Technical Assistance

Rebecca Schillaci

Email Rebecca Schillaci

Descriptors (Bodies of Work): 

Photo: 

Rebecca Schillaci

First name: 

Rebecca

Last name: 

Schillaci

Bio: 

Rebecca Schillaci is committed to conducting high-quality research of educational programs. She contributes her expertise in research design, quantitative and qualitative methodologies, survey design, statistics, and data analysis to a wide range of studies.

Schillaci is an evaluator for the Think College Transition (TCT) Model Project, an inclusive dual-enrollment model aimed at improving outcomes for students with intellectual disabilities enrolled in transition services by providing them with college experiences.

Schillaci is also a team member of the NSF-funded STEM Learning and Research (STELAR) Center, the resource center for the Innovative Technology Experiences for Students and Teachers (ITEST) program. Through her work on webinars and as a project liaison, she provides technical support to ITEST projects and helps inform NSF and other stakeholders of ITEST’s impact by collecting and synthesizing data from those projects.

Previously, Schillaci served as an evaluator of an algebra curriculum in use in Connecticut (read a blog post describing the findings) and was a researcher in an NSF ITEST-funded-study of the effectiveness of technology-focused professional development. She is a co-author of an article that presents the results of that study, “Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework” (Journal of Research on Technology in Education).

Before joining EDC, Schillaci was manager of the Child Cognition Laboratory at Boston University, where she contributed to the development, design, execution, and dissemination of several grant-funded research projects examining a broad range of topics including science learning, artifact categorization, teleological reasoning, and imitative learning in children and adults. She is coauthor on several publications based on this research, including “Children’s Conformity When Acquiring Novel Conventions: The Case of Artifacts” (Journal of Cognition and Development), “The Designing Mind: Children’s Reasoning about Intended Function and Artifact Structure” (Journal of Cognition and Development), and “Young Children Can be Taught Natural Selection Using a Picture-Storybook Intervention” (Psychological Science).

Schillaci received a BA in Psychology from Wellesley College and an MA in Developmental Science from Boston University.

Staff: 

Staff Profile

Job title: 

Research Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2772

2016 DRK–12 Event Focuses on Impacts, Bridging Research and Practice, and Digital Media

CADRE at EDC supports and shares innovative DRK-12 STEM education R&D

On June 1–3, EDC convened 230 National Science Foundation (NSF) Discovery Research K–12 (DRK–12) awardees and 20 NSF program officers to share strategies, impacts, and challenges in their innovative work to improve STEM education. Held in Washington, DC, the invitational meeting had a special focus on exploring the role of digital media in fostering deep STEM and cross-disciplinary learning and also engaged participants in examining how STEM education R&D can best address the needs of practitioners.

Descriptors (Bodies of Work): 

Jessica Auerbach

Email Jessica Auerbach

Descriptors (Bodies of Work): 

Photo: 

Jessica Auerbach

First name: 

Jessica

Last name: 

Auerbach

Bio: 

Jessica Auerbach brings expertise in child development, early childhood mental health consultation, evidence-based teacher training, children’s and parents' mental health, and promoting protective factors and reducing health disparities. She specializes in strategic planning, implementation, and evaluation of early childhood comprehensive systems that coordinate all child- and family-serving programs, in order to strengthen services and improve outcomes for children and families.

As a member of EDC’s national Home Visiting – Improvement Action Center Team (HV-ImpACT), Auerbach provides technical assistance to Federal Home Visiting Program grantees—through needs assessments, site visits, webinars, and communities of practice—as they implement evidence-based home visiting models to support families and enhance young children’s health, well-being, and school readiness.

Auerbach is a developer of health promotion resources and is co-author of articles and chapters on early childhood development, including “Identifying Developmental Risks and Delays in Young Children” (NYC Department of Health and Mental Hygiene) and “Mental Health Integration in Pediatric Primary Care Practices in NYC” (Behavioral Health News). From 2011 to 2013, under the Bloomberg Administration in New York City, she was a member of the City Hall Early Care and Education Steering Committee and Co-Chair of the Family Engagement subcommittee. She continues to serve on numerous advisory committees and councils focused on young children’s wellness.

Before joining EDC, Auerbach served as Senior Program Manager for Young Child Wellness at the New York City Department of Health and Mental Hygiene, where she led initiatives to improve workforce development, parenting support, and developmental screening. Earlier in her career, she held posts with public health departments in Seattle King County, Boston, and the Commonwealth of Massachusetts.

Auerbach received her BA from Sarah Lawrence College and her MPH in Sociomedical Sciences from Columbia University’s Mailman School of Public Health. She is a Registered Parent Educator in the Circle of Security Parenting Program and is certified in Mental Health First Aid.

