistency, 21 and timeliness. DEC Recommended Practices: hat bridges the An initiative of the Division of Early Childhood (DEC) t gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities 0-5. The DEC Recommended Practices are based on the best available empirical evidence and the wisdom and experience of the field. The practices are intended to build upon what is es sential for all young 22 children. The quantifiable statistics of a given population that provides essential informat Demographics: ion about the population of a region and the culture of the people there. Commonly examined demographics include income level, gender, age, and race, and ethnicity, knowledge of languages, educational level, family size, disabilities, mobility, home ownership, employment status, and even Demographic trends describe the historical changes in demographics in a population over location. ,24 23 time. . Disaggregate: To separate out into component parts Relating to a specific discipline (e.g. Occupational Therapy , Physical Therapy Discipline Specific: ) with little or no overlap in another discipline . : T o give out a share or portion of money to a group for their use . Distribution Early Care and E “ All formal settings that are offering direct service s to groups of ducation (ECE) : young children. These services may be in centers, schools and homes, and are sometimes labeled by their primary funding source: child care, Head Start, prekindergarten, early childhood special 25 ” education. The time period from birth through age eight focusing on the growth and Early Childhood: development of young children. Early Childhood programs more often are representative of young children birth to school age. Preschool programs often refer to children 3 -5 years of age prior to entering kindergarten. 19 -dictionary.thefreedictionary.com/Data+Checking http://medical 20 U.S. Department of Education Office of Planning, Evaluation and Policy Development (2009). Implementing data -informed decision making in schools: Teacher access, supports and use . Retrieved -informed -decision/data- informed -decision.doc from https://www2.ed.gov/rschstat/eval/tech/data 21 Taken from: http://businessintelligence.com/dictionary/data -quality/ 22 -sped.org/recommendedpractices http://www.dec 23 http://en.wikipedia.org/wiki/Demographics 24 http://www.businessdictionary.com/definition/demographic -variables.html 25 Toward better policy for early care and education in the Mitchell, A., & Stoney, L. (2011, October). s. Retrieved from United State http://www.earlychildhoodfinance.org/downloads/2011/BetterPolicy_2011_October.pdf 51 System Framework: Glossary of Terms ECTA

52 A set of procedures and measures that are used to both Educator Effectiveness Frameworks : evaluate educator performance and to provide appropriate supports to strengthen performance. Effective implies producing a definite or desired result, making a sticking impression or using Effective: something that is actual not merely potential. Awareness a variety of modalities and methods that help the Activities which use : Effective Public public and consumers understand what a program or organization is and does. One of the necessary data or values used to make a decision about the degree of Element of Quality: to determine the outcome of a process. In the ECTA System Framework, excellence of a part or used elements of quality provide the data for making decisions about the indicators. : Endorsement A type of credential used by a state to indicate that an individual (usually a teacher) has met the requirements to work with a specific age group, population, or content area . Enforceable , that describe Roles and Responsibilities: Legal agreements backed by a law, rule etc. the behavior, functions and obligations of a person in a particular position in the organization. Equitable rticipants; no bias. E very child and family has Access: D ealing fairly and equally with all pa Part C or 619 services. the same (fair and equal) way to get 26 A prudent, fair, and transparent method of distributing revenue. Equitably Allocate: ractices : “ ... for the early childhood field: Evidence Evidence - -Based P -based practice is a decision making process that integrates the best available research evidence with family and professional 27 and “evidence- based practices can be defined as: Practices that are informed by wisdom and values .” ics and consequences of environmental variables are empirically research, in which the characterist established and the rela-tionship directly informs what a practitioner can do to produce a desired 28 outcome.” Payment of cash or cash -equivalent for goods or services, or a charge against available Expenditure: in settlement funds invoice , receipt, voucher , or other such of an obligation as evidenced by an 29 . document 26 Equitable allocation of revenues to participants. Retrieved from Reish, F. (n.d. ). -Allocation -Equitable - http://www.asppa.org/Portals/2/PDFs/White%20Papers/The -of-Rev Sharing%20%281%29.pdf 27 Evidence -based practice in the early childhood field. Buysse, V., & Wesley, P. W. (2006). ZERO TO THREE . See Washington, DC: https://secure2.convio.net/zttcfn/site/Ecommerce/193252082?VIEW_PRODUCT=true&product_id=122 1&store_id=1461 28 . M., & Cutspec, P. A. (2007). Toward an operational definition of evidence - Dunst, C. J., Trivette, C . (Winterberry Research Perspectives, v.1, n.1). MORGANTON , NC: Winterberry Press. based practice http://www.wbpress.com/shop/toward -an- operational -definition- of-evidence- based- Retrieved from practice/ 29 http://www.businessdictionary.com/definition/expenditure.html 52 System Framework: Glossary of Terms ECTA

