Center for Collaborative Planning
Qualified professionals with specialized expertise work with state and local agencies across the nation to meet the challenge of developing interagency collaborative service delivery systems. CCP also helps with school readiness, curriculum design, social skills training, program evaluation and more.

Child Care Resource and Referral Services of Kentucky
This program, funded through the Cabinet for Health and Family Services, Division of Child Care, is designed to coordinate and support the local Child Care Resource and Referral Network across the state of Kentucky. Each CCR&R is designed to ensure that adequate quality child care programs are available in each Area Development District to meet the needs of families, to provide referral information to families seeking child care, to increase family knowledge of the characteristics of high quality early care and education services, and to increase provider access to training and/or professional development opportunities.

Kentucky Early Childhood Data System
KEDS, funded through the Kentucky Department of Education, is responsible for supporting the state's reporting requirements for the child outcomes for early childhood under IDEA. This includes the development and implementation of a universal data platform system that will collect and correlate assessment results for approved Curriculum Based Assessments (CBA) to Kentucky’s standards and benchmarks and to national OSEP child outcomes.

Kentucky Early Childhood Outcomes Initiative
The Kentucky Early Childhood Outcomes Initiative is working with pilot sites in Kentucky to design and implement a continuous assessment system that provides data on the extent to which young children with disabilities are meeting the Kentucky Early Childhood Standards and the national child outcomes proposed for children with disabilities birth to age 5.

Kentucky Early Childhood Transition Project
The purpose of Kentucky Early Childhood Transition Project is to provide training and technical assistance to support the development of community wide systems across the Commonwealth of Kentucky for the transition of young children from early intervention into preschool and from preschool into primary.

Kentucky Infant/Toddler Institute
The annual Infant/Toddler Institute is a state wide institute that is jointly sponsored by the Kentucky Department of Education, the Cabinet for Health and Family Services, the Cabinet for Health Services, the Kentucky Head Start Collaboration Office and HDI.

National Early Childhood Transition Center
The National Early Childhood Transition Center (NECTC) is a five-year research project funded through the U.S. Department of Education, Office of Special Education Programs and is designed to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities. The project uses a multi-method approach to identify state, community, program, family and child factors that lead to positive school outcomes.

Parent Leadership Initiative
The Early Childhood Parent Leadership Initiative, sponsored by the W.K. Kellogg Foundation, is a joint venture between the Prichard Committee for Academic Excellence and HDI. The project is designed to facilitate the involvement of parents with their children in early care and education settings and to build an infrastructure of early childhood professionals who can work collaboratively with parents to enhance the quality of early childhood settings and support positive child outcomes. The overall premise of the program is based on an understanding that a parent's involvement in their child's early care and education program can positively impact the child's future success in school.

Professional Development Framework Research Collaborative
This research project is funded through the Administration for Children and Families, Child Care Bureau to investigate the degree to which a statewide unified professional development framework impacts the educational level of early care and education providers and subsequent classroom quality.

Project STEPS
Project STEPS strives to provide training and consultations that enhance services provided by local agencies for young children and their families, including: team building, effective meeting strategies, assessing and facilitating social and behavioral skills for transition, leadership and conflict resolution skills.

Quality Enhancement Initiative
The Quality Enhancement Initiative, funded through the Cabinet for Health and Family Services, Division of Child Care, seeks to improve the quality of early care and education services throughout Kentucky by providing assistance to child care providers in accessing the KIDS NOW scholarship programs and by providing information, technical assistance and access to supports needed to participate in the STARS for KIDS NOW Quality Rating System.

Training Into Practice Project
This project is designed to support the implementation of the Kentucky Early Childhood Professional Development Framework as outlined by the KIDS NOW Initiative (Kentucky Early Childhood Initiative). Specific training activities are designed to implement the trainer's credentials and to support the development of plans to assist with the transfer of training into the workplace in the area of early childhood.

CONNECT: The Center to Mobilize Early Childhood Knowledge
This national institute is working with the early childhood community to create web-based, instructional resources for faculty and other professional development providers that focus on and respond to challenges faced each day by those working with young children with disabilities and their families. The center is a collaborative between the University of North Carolina - Chapel Hill, the University of Kentucky and the University of Kansas and is funded by the U.S. Department of Education, Office of Special Education Programs.

NIEER Teacher Quality Study Collaborative
This research initiative will conduct three studies related to improving the quality of early care and education settings. The first study is designed to identify national certification requirements for public pre-kindergarten programs. Study II involves the development of a teacher survey to measure instructional and environmental practices to serve as a proxy for an on-site observational assessments in preschool classrooms. Study III involves a randomized control study to investigate the effects of teacher qualifications and compensation on children’s outcomes. The National Institute for Early Education Research through Pew Charitable Trust provides funding for this project.