Staff: 

Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4291

NSF DRK-12 PI Meeting

Date: 

06/03/2016
June 1-3: Washington, DC

On June 1 to 3, EDC will facilitate and host a national meeting of 300 National Science Foundation (NSF) Discovery Research K-12 program  awardees, as part of our work leading the Community for Advancing Discovery Research in Education (CADRE)

Descriptors (Bodies of Work): 

Sally Baggett

Email Sally Baggett

Descriptors (Bodies of Work): 

Photo: 

Sally Baggett

First name: 

Sally

Last name: 

Baggett

Bio: 

Sally Baggett facilitates continuous quality improvement (CQI) to strengthen evidence-based early childhood home visiting programs. She brings decades of experience fostering creative collaborations to improve early childhood systems, as well as expertise in sustainability strategies, including social bond financing and healthcare financing. A primary focus of her work is the integration of early childhood home visitation services into primary health care systems to enhance services for young children and their families.  

As a member of EDC’s Home Visiting – Improvement Action Center Team (HV-ImpACT), Baggett provides training and technical assistance to federal Maternal Infant Early Childhood Home Visiting (MIECHV) awardees. HV-ImpACT is working in all 50 states, the District of Columbia, and five territories to ensure at-risk pregnant mothers and families have the resources they need to raise children who are physically, socially, and emotionally healthy and ready to learn. In addition to providing intensive support to 11 states and the District of Columbia, Baggett contributes to site visits, webinars, communities of practice, e-news, and an online collaboration portal for all MIECHV awardees.

Baggett is an accomplished presenter, and has conducted numerous trainings and webinars for parents, early childhood and primary health care providers, funders, and advocates at the state, regional, and national levels. She is a charter member of the Home Visiting Applied Research Collaborative Council, and contributed to the case study, Coordinating Comprehensive Healthcare with Home Visits for New Families.

Previously, Baggett was Director of Patient and Family Support for a federally qualified health center serving families in seven South Carolina counties. In this role, she administered a continuum of early childhood home visitation services, integrated them into primary pediatric care, and added in-home behavioral health care for mothers with elevated depression. She also guided CQI processes for the pediatric and home visitation divisions, and provided technical consultation for state and local MIECHV direct service, CQI, and evaluation providers. 

Baggett received her BA from Furman University.

 

Staff: 

Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

864-992-3674

EDC to Lead Federal Home Visiting Program TA Initiative

EDC provides support to Federal Home Visiting Program MIECHV

EDC will receive $13 million over the next five years to support grantees and staff of the Maternal and Child Health Bureau’s Division of Home Visiting and Early Childhood Systems. Announced by the U.S. Department of Health and Human Services, the HV-Improvement Action Center Team (HV-ImpACT) will advance grantees' work to provide evidence-based home visiting services that ensure at-risk pregnant mothers and families have the resources they need to raise children who are physically, socially, and emotionally healthy and ready to learn.

Descriptors (Bodies of Work): 

Summary of a Literature Review on Implementation, Systems Change, and Continuous Improvement

Mon, 10/26/2015

Author(s): 

EDC's integrated conceptual model for technical assistance—and our design and strategic plans for working with school districts to enhance student outcomes—is informed and guided by research on implementation, systems change, and continuous improvement. In this document, the author describes and summarizes a range of published sources that focus on these three interrelated topics. Pertinent systemic change frameworks and strategies that have grown out of multiple bodies of research are highlighted.

Summary of a Literature Review on Implementation, Systems Change, and Continuous Improvement Written by Eliza P. Fabillar Educational Development Center (EDC)

Download: 

Length: 

41 pp.

Publication Type: 

Descriptors (Bodies of Work): 

David Jacobson

Email David Jacobson

Descriptors (Bodies of Work): 

Photo: 

David Jacobson

First name: 

David

Last name: 

Jacobson

Bio: 

David Jacobson works with states, districts, and communities to improve early education and care for low-income children and their families. He specializes in building effective prenatal through Grade 3 (P–3) systems with the aim of closing achievement gaps, addressing inequality, and building strong communities.

Jacobson brings extensive experience in early childhood education, school improvement, and strategic planning to his work as a senior technical assistance specialist for the Center on Enhancing Early Learning Outcomes. In this role, he supports state education agencies in leading sustained improvements in early learning opportunities and outcomes.  He represents EDC's Center for Early Learning Professionals on The Rhode Island Early Learning Council.

Currently, Jacobson is also leading a team in providing technical assistance to Rhode Island’s Supporting Kindergarten Teaching and Learning initiative. Funded by a Race to the Top-Early Learning Challenge grant, this work includes developing and piloting a system of supports to guide the implementation of the state’s KEA, including kindergarten coaching and transition planning. 

Jacobson is the author of numerous publications, including A Purple Agenda for (Early) Education,  Building P-3 State Systems: Learning from Leading States; “The Primary Years Agenda: Strategies to Guide District Action” and “Coherent Instructional Improvement and PLCs: Is It Possible to Do Both?”  He presented Opportunities for Adverse Childhood Experiences Prevention in Early Learning and Care Partnerships at the National Academies of Sciences 2017 workshop on the Neurocognitive and Psychosocial Impacts of Vioence and Trauma. Additionally, Jacobson developed and oversees the P-3 Learning Hub, a blog that analyzes P-3 developments around the country.