53 Expense: incurred in an organization' s efforts to generate revenue , representing Money spent or cost cash payments the cost of doing business. Expenses may be in the form and (such as of actual wages amount portion (depreciation salaries), a computed expired taken out of ) of an asset, or an earnings 30 ). bad debts (such as Expense Re port: A detailed report based on a monthly, quarterly or yearly basis that accounts for all 31 the expenses a business incurs. Feedback Loops : Intentional communication process set up between the various levels of the system 32 innovation or new practices. to quickly identify and correct issues that may arise in implementing an “ The degree to which coaching, in Fidelity of Implementation: -service training, instruction, or any other kinds of evidence- based professional development practice is implemented as intended and has 33 the effect of promoting the adoption and use of evidence -based intervention practices. ” The degree to which evidence -based intervention practices (methods and Fidelity of Interventions: “ strategies) are used as intended by early childhood practitioners, teachers, parents, or other intervention a gents and have expected or intended outcomes in a targeted population or group of 34 .” recipients (e.g. children with d isabilities) Carefully thought out written plan of revenue (money) that is available, the use Finance Plan: (distribution) of those dollars over a specified period of months or years , and the activities to increase revenue in order to accomplish identified outcomes. The clearly written plan includes measurable goals and activities that assure sufficient funding to support the program and aligns with the larger program strategic plan(s) . Noncompliance means a program is NOT meeting standards or Findings of Noncompliance: A written notification from the State to a local requirements. A finding is a written notice to this affect. “ educational agency (LEA) or early intervention services (E IS) program that contains the State’s in noncompliance, and that includes the citation of the conclusion that the LEA or EIS program is statute or regulation and a description of the quantitative and/or qualitative data supporting the State’s 35 conclusion th at there is noncompliance with that statute or regulation.” Fiscal : R elating to the money that an organization, business or government earns, spend s and owes. , Fiscal Data: Program variables by associated costs, e.g. program costs, projected revenues and . expenditures 30 http://www.businessdictionary.com/definition/expense.html 31 http://www.businessdictionary.com/definition/expense -report.html 32 State Implementation and Scaling -up of Evidence -based Practices. (2012, July). Improvement http://sisep.fpg.unc.edu/news/sisep -enotes -july -2012 cycles. SISEP eNotes. Retrieved from 33 Trivette, C. M., & Dunst, C. J. (2011, August). Implementation with fidelity: How to get changes in nce, early childhood classroom practices . Paper presented at the Global Implementation Confere Washington, DC. 34 Dunst, C. J., Trivette, C. M., McInerney, M., Holland -Coviello, R., Masiello, T., Helsel, F., & Robyak, A. (2008). Measuring training and practice fidelity in capacity -building scaling -up initiatives. (1), 1 -11. Available at CELLpapers, 3 http://www.earlyliteracylearning.org/cellpapers/cellpapers_v3_n1.pdf 35 U.S. Department of Education, Office of Special Education Programs (2008, September 2). Frequently asked questions regarding identification and correction of noncompliance and reporting on . Retrieved from correction in the State Performance Plan (SPP)/Annual Performance Report (APR) http:/ /therightidea.tadnet.org/assets/459 ECTA System Framework: Glossary of Terms 53

54 ocal Fiscal Mapping: revenues available to help A detailed account of all federal, state, and l identify are available what fiscal resources and how to use them more effectively to meet goals for children and 36 families. : R esources (money/cost), in -kind contribution or other tangible Human Fiscal and The revenue s, and the resources, and the people needed to provide all aspects of the Part C and 619 system services and supports for the children and their families. is of Forecast: or predict some future event or condition as a result of a study and analys To calculate 37 available pertinent data. Garner: To acquire by effort, to gather together or collect. and its Governance: Early childhood governance refers to a state’s organizational structures placement of authority and accountability for making program policy, financing, and implementation 38 decisions for publically funded early care and education for children birth to age five. IDEA Determinations: An