This article describes the technical-assistance activities of the Partnerships Project, which represents a partnership among a university, a state department of education, and a university-affiliated program in the state of Illinois, and is designed to support the implementation of new early intervention personnel standards. Three major functions of the project, each utilizing extensive peer review for its implementation, are described: (a) assisting in the formulation and implementation of a new portfolio-based credentialing process, (b) supporting geographically and financially available field-based training opportunities that assist personnel in meeting credentialing standards through the portfolio process, and (c) supporting activities to expand the ability of colleges/universities to provide early intervention training.Five individuals are seated around a table covered with file folders. One by one the folders are reviewed. The file of the individual being discussed includes a certificate of attendance at a 2-day, 16-hour inservice session, which focused on feeding issues for young children with special needs. The individual has requested that this session be counted as coursework rather than inservice because she already has the maximum number of credit Address: Jeanette A. McCollum,
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