State Early Childhood Technical Assistance Systems

Georgia

• Section 619 TA System Description
• 1/19/07

Basic design features

Technical Assistance in Georgia is coordinated and monitored at the state level by the SEA and implemented at the local, regional, and state level. There are a number of sources for Technical Assistance, each interacting and building upon the other to assure that the needs of parents, teachers, and students with disabilities have access to appropriate and effective educational services. The first source of technical assistance is through staff at the Georgia Department of Education, Division for Exceptional Students (DES). Program-area specialists at the DES provide targeted training opportunities throughout the state. Program-area specialists are divided into two units. The first unit includes specialists in the field of visual impairments, moderate/severe/profound intellectual disabilities, orthopedic impairments, deaf/hard of hearing, young children with disabilities and the Comprehensive System of Personnel Development (CSPD). The second unit includes specialists in the field of speech/language impairments, mild intellectual disabilities, emotional/behavior disorders, specific learning disabilities and psycho-educational programs. Sheila Langston, consultant for young children with disabilities and 619 Coordinator, provides training and support to local school systems in their work with young children, ages 3 –7 with disabilities, as well as conducting program review and monitoring in these systems. She also works with the other entities providing technical assistance to help assure that all needs are being met.

The second source of technical assistance is organized through the Georgia Learning Resources System (GLRS). There are 17 GLRS centers in the state, each responsible for providing support to a geographical region. The purpose of the GLRS is to provide training, technical assistance, and information dissemination to educators and family members in the implementation of quality services and education. TA is organized geographically and by topical interest and need within each region. Participants can travel to other regions if necessary but efforts are made to minimize the need for travel outside the region.

In 1998, Georgia was awarded a State Improvement Grant (SIG). There are twelve areas for training and support included in the SIG, each relating to a state outcome goal. The activity that is solely focused on young children is called Georgia TEAMS (Teaming Educators, Advocates and Mentors Successfully). Through this portion of the SIG, eight pilot sites (local teams), located across Georgia, have been developed that highlight recommended practices in working with families and young children with disabilities. These teams are comprised of a variety of early care and education agencies, schools and private child care centers for young children located throughout the region. They are all supported by higher education professors grounded in early childhood special education, who have been designated as mentors for the team for a two-year period. The team works to alleviate some of the barriers affecting services for young children with disabilities in that particular community and to increase service delivery in the young child’s typical environment

Primary Clients/Recipients of TA Services

The primary recipients of TA services are teachers from school systems, Georgia’s Pre-K Program, Head Start, Babies Can’t Wait – early intervention, childcare providers, administrators, parents and college personnel for the 3-21 population.

Ways TA are Provided

TA is provided in a variety of ways. Primary formats include long-term pilot projects, regional workshops and conferences with extensive follow-up, in-service programs, on-site program consultation, consultation via telephone and E-mail, facilitation of peer to peer information exchange and support through consortiums, and dissemination of printed materials. Each GLRS maintains a lending library. In addition, video conferencing is used with considerable frequency.

TA System Operations

Each GLRS develops their own annual plan, with considerable coordination and collaboration among and across regions. Staffed with a director, and, on a locally determined basis, another consultant, each GLRS plans targeted training and responds to individual and group TA requests. GLRS also support consortiums for groups of TA recipients. For example, at some GLRS sites, there is a consortium for providers of young children with disabilities who meet regularly during the school year. Consortia provide a venue for discussion of issues, challenges and practices. Program area specialists from the DES often assist the GLRS in conducting TA programs and/or provide support and information during the consortia.

Funding for young children with disabilities TA services come solely from federal dollars: Section 619 and Part B monies and the State Implementation Grant (SIG).

Evaluation of the TA System

The evaluation component of technical assistance activities has been changing over the last few years. In addition to gathering information on the participant’s reaction to or satisfaction with specific training activities, the evaluation component includes the impact on adult practices and on students. This shift in evaluation is paralleled by an expansion of technical assistance to include the following components: partnering with relevant stakeholders; conducting data-based needs analysis, setting goals based on student growth, implementation of validated practices; providing engaging staff development opportunities; and providing ongoing support and coaching during implementation.

Relationship of the TA System to the Monitoring/Supervision of LEAs.

Every school system undergoes monitoring every 5 years, and out of the 180 systems about 30 (20%) are monitored each year. This compliance review information is reviewed, and training to address out-of-compliance issues are planned accordingly. Training to address compliance issues is just one component of the TA and training provided by the GLRS’.

Relationship of the TA System to the State’s CSPD

The CSPD informs, provides direction to the annual plans of the 17 GLRSs. The TA system is a mechanism for the implementation of some of the work of the CSPD.

Relationship with Infant-Toddler, Part C Program

There are a number of joint activities that reflect the participation of both Part C and 619. The training reflects their commitment to promote: 1) open training, on a first come, first serve basis, advertised openly between both groups; 2) joint training activities (financial support and joint planning and involvement); 3) the use each other as consultants; and 4) planning activities together even when no monies are involved.

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