Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

146 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221108952 DOI: 10.1177/10962506221108952 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood The US Department of Education, Office of Special Education Programs (OSEP) recently deemed a state Part C Program as “Needs Intervention,” the lowest performance rating. The early intervention system (EIS) was over budget and failed to meet several compliance indicators, as well as child and family outcomes targets on the State Performance Plan/ Annual Performance Report (SPP/ APR). Targets for timely access to eligibility and/or early intervention (EI) services and seamless transition to Part B were not met for significant populations of children. These factors served as the call to action for systemic change. The state program, organized through regional networks with dedicated intake, evaluation/ assessment, and service coordination, offered comprehensive EI services through a variety of community agencies by a cross-disciplinary group of vendor-based providers. The independent and regional nature of the state system provider pool created challenges for consistency in the EI service delivery. The state program convened a diverse stakeholder group of EI providers, families, and community partners to articulate a new vision that prioritized family-centered practices; individualized, evidence-based 1108952 YECXXX10.1177/10962506221108952Young Exceptional ChildrenProfessional Preparation Standards Informed In-Service PD / Tomchek and Wheeler research-article2022