annual written statement by each state regarding local programs’ performance in meeting the requirements and purposes of the IDEA. (Determinations of the Status of under Parts B and C of the Individuals with Disabilitie s Education Local Programs by State Agencies Act (IDEA)) motivates or encourages a person to work harder; a payment or Something that Incentives: 39 concession to stimulate greater output or investment . A gauge, measure, a statement of the standard that a certain condition exists or certain Indicators : 40 I ndicators enable decision -makers to assess progress . results have or have not been achieved towards the achievement of intended outputs, outcomes, goals, and objectives. As such, indic ators are -based accountability system. In the System Framework they assist to define an integral part of a results and measure the components. : T he period after pre- Induction service teaching extending into the first years in the classroom. Induction can be considered as a phase in development with a focus on new teacher concerns and problems of practice. Another meaning considers teacher socialization and the people and places 41 surrounding their entry into the profession. 36 -of- Follow the money: A tool for mapping funds for out The Finance Project. (2009, November). http://www.afterschoolnetwork.org/sites/main/files/file - school time initiatives . Retrieved from attachments/followthemoney.pdf 37 http://www.merriam -webster.com/dictionary/forecast 38 A framework for choosing a state -level early childhood Regenstein, E., & Lipper, K. (2013). governance system . Retrieved from http://www.buildinitiative.org/Portals/0/Uploads/Documents/Early%20Childhood%20Governance%20for %20Web.pdf 39 -webster.com/dictionary/incentive http://www.merriam 40 Brizius, J. A., & Campbell, M. D. (1991). . Getting results: A guide for government accountability - http://www.hfrp.org/publications Washington, DC: Council of Governors Policy Advisors. See -publications/indicators -definition- and- use- resources/browse results -based- accountability - -our in-a- system 41 Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M. & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technology solutions (executive summary). Retrieved from http://ncipp.education.ufl.edu/files_5/NCIPP%20Induction%20Exc%20Summ.pdf ECTA System Framework: Glossary of Terms 54

55 42 projects specific objectives in the near -term. Initiatives: or programs Specific undertaken to achieve Professional Development (PD) Inservice Training: in which “early childhood professionals engage to enhance their skills and remain current regarding knowledge and practice in the field. Inservice training 43 ” may be required for early childhood professionals to continue serving in a role. institutions (schools, colleges and universities) that E ducational Institutions of Higher Education: ing community colleges; public and private colleges; public and provide postsecondary education includ may be federally “IHEs private universities; and some technical, career and business schools. designated as Tribal Colleges and Universities, Historically Black Community Colleges and Universities 44 ” (HBCCUs), and Hispanic Serving Institutions (HSIs). or group of people who provide guidance, inspiration and d irection to a group in Leadership: A person . order to accomplish a result statut es, rules, regulations , policies, Legal Foundations: Enforceable State and Federal systems for or services memorandums of agreement or governor’s orders that define the expectations f young children and families. T he process used by a state governmental agency to grant professional recognition to Licensure: individuals who meet state requirements to teach in a specialized teaching discipline, such as early 45 education. State credentials may be called certificates or licenses. childhood or special Match Dollars: Dollars required to be provided by a requesting source in order to receive other dollars often from Federal or State sources. ffort (MOE): D escribes a specific amount of money the State (or county) is required Maintenance of E receiving funding from the Federal (or S to spend in order to continue . It is designed tate) Government if the to assure that the State (or county) does not reduce its level of funding support for a program 46 tate) government provides an increase in funding. Federal (or S Meaningful Family E : Significant and purposeful opportunities offered to families to ngagement art C and 619 systems as well as in the services and participate, take part and be involved in the P 47,48 . supports the families receive 42 http://www.businessdictionary.com/definition/initiatives.html 43 National Association for the Education of Young Children, & National Association of Child Care Early childhood education professional development: Tr aining Resource & Referral Agencies. (2011). . Retrieved from and technical assistance glossary http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf 44 National Association for the Education of Young Children, & Alliance for Early Childhood. (2011). Early childhood education professional development: Adult education glossary . Retrieved from http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf 45 Ibid. 46 A glossary of fiscal terms & acronyms. (1998). Money Matters, 13 (1). Retrieved from http://www.house.leg.state.mn.us/fiscal/files/98gloss.pdf 47 -webster.com/dictionary/meaningful http://www.merriam 48 http://www.merriam -webster.com/dictionary/engagement ECTA System Framework: Glossary of Terms 55

