State Early Childhood Technical Assistance Systems

Idaho

• Part C TA System Description
• 6/18/02

Basic design features

The Idaho TA system is centralized and incorporated within the structure of the Part C Lead agency, which is the Department of Health and Welfare. While technical assistance activities are coordinated by the state Part C (Infant Toddler Program) office many TA activities are developed and implemented at the regional level. Most TA activities are provided by Part C staff but are enhanced and extended through model demonstration and outreach projects in the state. Examples include the TACTICS Project, the Idaho Center on Disabilities and Human Development (Center on Excellence/UAP), and the FPG Child Development Institute Projects. Idaho was a recent recipient of a General Supervision Enhancement Grant. Among other grant priorities, training and technical assistance related to early childhood transitions is a focus area for the project. In addition the parent training and information program (known as Idaho Parents Unlimited-IPUL) provides training and TA to families and family related TA to service providers.

Primary clients/recipients of technical assistance services

Primary clients of the state TA system include early intervention providers, administrators, Regional Infant Toddler Committees (RITCs), and the Interagency Coordinating Council (ICC). Families are considered secondary clients. TA to families is primarily provided through Idaho Parents Unlimited (IPUL).

Ways technical assistance is provided

Technical assistance is most frequently provided through the following methods: regional topical conferences, on-site or telephone consultation to programs, providing information via telephone and E-mail, and by disseminating materials developed by others (NECTAS, Projects, other states). Less frequently TA is provided through statewide conferences, in-service training courses, identification and use of model demonstration sites, mini-grants to support innovative practices, the development and dissemination of print materials, and linking with video and audio teleconferencing/

TA system operations

The state Part C office conducts an ongoing needs assessment/monitoring process. An outgrowth of each needs assessment is a written improvement plan that articulates steps toward improvement and TA that is needed to make the necessary changes. Plans are monitored through quarterly reports submitted by regional staff. The early intervention specialist in each region facilitates the needs assessment process and coordinates responses to identified TA needs with support and facilitation from the central Infant Toddler Program staff.

Federal and state early intervention monies support the TA system. As indicated, additional resources are accessed through discretionary grants and demonstration projects. Recently the J. A. and Kathryn Albertson’s Foundation supported a large sum of scholarships for candidates seeking the new Blended, Early Childhood/Early Childhood Special Education Certificate which is offered at each public university.

Evaluation of the TA system

Evaluation of the TA system is embedded into the state’s overall quality improvement plan for Part C. Numbers and types of TA services are collected and reported in the Part C annual report. Recent modifications to regional quarterly reporting will provide improved data about regionally sponsored training events and the outcomes. Short-term impact is assessed through immediate participant feedback and is used to assess discrete events. Intermediate and long-range impacts are evaluated on a 3-year cycle. This includes review and comparison to previous assessment to determine progress and identify changes. Service data is also a source for determining impacts. For example, an increase in the provision of services in natural environments, following TA related to natural environments, is an indicator that the TA contributed to the increase.

Relationship of TA system to the monitoring of local programs

The TA System is an integrated component of the monitoring system. As indicated, an improvement plan with TA needs identified is developed following the self-assessment. The Self-Assessment Action Plan serves as a gage for both evaluating changes in services and the impact of the TA provided. Quarterly reports indicate progress toward Improvement Plan goals.

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

The CSPD and the TA system essentially are the same thing. Lead agency staff for both systems have successfully achieved a new Blended Certification for birth to grade three.

Relationship with Section 619 of Part B

For further information contact:

• Mary Jones, or Carolee Eslinger
• Bureau of Developmental Disabilities
• Department of Health and Welfare
• 450 West State Street 7^th floor
• Boise, ID 83720
• Phone: (208) 334-5523
• Fax: (208) 334-6664
• E-mail: jonesm@dhw.state.id.us