State Early Childhood Technical Assistance Systems

New York

• Section 619 State TA System Description
• 12/1/06

Basic design features

Technical assistance related to preschool special education is provided primarily by staff of the New York State Department of education’s Office of Vocational and Educational Services for Individuals with Disabilities (VESID). Three distinct units within VESID are involved in technical assistance to preschool special education programs. (1) The Special Education Policy Unit has staff in the central office in Albany that respond to programmatic questions and needs. (2) The Quality Assurance Unit, which is responsible for monitoring, may also receive and respond to preschool related questions and issues. The Quality Assurance Unit is divided into six geographic regions. (3) The Program Services Reimbursement Unit responds to questions and issues related to the fiscal administration of preschool programs and services.

Some technical assistance is also available from a network of fifteen Early Childhood Directional Service Centers (ECDCs) that offer resource and referral services to both families and professionals for children birth through five years. Technical assistance is also provided through special education training and resource centers throughut the state. Considerable attention is given to assuring that requests for assistance coming to any of these entities are referred to the appropriate unit or center if the person receiving the request is not the best person to respond. Financial support for providing these TA services comes from federal Part B and Section 619 monies and from state funds from the Department of Education.

Primary clients/recipients of TA services

The primary clients for technical assistance services are school teachers and administrators in local school systems: approved preschool special education programs and individual related service providers that provide services on behalf of the local school: special education service centers that support multiple school districts; local head start programs; and (for fiscal needs/issues) county government officials.

Ways technical assistance is provided

State staff deliver technical assistance to clients primarily through providing information and consultation via the telephone and email. Occasionally they will respond to needs by offering statewide conferences, regional and topical workshops, in-service training courses, on-site consultations, and by developing print materials. Sometimes they identify and use model demonstration sites and offer mini grants to support innovative practices. They frequently use electronic mail and other Internet communication tools in providing technical assistance, and occasionally use audio and video teleconferencing. They also sometimes use instructional videocassettes as a component of a training program, or in conjunction with a training program.

TA system operations

Planning for technical assistance is driven by the overall strategic planning process for the entire Policy Unit. Strategic planning is based on data from a variety of sources and includes input from various provider organizations and advisory groups. Specific TA events that are a part of the strategic plan are included on a calendar of events maintained on the Lifelong Services Network portion of the VESID Website. The manager of the Special Education Policy Unit of VESID has oversight responsibility for the strategic plan.

Evaluation of the TA system

Since most of the TA services are provided by phone and email in response to client requests, logs are maintained to document requests and responses. Any specific training events are also documented, including numbers and types of participants, and are evaluated through the use of participant evaluation forms. Quarterly reports are prepared that synthesize documentation data across services and events, showing the numbers and types of individuals participating.

The documentation and evaluation data in turn feeds into the strategic planning process of the Special Education Policy Unit.

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

The Quality Assurance Unit of VESID, which handles the monitoring of local programs, is considered a part of the state TA system. Quality Assurance Unit staff members receive and respond to requests for information and assistance from local programs. The results of local monitoring also become part of the data reviewed as the Special Education Policy Unit carries out its strategic planning process.

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

CSPD activities in New York are considered a separate endeavor from technical assistance. However, the Special Education Policy Unit staff members have been involved in the review and reform of certification requirements for specific personnel, such as requirements for personnel serving autistic children.

Relationship with Part C

The Special Education Policy Unit and the New York Part C Program collaborate on several activities. They have coordinated their assistance to local early intervention programs and local schools on the transition of children from early intervention to preschool special education services. They have jointly disseminated a policy document on early childhood transition. They share access to the state’s central registry for child abuse and maltreatment. Special Education Policy Unit staff members serve on the Part C Interagency Coordinating Council (ICC), and on key subcommittees of the ICC.

For further information, contact:

• Candace Shyer, 619 Coordinator
• New York State Education Department
• 1 Commerce Plaza, Room 1624
• Albany, NY 12234
• (518) 473-2878
• Fax: (518) 474-2219
• E-mail: cshyer@mail.nysed.gov
• Web site: www.vesid.nysed.gov/specialed/preschool/home.html