56 Medicaid State Plan Amendments contract between a state and the Federal Government : A describing how that state administers its Medicaid program. It gives an assurance that a state abides by Federal rules and may claim Federal matching funds for its Medicaid program activities. States fre quently send a state plan amendment, otherwise referred to as a SPA, to the Centers for Medicare and Medicaid Services (CMS) for review and approval. States have the flexibility to request permissible 49 . with new information program changes, make corrections, or update their plan -based process between colleagues in similar professional roles, with a Mentoring: “ Is a relationship more .” T -experienced individual with adult learning knowledge and skills he mentor provides “ guidance -experienced protégé or mentee. Mentoring is intended to increase an and examples to the less 50 individual’s personal or professional capacity, resulting in greater professional effectiveness. ” written core purpose and focus that normally remains of an organization's Mission : declaration A unchanged over time. A mission statement serve s as a filter in determining what is important and sets out the intended direction for the entire organization. A mission is something to be accomplished 51 whereas a vision is something to be pursued for that accomplishment. T he regular observation and recording of activities taking place in a program. It is a Monitoring: routinely gathering information on all aspects of the program to ensure that what has been process of planned is moving forward as intended. Monitoring involves giving feedback about the progress toward the outcomes or indicators. Monitoring also includes reporting to enable the gathered information to be 52 used in making decisions for improving project performance. (add to), not In accordance with IDEA, Federal funds are used to supplement Non -supplanting: non- Federal funds that would otherwise be available for expenditure on supplant (take the place of) activities. A combination of known expenses, expected future costs, and forecasted income Operating Budget : the accounting period, which over the course of a year. Operating budgets are completed in advance of is why estimated expenses and revenues are required . Operationalized : The process of defining or describing something in such a way that it becomes measurable. : Oversight other legal documentations. Regulatory, required supervision backed by law or : transfer of funds from payers supporting payees , Payment Mechanisms A financial system to the and credits among financial institutions. It consists of a paper -based usually through exchange of debits checks mechanism , and a paperless mechanism ( such as electronic funds for handling and drafts (e.g. transactions transfer) for handling electronic commerce , contracts, grants, vouchers, central finance system) . 49 -Resource http://www.medicaid.gov/State -Plan -Amendments/Medicaid -State - -Center/Medicaid -State -Amendments.html Plan 50 National Asso ciation for the Education of Young Children, & National Association of Child Care Early childhood education professional development: Training Resource & Referral Agencies. (2011). . Retrieved from and technical assistance glossary http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf 51 -statement.html http://www.businessdictionary.com/definition/mission 52 Bartle, P. The nature of monitoring and evaluation: Definition and purpose . Retrieved from http://cec.vcn.bc.ca/cmp/modules/mon -wht.htm ECTA System Framework: Glossary of Terms 56

57 Payor of Last Resort : “ Federal Part C dollars can only be used for early intervention services for an d to receive or ha ve payment made from any eligible infant or toddler when they are not currently entitle 53 . (non , local or private source tate -substitution of funds other Federal, S ) (303.510(a)) 54 The art, science, or profession of teaching : Pedagogy . a person of equal standing or experience Peer to Peer Support: A peer is as another. Peer support is an organized method of giving and receiving help founded on key principles of respect, shared responsibility, and mutual agreement of what is helpful. position to offer support by virtue A peer is in a ; has "been there, done that" and can relate to others who are now in a similar of relevant experience 55 situation. Performance Management: Performance management is the process of creating a work environment It often involves setting or setting in which people are enabled to perform to the best of their abilities. , clearly communicating performance standards and expectations, observing goals and expectations and providing feedback and coaching, and conducting appraisals. Performance measures quantitatively describe Performance Measures: something important about 56 program does. to help understand, manage, and