State Early Childhood Technical Assistance Systems

Alabama

• Section 619 State TA System Description
• 6/19/02

Basic design features

Technical assistance in Alabama is provided primarily by the Preschool Staff of the SEA to the 10 regions that serve the 128 school systems across the state. Each of the 10 regions has a specialist (one of whom is the Section 619 coordinator, Phyllis Mayfield). Each of these specialists has a specific topical area expertise that relates to issues (autism, speech/language etc) in addition to general knowledge about preschool issues. These specialists provide informal assistance and consultation to each other in their work, and contract with outside providers and consultants on an as-needed basis. Funding for TA services comes from Part B, 619 funds and state preschool funds.

Primary clients/recipients of TA assistance

Teachers, special educators, parents and family members are the primary recipients of training and TA services.

Ways technical assistance is provided

Training and technical assistance are provided in a variety of formats, largely through a combination of statewide and regional meetings and individual consultations, and by using telephone and email. Distance learning, such as, interactive video teleconferencing has not been used for the provision of TA.

TA System Operations

The Section 619 Coordinator oversees preschool oriented technical assistance services. There is a master calendar of planned technical assistance activities maintained of the state special education Web Site. Preschool activities are shown in a special pre school section of the calendar. Preschool activities may also appear in the section showing the planned activities of Alabama’s State Implementation Grant (SIG). Needs are identified through direct requests from local school systems and from Part C programs, especially in relation to early childhood transition. Needs are also identified through the monitoring of local school systems and through needs assessments conducted by the Part B CSPD.

Evaluation of the TA system

Standard evaluations are administered following major group events, such as workshops and conferences. Responses are reviewed and inform future TA programs. There is no evaluation procedure for activities such as on-site program consultations or information/consultation delivered by telephone or email.

Relationship of the TA system to the monitoring/supervision of local programs

Following a monitoring visit, a school district’s corrective action plan frequently identifies the need for specific TA. State or regional specialists respond to such requests as appropriate.

Relationship of the TA system to the State’s Comprehensive System of Personnel Development (CSPD)

The state CSPD plan identifies the TA specialists as a resource but specific tasks or methods of TA are not identified in the plan.

Relationship with the Part C program

Work is coordinated with Part C whenever possible. The annual early childhood conference is jointly planned and implemented. Workshops on the transition from Part C to Part B are conducted monthly across the state. These are co-presented by Part C and Section 619 staff. Both the Section 619 coordinator and the Part C coordinator sit on the Head Start Advisory panel and the Office of School Readiness Committee. The Section 619 coordinator also sits on the Part C Policy and Evaluation subcommittee, Part C Personnel Preparation subcommittee, Part C CSPD, as well as the Alabama ICC, which has a birth to five focus.

For further information, contact:

• Phyllis Mayfield, 619 Coordinator
• Special Education Services
• State Department of Education
• Gordon Persons Building, Room 3346
• PO Box 302101
• Montgomery, AL 36130-2101
• Phone: (334) 242-8114
• Fax: (334) 242-9192
• Email: phyllism@sdenet.alsde.edu
• Website: www.alsde.edu