Kansas Inservice Training System

Inservice Training for Early Childhood Professionals

KITS is a program of the Kansas University Center on Developmental Disabilities at Parsons and is supported through grants from the Kansas State Department of Education-Special Education Services (Grant #21013) as a part of the Kansas Technical Assistance System Network (TASN) and the Kansas Department of Health and Environment-Infant/Toddler Services.

The KITS project is designed to provide a training and resource system for early intervention networks and early childhood special education program staff through collaborative training and technical assistance activities on a comprehensive statewide basis. Additionally, parents and staff of agencies collaborating with these early intervention networks and preschool programs are afforded the opportunity to be involved in all activities associated with the project. The comprehensive system is realized through four identified system components of collaboration / linkages, information services, training, and technical assistance.

What Are The Goals of KITS?

• Sustain collaborative partnerships between State Agencies, Institutions of Higher Education, Local Education Agencies, and Professional Organizations working in the area of early childhood.
• Develop and disseminate evidence and research-based materials.
• Increase the knowledge, skills, and capacity of individuals and/or organizations across the state through results-based training and technical assistance.
• Contribute to the development of state level guidance documents, processes, and training materials.
• Scale-up multi-tiered support system to integrate early childhood supports.
• Collaborate with other technical assistance projects.

KITS Values Related to Inservice Training

• Anticipated outcomes are clear and understandable.
• Learning opportunities are provided in multiple learning formats to foster growth for all adult learners.
• Information sharing and networking among participants acknowledges their positive contributions to the learning process.
• Family members are actively included as presenters and participants.
• Inclusion of interagency and interdisciplinary participants is facilitated.
• Collaborative training among agencies is actively sought to maximize resources.
• Professional development is a continuing process rather than a discrete activity, and is viewed within the context of life long learning.