improve what the the program. They are a tool used The SPP/APR indicators are the measures by which w e evaluate program performance. “Performance measurement is generally defined as regular measurement of outcomes and results, 57 which generates reliable data on the effectiveness and efficiency of programs.” see : Personnel Development : Professional Development : Planned Expenses Amount of expense anticipated, often based on previous year(s) actual expenditure data. Practitioner: A person engaged in the practice of a profession or occupation. In the ECTA System Framework we define practitioners as those who are responsible for and paid to enhance the optimal 58 This term is meant to . development of young children, and/or who provide support to the child’s family dhood care and education include service providers, teachers, specialists and all other early chil professionals. An educational program with a series of learning experiences with related Preservice “ Program: assessments specific to an area of inquiry and related skills delivered by professionals with subject matter and adult learning skills . A planned sequence of courses, along with admission and graduation 59 education program. requirements, comprises an ” 53 -intervention https://www.federalregister.gov/articles/2011/09/28/2011 -for - -22783/early -program toddlers ties#sec -disabili -and- -303- 510 -with infants 54 -webster.com/dictionary/pedagogy http://www.merriam 55 -is-peer http://www.peersupportvic.org/what -support 56 http://www.orau.gov/pbm/documents/overview/wapm.html 57 Bureau of Educational and Cultural Affairs, (n.d.). Performance measurement definitions . Retrieved from https://eca.state.gov/files/bureau/performance_measurement_definitions.pdf 58 DEC Adapted from: Division for Early Childhood of the Council for Exceptional Children. (2014, April). recommended practices in early intervention/early childhood special educat ion . Retrieved from -sped.org/recommendedpractices http://www.dec 59 Adapted from: National Association for the Education of Young Children, & Alliance for Early Early childhood education professional development: Adult education glossary . Childhood. (2011). Retrieved from http://www.naeyc.org/files/naeyc/Adult_Education_Glossary_0.pdf ECTA System Framework: Glossary of Terms 57

58 Procurement . : T o deliberately and strategically obtain/acquire and secure funds “ Process of staff through access of improving and increasing Professional Development: capabilities training in the workplace , through outside organization s, or through and opportunities to education development helps build and maint ain watching others perform the of staff job . Professional morale quality staff to an organization. Also called staff development , and is thought to attract higher members 60 or personnel development.” Standards : “ Expectations for the characteristics or quality of schools, child care Program Level 61 ” centers, and other educational settings. The statistical data by aspect of the program (e.g., number of referrals, referral Programmatic Data: source, child count, units of service by service type). : Projected Revenues and Expenditures Amount of funds projected to be collected and expended during an accounting period. A written declaration of intent ; the aim, the reason something exists or is done (i.e., to Purpose : 62 accomplish the goals and objectives consistent with the organization's vision statement). Data: that approximates or characterizes but does not measure the Qualitative , Data attributes , properties , etc., of a thing or phenomenon. Qualitative data describes whereas racteristics cha defines . Examination/analysis of non- quantifiable data includes data collected from a quantitative data 63 focus group, stakeholder input, family survey data, etc. rovement Systems (QRIS): A quality rating and improvement system (QRIS) Quality Rating and Imp is a systemic approach to assess, improve, and communicate the level of quality in early and school - 64 age care and education programs. “QRIS can exist on a spectrum in terms of their development and implementation and can operate (1) statewide or in a local area. A fully functioning QRIS, however, inc ludes the following components: quality standards for programs and practitioners, (2) supports and an infrastructure to meet such (4) ds, (3) monitoring and accountability systems to ensure compliance with quality standards, standar ongoing financial assistance that is linked to meeting quality standards, and (5) engagement and 65 outreach strategies.” of an agreed upon part of something larger; put together a Quality Indicators: A gauge or measure In the ECTA System Framework, they group of indicators measure the quality or “health” of a system. assist to define and measure the components. 60 http://www.businessdictionary.com/definition/professional -development.html 61 National Association for the Education of Young Children, & National Association of Early Childhood Specialists in State Departments of Education. (n.d.). NAEYC- NAECS/SDE position statement on early -assessment and planning tool andards: Self . Retrieved from learning st http://www.naeyc.org/files/naeyc/file/ecprofessional/StandardsSelfAssessmentTool.pdf 62 Adapted from: Baldoni, J. (2012). Lead with purpose: Giving your organization a reason to believe in . itself New York: American Management Association. 63 http://www.businessdictionary.com/definition/qualitative -data.html Adapted from: 64 National Center on Child Care Quality Improvement. (2013). . Retrieved QRIS definition and web sites from https://occqrisguide.icfwebservices.com/files/QRIS_Definition.pdf 65 QRIS Network Glossary at http://www.qrisnetwork.org/glossary Retrieved from the ECTA System Framework: Glossary of Terms 58