As a member of the Advisory Board for Boston College’s InterconnectED initiative, Jacobson is advancing efforts to develop a statewide infrastructure to integrate educational, social service, health, and mental health resources for children in Massachusetts. 

Before joining EDC, he was the Professional Excellence Director for Cambridge Education, an international organization working to improve school quality and educator effectiveness. In this capacity, he led the development of Cambridge Education’s approach to school turnaround and developed the Common Priorities approach to structuring the work of professional learning communities.

Jacobson received a BA in history from Brown University, an MA in philosophy from Brown University, and a PhD in sociology from the University of Chicago.

Staff: 

Staff Profile

Job title: 

Senior Project Director

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2662

Sherrie Rudick

Email Sherrie Rudick

Descriptors (Bodies of Work): 

Photo: 

Sherrie Rudick

First name: 

Sherrie

Last name: 

Rudick

Bio: 

Sherrie Rudick brings expertise in early childhood education, product development, curriculum design, project management, facilitation of adult learning, and web-based learning. She has a deep commitment to promoting young children’s school readiness and success, as well as fostering lifelong literacy and learning.

Rudick creates program literature, briefs, newsletters, and other materials for the Home Visiting – Improvement Action Center Team (HV-ImpACT), an EDC-led training and technical assistance initiative that is supporting Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program awardees in all 50 states, the District of Columbia, and five territories. With colleagues, Rudick is working to advance the provision of evidence-based home visiting services that ensure at-risk pregnant mothers and families have the resources they need to raise children who are physically, socially, and emotionally healthy and ready to learn. 

Previously, Rudick built the knowledge and skills of Head Start leaders through the National Center on Program Management and Fiscal Operations (PMFO), where she led a team of EDC content experts and practitioners in developing products related to effective management of Head Start organizations. Working closely with the Office of Head Start and five other national Head Start centers, she helped highlight the important role that management systems play in delivering high-quality services and improving the readiness of young children, including collaboratively developing Foundations for Excellence: Planning in Head Start.

Rudick was the lead developer of PMFO’s online interactive learning modules Data in Head Start and Early Head Start: Creating a Culture that Embraces Data and Data in Head Start and Early Head Start: Digging Into Data, and co-developed and co-presented the “Head Start Program Planning Cycle” video training module of the Management Matters series. She has written or coauthored Putting the Pro in Protégé: A Guide to Mentoring in Head Start and Early Head Start, the User’s Guide to Linking Our Voices, and the User’s Guide to Nuestro Trabajo, Nuestro Futuro. While working at Teaching Strategies, Inc., she co-authored The Creative Curriculum for Infants, Toddlers, & Twos, and The Creative Curriculum for Family Child Care. She was lead developer on Teaching Strategies’ web-based CDA training program, and has co-developed and presented numerous training sessions nationally and regionally to Head Start and early childhood education audiences throughout the country.

Before joining EDC, Rudick served as Project Manager for the Early Head Start for Family Child Care project at Zero to Three, a demonstration project related to Early Head Start and child care partnerships that was an early model for the President’s Early Head Start-Child Care Partnerships initiative. She worked at the Child Development Services program for the Department of the Army, was employed at a large migrant Head Start grantee, and, while at the American Institutes for Research, worked on Head Start federal monitoring and conducted an evaluation of the Head Start training and technical assistance system. Earlier in her career, she was an early childhood teacher, center director, and state licensing specialist.

Rudick received a BA in literature from Antioch College and completed the coursework for a master’s degree in early childhood education at Bank Street College of Education.

 

Staff: 

Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Mailing Address: 

1025 Thomas Jefferson Street, NW, Suite 700W
Washington, DC 20007

Telephone: 

202-572-3752

Why the World Needs Resilient Kids and How to Build Their Bounce

Teaser: 

Karen Cairone designs resources that build the capacity of early childhood educators, leaders, and parents to promote young children's resilience and that support the use of effective coping mechanisms to handle stress. She is an expert in child and adult mental health and resilience, social and emotional development, challenging behaviors in young children, product and training design, and training delivery. Currently, Karen is contributing to the EDC-led Center of Excellence for Infant and Early Childhood Mental Health Consultation and Home Visiting Collaborative Improvement and Innovation Network. She also designs and conducts trainings on Preventing and Addressing Challenging Behaviors for one of EDC’s joint federally and state funded-projects, the Center for Early Learning Professionals. In this post, Karen discusses why it is so vital to promote all young children’s resilience and shares simple, yet effective ways that adults can help foster resilience.

Featured Blog: 

1

Descriptors (Bodies of Work): 

Pages

Subscribe to RSS - Technical Assistance