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About TATS: Project Overview

The TATS is a statewide project which supports programs serving prekindergarten children with disabilities by providing training and technical assistance. The primary recipients of services are the coordinators for programs serving prekindergarten children with disabilities in each of Florida's 67 school districts. The project is based at the University of Central Florida, with field staff working to carry out the TATS mission throughout the state. Facilitators based at each of the nine Professional Development Partnerships (PDP) provide direct services to the districts within their region. A transition consultant provides statewide TA and training on the transition process as part of Florida’s Transition Project, a project within TATS.

To ensure participation and coordination with all stakeholders, including districts and other existing state projects, the TATS has created a state advisory board.

Purpose

To develop a coordinated technical assistance and training system to respond to district needs for technical support in providing services to prekindergarten children with disabilities and their families.

Project Priorities

• Curriculum and Instruction – To support districts in using research-based curriculum models in a variety of settings with a variety of populations of prekindergarten children with disabilities. A focus on language and early literacy skills must be considered and is a critical component of activities related to curriculum and instruction.



• Evaluation and Assessment – To assist districts in using an evaluation and assessment system which ensures that children with disabilities receive evaluation services in a timely manner based on sound principles of practice for young children with respect for cultural diversity.



• Family Involvement – Developing family partnerships and support are critical for programs for young children with disabilities. Families should be active decision-makers related to planning, implementation, and evaluation of services for their children.



• Inclusion/Continuum of Supports – To support districts in expanding opportunities for serving children with disabilities in settings with typically developing peers.



• Program Effectiveness/Program Quality – To assist districts in developing an evaluation system to document child outcomes and plan for program improvements.



• Transition – To assist districts in using a systematic process for transition so that children exiting IDEA, Part C services smoothly transition into prekindergarten services for children with disabilities and from prekindergarten services into kindergarten.