59 Quality Improvement: taken throughout the organization to increase the C onsists of the actions effectiveness of activities and processes to provide added benefits to both the organization and its customers. In simple terms, quality improvement is anything which causes a beneficial change in 66 quality performance. Quantitative Data that can be quantified and verified, and is amenable to statistical Data: whereas describes. It can be expressed as a defines . Quantitative data manipulation qualitative data 67 number, percentage, etc. and represented visually in graphs, histograms, tables, and charts. Reciprocity A greements between states to accept licensure/certification/qualification requirements of : the participating states. That is, if an individual has met the requirements in state X, and state Y has a reciprocity agreement with that state, the individual is not required to due further work in order to be credentialed in state Y. to support, develop, and ultimately : Reflective Supervision P rofessional development process used evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices. : rate established to pay for services provided. Reimbursement Rate The Documents that give information about a particular subject, including data tables, written Reports: monitoring or evaluation reports, annual performance reports, etc. A stock or supply of money, : Resource materials, staff, and other assets that can be drawn on by a person or organization in order to function effectively . Used to assign the available resources in an economic way. It is part of Resource Allocation : t, resource allocation is the scheduling of activities and resource management. In project managemen the resources required by those activities while taking into consideration both the resource availability and the project time. The process of using an agency/program ’s resources in the most efficient Resource Management: way possible. These resources can include tangible resources such as goods and equipment, financial 68 resources, and labor resources such as employees . Is income with no consideration of cost. Revenue includes appropriations of state and /or Revenue: income federal funds, capital or assets , generated from the provision of services, or any other use of the main of an agency/program before any costs or expenses are deducted. with associated operations and loss ) statement from which all Revenue is shown usually as the top item in an income ( profit 69 net income . to arrive at charges, costs, and expenses are subtracted Sanctions: Penalties or other means of enforcement used to provide incentives for obedience with the regulations . For example, sanctions may include accessing technical assistance, law , or with rules and 70 ion plans, withholding funds. developing corrective act 66 http://www.transition -support.com/Quality_improvement.htm - Read more at http://www.businessdictionary.com/definition/quality -improvement.html 67 http://www.businessdictionary.com/definition/quantitative -data.html Adapted from 68 -management.html http://www.businessdictionary.com/definition/resource 69 http://www.businessdictionary.com/definition/revenue.html 70 Black, H. C. (1990). Black's law dictionary (6th ed.). St. Paul, MN: West Publishing. (p. 1341). ECTA System Framework: Glossary of Terms 59

60 Service Obligations cost to the : Refers to situations in which training/education is provided at no- individual but does require that the individual then work for some specified period of time in the field in which they were trained. The tangible and sometime intangible things the system is set up to deliver Services and Supports: , these may include services such as physical and provide to children and families (clients). For example therapy, special instruction, special education, speech language therapy or such things as informational, emotional or material support. state level administrative personnel who have State leadership authority to carry out and : The the oversee the functions of IDEA Part C and 619. State leadership may also include other State agencies, bureaus, departments and parent organizations that also share a commitment and responsibilities for other programs that provide services and support to young children 0- 8 and their families. Individuals or groups who have invested time, money, energy and/or interest into Stakeholders: something. Stakeholder groups should include representation of persons who are affected by or inv ested in any proposed change/innovation such as parents, personnel, administrators, or others who can provide relevant