SEEDS Legacy Resources

In an effort to continue the opportunity to access valuable and pertinent resources developed under the SEEDS Project, a section of this website has been devoted to SEEDS Legacy Resources.

The Supporting Early Education Delivery Systems (SEEDS) contract was first executed in 1993-94 and continued for twenty years until 2013-14 under the auspices of the Sacramento County Office of Education (SCOE). The overall purpose was to assist the California Department of Education (CDE), Special Education Division (SED) in meeting the requirements of the Individuals with Disabilities Education Improvement Act (IDEA 04), the federal reporting requirements and support activities in the State Performance Plan (SPP).

The target audiences of this project were administrators, staff and families involved in programs in Local Educational Agencies (LEAs) for children with disabilities. The first priority for SEEDS was to support programs that needed to make changes in their service delivery model in response to changes in state and federal laws. The second priority was to provide training and technical assistance to address areas of non-compliance within the LEA infant and preschool programs that had been subject to a monitoring review. The third priority was coordinating with other training and technical assistance projects to support LEAs and Special Education Local Plan Areas (SELPAs) and County Offices of Education to ensure the statewide implementation of program improvement, assessment, and accountability for all infant and preschool age children receiving special education services.

The SEEDS Project supported CDE-SED’s Quality Assurance Process (QAP) for programs serving students birth to 22 years of age. SEEDS worked with the Department of Developmental Services (DDS) and other community partners when there was a direct benefit to staff and/or families in early childhood special education programs in LEAs.

The SEEDS Project maintained three general resources to meet the technical assistance needs: Core Consultants, Specialized Consultants and Visitation Sites.

Core Consultants
Experts knowledgeable about national/statewide trends and recommended practices within infant and preschool services and programs. Core Consultants possess the breadth and depth of experience and training to assist programs through a process of systems change. They have knowledge in statewide infant and preschool program administration, assessment, and accountability systems.

Specialized Consultants
Individuals knowledgeable in infant and preschool programs with specific areas of expertise in: administration, funding, special education, general education curriculum (e.g., literacy), assessment e.g. Desired Results Developmental Profile (DRDP), evaluation, cultural proficiency, family/parent involvement and support, service delivery models, interagency collaboration, and many other focus areas. Specialized Consultants provided information, training, and technical assistance as part of the Quality Assurance Process or as a part of a specific technical assistance request.

Visitation Sites
Programs that demonstrated a model approach, procedure, or educational component that the SEEDS Project and CDE/SED staff believed to exemplify recommended best practices in early care and education. The SEEDS Project assisted the department in identifying exemplary programs successfully aligning with the SPP in the areas of Preschool LRE, Preschool Assessment, and Part C to Part B Transition. In addition, SEEDS assisted CDE/SED in identifying infant and preschool programs that demonstrate the ability to facilitate parent involvement as a means of improving services and results for children with disabilities.

Training and Technical Assistance Services

Training and technical assistance was individually designed to meet the expressed and assessed needs of the program, SELPA or LEA, and to achieve a specific outcome or program change objective through training, technical assistance, and expertise in early childhood special education practices. Training and technical assistance included a wide variety of support activities such as: individual on-site consultation, performing small and/or large group training, facilitating group planning, completing program assessment, providing program recommendations, delivering immediate phone/e-mail/Internet assistance, arranging for visits to exemplary programs, participation on monitoring review teams to assist with infant and preschool record reviews, and providing parent moderators for verification review parent input sessions.