information, personal experience or expertise to the proposed work. Of great importance or necessary to a planned effort or completion of a plan of activity Strategic: A strategic plan is a written plan of important and necessary actions needed to be completed to reach a desired outcome. Summative Evaluation Evaluation activities that occur after an intervention or process so that a : jud gment can be made regarding the impact or outcome. State and Regional and/or Local System Entities: levels : State level administration exists within the “Lead Agency” appointed by the Part C tems are uniquely designed with in each state depending on lead agency Governor. Part C sys appointment most often within Education, Health or Human Services state agencies. There is often some type of regional administrative unit overseeing regional or local programs and the als that deliver the services individu . to infants and toddler s (birth to age 3) and their families -619 levels: State level Part B administration resides within the State Education Agency (SEA), structures or units may ial Education. Regional administrative Spec often within the Division of or a combination of counties. Local Education Agencies (LEA s) and local school be by county boards that are responsible for providing free and districts are overseen by local school -aged children, 3- appropriate public education (FAPE) for preschool 5. Performance: The action or process of carrying out or accomplishing an action, task, or Systems 71 function that measures how well the systems are performing. Systems and Services: Systems are the formal organizational structures; agencies, programs, ployees set up to provide specified services and supports that children and families can contracted em use to meet needs. 72 or plans situation that an organization Target: Result to achieve. , level or or group wants 71 http://www.oxforddictionaries.com/us/definition/american_english/performance 72 http://dictionary.cambridge.org/us/dictionary/business- english/target_1 60 System Framework: Glossary of Terms ECTA

61 Technical Assistance (TA) is the provision of targeted and customized : “ Technical Assistance supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or ” TA may strengthen processes, knowledge application, or implementation of services by recipients. inations of information and resource dissemination and referrals, coaching, mentoring, include “comb -to-peer TA, as well as other forms of consultation, and professional development advising, peer 73 ” support. Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides Title I: financial assistance to local educational agencies (LEAs) and schools with high numbers or high -income families to help ensure that all children meet challenging state percentages of children from low 74 academic standards. s, or “ Training series of experiences, specific to an area of inquiry and related set : L earning experience of skills or dispositions, delivered by a professional(s) with subject matter and adult learning knowledge 75 ” training sessions comprises a training program. and skills. A planned sequence of C lear, easily understood, free from pretense or deceit , characterized by accessibility of Transparent : 76 information . over time and attempting to Trend Analysis is the practice of collecting information Trend Analysis: (1) detecting a general pattern of a relationship detect a pattern, or trend, in the information by: 77,78 between associated factors or variables; and (2) projecting the future direction of this pattern. : one predetermined amount (unit ) of service . Cost of providing Unit Cost (UDL) : “A set of principles for curriculum development that give all Universal Design for Learning individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, --not a single, one -size -fits -all solution but methods, materials, and assessments that work for everyone 79 ” rather flexible approaches that can be customized and adjusted for individual needs. : description of what an organization would like to achieve or accomplish in the Vision An aspirational long -term future. A vision serves as a clear guide for choosing mid and future courses -term or current of action. 73 National Association for the Education of Young Children, & National Association of Child Care Resource & Referral Agencies. Early childhood education professional development: Training (2011). and technical assistance glossary . Retrieved from http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf 74 http://www2.ed.gov/programs/titleiparta/index.html 75 ssociation of Child Care National Association for the Education of Young Children, & National A Early childhood education professional development: Training Resource & Referral Agencies. (2011). and technical assistance glossary . Retrieved from http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf 76 -webster.com/dictionary/transparent http://www.merriam 77 http://en.wikipedia.org/wiki/Trend_analysis 78 -analysis.html#ixzz38J36SSpq http://www.businessdictionary.com/definition/trend 79 Taken from: http://www.cast.org/udl/index.html ECTA System Framework: Glossary of Terms 61

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